The Reign of Terror in the French Revolution

The Reign of Terror in the French Revolution The Reign of Terror spread itself throughout the war by creating inner conflict within the elements of the French Revolution, which consisted of religious movements, uprisings, and developments with much fervour. Taking cues from different historical facets and literatures, it can be said that the reign of terror is the product of rebellion which resulted from disparities in social and political backgrounds. When the Revolution headed to the divergence from facts and moral integrity, the nation shifted from its compliance with the law and moved toward varying principles. The Reign of Terror was not the course of the aberration itself, but was rather the effect of the symbolic conflict between the Revolution and Ancien Regime. During the Reign of Terror, sovereign authority was not fully exercised and led to fall of the west and south to civil war.[1] It was in this phase that the Revolution was disrupted and broke down. The Revolution was intensified by disorder within the rebellion, as well as by a republic which was breaking down due to external pressure and crumbling from internal conflict; it was at its peak with the occurrence of war, inflation, violence, sabotage, hunger and oppression.[2] The Revolution had its collection of noble figures who deeply translated to the energized society of French gearing up for any kind of uprising. A notable figure which history detailed was Charlotte Corday.[3] Her description said that she was a Republican before the Revolution and had never desired for any kind of energy, until the radical shift within the Revolution happened. Corday wanted to see the republic flourish (Schama 730). It was showed that the ills of Revolution Fever had withered the noble pursuit of the nation and resulted to the Vendee War (March-December 1793). This war caused the finite terror of the people and made them confront their won risks and obtain salvation through any kinds of civil disturbances. It was stated that the Vendee War the bloodiest and longest symbolic conflict prior to the revolt against the dictatorship of Paris which happened on June-July 1793 (Furet et al. 165). The scuffle between the Revolution and Ancient Regime was divided into two: one composed of soldiers carrying the flag of the republic and the other composed of peasants from the Vendee population who lifted the banner of God and king. This antagonistic set-up for the revolt sprouted from the negation to conscription and the terror that overshadowed the entire nation. The testimony of the the Ancient Regime was neglected by the Revolution that did not listen to other voices, and instead, divulged its movement from the right track to the crooked one. The arrival of resistance, sidetracked by methods of monarchy, aroused every battle in the countryside. The revolt had turned into insurrection in which the resistance had became a geographical conflict grounded on quadrilateral band consisting of the generalites Poitiers and Tours (referring to the nomenclature of the ancient regime) (Furet et al. 165). The reign of terror was an integral part of the Revolution because this was the solid basis for violence. It was implied by the history that the Revolution mostly moved by the military Vendee, had slipped entirely from the control and jurisdiction of Paris for several months and had not been an area morally at odds with the rest of republic in 1789 (Furet et al. 166). This notion explained why terror was an effect of violence. In explicating the relationship among reign of terror, violence, and the Revolution, it could be stated that the chain started with the aberration of the Revolution in which it drifted away from the right track. With the existence of aberration, violence penetrated within regions causing internal and external conflicts ranging from the differing views on morals, ethics, politics and society. Such external and internal conflicts, in turn, paved the way for the reign of terror to sink in. With this terror came the want for freedom from violence and fulfilment of each wishes. Then, this course led to war and divisions in the entire nation. The very gap between the republic and its representation in politics is what allows the variation in a large society to declare its singular voice (Bates 138). This gap often results to error that manifests itself throughout the longstanding history of the Revolution. The government creates and preserves a space for national unity, a space that is also meant to protect a country as much as possible from that so-called error that penned out the translation of imminent identity into a firm decision and will of the republic (Bates 138). This political logic was an aberration in a broad sense interpreted using the term terror. In this kind of interpretation, the Revolution tried to erase that gap between the people of France and state. It has been said that the Jacobin dictatorship declared an extreme transparency between the state and French men which in reality, interpreted that the people were pulled out from the reality itself to rhetorical figure because the only way absolute transparency could be ensured was by eliminating the relationship between the two discordant entities which were the state and the nation (Bates 138). The complete establishment of the political power could only be achieved through dissolving one of entities and in the case of the Revolution, people of France were displaced through oppression and violence. In applying the subject of terror, the government became the people and any traces of opposition to the state, both external and internal, as tagged as enemy (qtd. in Bates, 139). It was true that revolutionary violence was not limited to the basis of terror alone. Apart from the relationship established among violence, terror and war, what identified the violence of the terror from the past facets of the Revolution was its systematic nature and the constructed fact that the state had instituted it (Bates 139). In the earliest periods of the Revolution, it was evident that the there was a need for specific discipline aiming to the development of stability which was the main goal of political leaders. The search for discipline had encompassed radical inassurance and instabilities brought by violence. In the late periods of the Revolution, it was viewed that monopoly was a specific discipline which politicians used to control radical violence. As the state permitted Revolution, terror may imply that it tried to erase the gap between people and the state by reigning over revolutionary violence into the state and monopolizing it (Bates 139). The need to limit and control violence was an aspect that consumed the totality of revolutionary consciousness. Such need aroused the issue on the amibiguity regarding resistance and order. It was inculcated that the defining disorder in the revolutionary context was a vexing task, knowing that Revolution itself was a disordering event (Bates 145). Sociologist Auguste Comte had his own historical justification on Revolution in his work Cours de Philosophie Positive. He said that the absence of any sound political philosophy makes it easy to imagine what empirical temptation must have determined such an aberration.(qtd. in Aron 306). It was prominent Comtes writings that he was being assertive of anachronism of war and he was able to focus on the contradictory views between the modern society and the military and warlike phenomenon: All truly philosophical minds must readily acknowledge with complete intellectual and moral satisfaction that the age has finally come in which serious and lasting war must utterly disappear among the elite of humanity (qtd. in Aron 133). Comte was able to reiterate that the philosophical minds of the politicians who shaped the Revolution had drifted from its established principles and resorted to aberration with no logic support but to limit and control violence to the extent of violating even the n ations rights. Comte went on to explicate more of the philosophy of knowledge in which aberration could be attributed to. Sound philosophyregards all real laws as constructed by us from external materials. Evaluated objectively, their accuracy can never be anything but approximate. But since they are created only for our needs, especially our active needs, these approximations become quite sufficient when they are well established according to the practical requirements which habitually determine appropriate precision. Beyond this principal standard there often remains a normal degree of theoretical freedom. (qtd. in Aron 142) The quotation above justified the differing philosophies of those who constituted aberration. Comte thought of theoretical freedom as a means to justify why political leaders resorted to aberration that became a conduit for the the reign of terror. The reign of terror must have been rooted out from the violence which came from the drift from established rules. The integral role of the reign of terror in the Revolution was made stronger with aberration which was a current that shaked the relationship between the nation and the state. History may prove that the strength of violence imposed by the Revolution still lingered on the people of France just like an aftermath of war. The end of the war did not mark the Vendees reconciliation with the Republic (Furet et al. 169) was stated that the violence that shocked and shaped Vendee is all a matter of national and political imagination in which ancient regime and the Revolution were assembled to argue (Furet et al. 170). The reign of terror was made complicated when the constructed relationships within the Revolution were deemed in flux. There seemed to be no end to the oppression of the people if there were no establishment of administrative questions that could fix the constitution and allow for sovereign republic. Sovereignty was nowhere in the picture as the search for unity within the nation grew more as a complex problem that was connected to the ambiguity of the term error of the citizen from the crime of the counter-revolutionary, for the admission of error by politicians and citizens under the boundaries of revolutionary politics (Bates 140). Revolutionary politics imposed a fundamental gap between the abstract and genuine legitimacy which came from the unity of the nation and any evident manifestation of sovereignty even if that specified manifestation was a famous act, legislation, executive directives, or emergency measure. Mentioned in this paper was the scope of error and mistake that ignited violence. It was identified that the Revolution had to scuffle with the overt opponents of the nation and the mistakes which had to be completely eradicated to protect against internal errancy. In this notion, error was a thing that had been philosophized as a possibility which was greatly understood by the most revolutionaries since the existence of the National Assembly. This comprehension opened up politics to render a space where that kind of error would be lessened (Bates 140). The conceptualized space was visualized by critic Maximilien Robespierre who reconceptualized that space for error reduction situated at the very heart of the politics. But Robespierre only touched the issue on leaving space for error reduction and it was in contrast to the perspectives of other political leaders who envisioned such space as constitutional or institutional one rather than what Robespierre called an internal and moral space (Bates 140). According to Robespierre, the politics of aberration could be grounded on virtue, not reason, as it was the necessary preparation for insight into the national voice and that the finite terror was based on the desire to construct a space where an important identity might be exuded (140). In addition, the discontinuity was the radical change from established measures to highly moral ones and this decisive shift, according to Robespierre, crucially involved error to revolutionary politics. The Vendee encounter was a catalyst in structuring Frances old society which was mainly inhabited by peasants, priests and nobles that were connected through culture and tradition. When violence was deemed as an insurrection, it starked perceptions in which any acts against the Jacobin dictatorship was identified as disloyalty to tradition. Aberration in this sense was viewed as an enemy of the ancient regime. The Vendee war ennobled the ancient regime by adding essential factors of which its inglorious end would otherwise have deprived it: popular passion and the heroism instigated by resistance (Furet et al. 170). In conclusion, it was illustrated in this paper that the reign of terror spurred out from aberration politics which was considered as the radical shift from established morals to the ones dictated by peoples active needs. The relationship among violence, aberration and terror could be identified through the Vendeer encouter which represented oppression and violation of tradition. It was important to know that reign of terror was the effect of the conflicts brought by violence and disparities in identifying which said greatly attributed to the aberration in the Revolution era. Works Cited Aron, Raymond. Main currents in sociological thought. New Jersey: Transaction Publishers, 1998. Bates, David W. Enlightenment Aberrations: Error and revolution in France. New York: Cornell University Press, 2002. Furet, Francois, Ozouf, Maria, and Arthur Goldhammer. A Critical Dictionary of the French Revolution. London: Belknap Press of Harvard University Press, 1989. Palmer, Robert R. Twelve Who Ruled: The Year of the Terror in the French Revolution. New York: Atheneum, 1965. Schama, Simon. Citizens: A Chronicle of the French Revolution. New York: Vintage Books, 1990.

Physical Development Essay

Primary school children, aged six to twelve years old, will undergo a variety of developmental changes, both physical and mental, and as teachers it is imperative that we both understand and accommodate the physical needs of students in the learning environment. To fully comprehend these changes, one must consider the actual physical changes that occur, in particular the development of motor skills, as well as how to accommodate the physical needs and development of students during their primary school years. Supplementary to these broader topics are the benefits of physical activity as well as the consequences of prolonged inactivity, and how a student’s physical development can either facilitate or restrict development in other areas. Children between the ages of 6 and 10 (referred to as ‘middle childhood’) will experience a plethora of physical developments. Firstly, they will steadily gain weight and height, though their basic body structure will remain unchanged. Children will also lose their 20 primary or ‘baby’ teeth, which will be replaced by permanent teeth. Some of the most significant skills children of this age will develop are motor skills. Motor skills refer to a learned sequence of movements that combine to create an efficient action in order to become proficient at a certain activity. These can be divided into two subcategories: ‘gross motor skills’ and ‘fine motor skills’. Gross motor skills are â€Å"large movements of the body that permit locomotion through and within the environment† (McDevitt & Ormrod, 2010) and includes such skills as walking and swimming, while fine motor skills are â€Å"Small, precise movements of particular parts of the body, especially the hands† (McDevitt & Ormrod, 2010), and include such skills as writing and drawing. In early childhood, humans rely largely on reflexive (that is, unlearned and involuntary) movement patterns, and thus are lacking fine motor skills. As they reach middle childhood, children develop voluntary movement patterns, and begin refining both their gross and fine motor skills, gaining proficiency in a variety of actions. Children increase the speed and coordination of their running, kicking and throwing, and become able to integrate these movements into sports and other structured play activities. They also make advances in their handwriting, becoming smaller and more consistent, and their drawings, supported by further cognitive development, become more detailed. Finally, the functions of the brain are enhanced in a number of ways. The two hemispheres of the brain develop into more unique sectors, and groups of regularly used neurons are cultivated. The process of myelination, ‘the growth of a fatty sheath around neurons that allows them to transmit messages more quickly’ (McDevitt & Ormrod, 2010), continues, permitting swift and sustained learning. In order to accommodate and encourage student’s physical needs and developments, teachers should first and foremost always ensure that the learning area is safe. The classroom should constantly be checked for hazards, such as sharp edges on desks, loose flooring, or potentially dangerous substances, and teachers should ensure that â€Å"Rooms, bathrooms, and hallways are cleaned daily† (Wilford, 2006). Children should also be educated on how to recognise situations or objects that could harm them, and how to deal with them effectively. As young children are especially vulnerable to illness, it is particularly important to do everything possible to prevent it, by keeping the area clean and sanitizing surfaces, and teaching children sanitary practices, such as washing their hands after toileting. This is a vital area of education; should a child suffer from a serious illness for a long period of time, their physical development may be permanently mired, having serious consequences on their entire lives. It is also important that students have access to healthy and nutritious food at school, and learn about sound eating habits. Certain foods or lack thereof, have varying effects on students’ physical development, and should children be malnourished for an extended period of time, their development may be permanently stunted. A child who is malnourished is â€Å"more prone to infections† (Brewster and White, 2002) which â€Å"further impair (their) nutritional state by depressing (their) appetite and increasing the demand on his reserves of protein and energy† (Brewster and White, 2002), leading to further diminished rates of physical development. For these reasons, it is imperative that primary school students’ learning environment be kept as safe and healthy as possible, through the teacher’s ensuring that the classroom is hazard free and sanitized, and that the children have access to nutritious and healthy food, as well as educating the children so that they may implement such skills themselves. By doing this, educators can accommodate the physical needs and developments of their children, and maximise the effectiveness of their schooling, both physical and academic. During primary school, students are â€Å"at an optimal age in terms of motor skill learning† (Anshel, 1990), and thus motor skills develop rapidly, allowing them to perform skilled tasks. In order to help students develop these motor skills, it is important for teachers to incorporate physical activity into their curriculum. This assists in the development of both fine and gross motor skills. Firstly, they should provide frequent opportunities for students to participate in physical activity throughout the day; these activities would ideally allow the participation of children, regardless of their respective skill levels. For example, when guiding children through skipping rope, the teacher could at first have them use a long rope and simply step over the rope; children who find this easy could then try actual skipping. Should this prove relatively easy, they could skip at a faster pace, and children who showed proficiency at this higher level could try crossing the rope over while skipping. Educators can also integrate physical activity into academic lessons, which will not only shorten the length of time between physical activities, but also keep the students more engaged in the lesson. Conversely, it is also important to give students adequate time to rest. If they spend too much time exercising and overexert themselves, this will only lead to decreased concentration during the rest of their lessons, causing their performance to suffer. Additionally, children progressing through middle childhood still have relatively soft bones, so additional caution should be taken if they perform any high impact exercises, such as lifting heavy weights. To reiterate, young students’ physical development can be accommodated through the utilisation of physical activity at school, however this must be done in moderation, otherwise it may be detrimental to the child’s education and general wellbeing. Finally, educators should be aware of how a child’s physical development can assist with or hinder their development in other areas. For example, a child who has developed at a faster rate than their peers will likely be more proficient at sports, and the strengthened neuron pathways will increase the rate at which they learn and become proficient at academic subjects. The self-confidence this gives them may then be expressed through the child’s interest and application in school, which in turn will make their entire learning experience both easier and more pleasurable. Increased participation in both sport and academic activities will in turn make meeting and befriending other students easier, allowing the student to expand socially, again giving them a more positive outlook on school and further increasing their focus and determination to succeed physically and academically. On the other hand, students who have not physically developed as quickly as others in their year group may not perform as well in either academic or physical activities, and subsequently suffer from ‘learned helplessness’, a situation in which a child’s experience leads them to believe they will always fail, and thus they do not try, acting â€Å"as though they (are) helpless to do better† (U. S. Dep Education, 1992). This lack of confidence and learned helplessness can cause students to become â€Å"listless and inattentive and sometimes disruptive† (U. S. Dep Education, 1992), and â€Å"may be prevent (students) from fulfilling (their) potential† (Seligman, 1990). This is why it is essential to implement scaffolding into the learning environment, to support less physically developed students and assist them in succeeding, building their confidence. Therefore, it is important that teachers carefully monitor the progress of students individually, and provide support and encouragement appropriate to their developmental stage to facilitate the learning experience for them. Children completing their primary education will experience many new things; socially, mentally and physically. It is the role of teachers to make this experience as beneficial as possible, and a key element of doing so is the understanding of the physical developments they undergo during this time. To fully appreciate these developments, educators should consider the benefit of physical activity, as well as the consequences of prolonged inactivity, how a student’s physical development can assist with or hinder their development in other areas, motor development in children and how this is influenced, and finally how to accommodate and support the developments and needs of their students.

Vapor Pressure and Heat Evaporation Lab Report

Vapor Pressure and Heat of Vaporization Introduction: ?Evaporation is the process of a liquid becoming vaporized. When a liquid is placed into a confined space some of the liquids will evaporate. Evaporation of the liquid depends on the strength of the intermolecular forces that are between liquid molecules. During the evaporation process of the liquid, new gas molecules exerts pressure in the sealed container, while some of the gas condenses back to the liquid state. ?If the temperature inside the container is kept constant, then the equilibrium at some point will be reached.When the equilibrium is reached, the rate of condensation is equal to the rate of evaporation and the rate of vapor pressure will remain constant as long as the temperature in the sealed container does not change. ?The relationship between the vapor pressure of a liquid and temperature is described in the Clausius-Clayperon equation: lnP= ? Hvap / R (1/T)+C. where 1nP is the natural logarithm of the vapor pressu re, ? Hvap is the change in heat vaporization, R is the universal gas constant, which is (8. 31 J/mol†¢K), T is the absolute, or Kelvin, temperature, and C is the constant that is not related to heat capacity.Therefore, Clausius-Clayperon equation does not only describes how vapor pressure is affected by the temperature, but relates to the factors of heat vaporization of a liquid. ?The purpose of this experiment is to determine the relationship between the pressure and temperature of the volatile liquids. The pressure will be measured in a sealed vessel that contains different types of liquids such as methanol, ethanol and propanol. It will be measured several times at different temperatures. At the conclusion of this experiment, the heat of vaporization will be able to be calculated.Materials: ?To be able to complete this lab procedure, the materials that are needed is a Vernier computer interface, a Vernier Gas Pressure Sensor, temperature probe, rubber stopper assembly, plas tic tubing with two connectors, hot plate, ice, one twenty milliliter syringe, one 400 milliliter beaker, two 125 milliliter Erlenmeyer flasks, one 1 liter beaker, ethanol, methanol, and 1-propanol. Methods: ?The first step in performing this experiment is to obtain and wear goggles. The alcohols used in this experiment are flammable and poisonous.The second step is to obtain the materials that are needed and set them up as accordingly. The third step is to use a hot plate to heat 200 milliliters of water in a 400 milliliter beaker. The fourth step is to prepare a room temperature water bath in a 1 liter beaker. The fifth step is to connect the Gas Pressure Sensor to channel one of the Vernier computer interface, then connect the Temperature Probe to channel two of the interface and then connect it to a computer. The sixth step is to use the clear tubing to connect the white stopper to the Gas Pressure Sensor.The white stopper must be twisted snugly into the neck of the Erlenmeyer f lask, to avoid losing any of the gas that will be produced when the liquid starts evaporating. The most important thing to do is to remember to close the valve on the white stopper. ?The seventh step is to draw in 3 milliliters of methanol into the 20 milliliter syringe that is part of the Gas Pressure Sensor accessories. Place the syringe onto the valve of the white stopper. The eighth step is to start the Logger Pro program and open the file â€Å"34 Vapor† from the Advanced Chemistry with Vernier folder. The ninth step is to click â€Å"collect† to begin collecting data.The first measurement will be the pressure of the air in the flask and the room temperature. Place the Temperature Probe near the flask. When the pressure and temperature readings are stabilized, click â€Å"keep† to record the readings. The tenth step is to add methanol to the flask by opening the valve below the syringe, push down on the syringe to inject the 1-propanol and quickly close the valve. Afterwards, remove the syringe from the stopper and monitor the pressure and temperature readings. ?The eleventh step is to place the stoppered flask into the 1 liter beaker of room temperature water.Place the Temperature Probe in the water bath and monitor the pressure and temperature readings. The twelfth step is to add a small amount of hot water to warm the water bath by only a few degrees. Stir the water with the temperature probe and monitor the pressure and temperature readings. For the thirteenth step, repeat step twelve until five trials are completed. Add hot water for each trial so the temperature of the water bath increases. After the fifth trail is recorded, open the valve to release the pressure in the flask and dispose of the alcohol as directed.The fifteenth step is to end the data collection and record the pressure and temperature readings in the data table. When recording the data, record the pressure valve of the first data point as Pair for trials one and two and record the temperature for trial one. Record the pressure value of the second data point as Ptotal for trial two as well as the temperature. The remaining values are recorded as Ptotal for trial two as well as the appropriate temperature. The last and final step is to clean the work area. Data Table: Methanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 103. 1 04. 5 105. 8 101. 9 Pair (mmHg) 101. 3 102. 4 103. 3 104. 4 105. 2 Pvap (mmHg) 0. 7 1. 2 1. 4 2. 7 Temperature (Celsius) 22. 6 25. 8 28. 3 31. 2 34. 0 Ethanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 106. 3 94. 7 98. 9 112. 9 Pair (mmHg) 100. 8 100. 8 92. 78 96. 0 103. 4 Pvap (mmHg) 5. 4 1. 92 2. 9 9. 5 Temperature (Celsius) 23. 9 24. 0 0. 3 9. 9 31. 7 Propanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 101. 7 104. 9 106. 1 108. 3 Pair (mmHg) 100. 4 101. 1 102. 2 103. 1 104. 0 Pvap (mmHg) 0. 6 2. 7 3. 0 4. 3 Temperature (Celsius) 23. 8 23. 7 0. 2 6. 5 29. 1 Discussion At the end of thi s experiment, the results we obtained varied because of the different temperatures and pressures that we observed. During the evaporation process of the liquid, gas molecules exerts pressure in the sealed container, while some of the gas condenses back to the liquid state. If the temperature inside the container is kept constant, then the equilibrium was reached. When the equilibrium is reached, the rate of condensation is equal to the rate of evaporation and the rate of vapor pressure will remain constant as long as the temperature in the sealed container does not change.

Vapor Pressure and Heat Evaporation Lab Report

Vapor Pressure and Heat of Vaporization Introduction: ?Evaporation is the process of a liquid becoming vaporized. When a liquid is placed into a confined space some of the liquids will evaporate. Evaporation of the liquid depends on the strength of the intermolecular forces that are between liquid molecules. During the evaporation process of the liquid, new gas molecules exerts pressure in the sealed container, while some of the gas condenses back to the liquid state. ?If the temperature inside the container is kept constant, then the equilibrium at some point will be reached.When the equilibrium is reached, the rate of condensation is equal to the rate of evaporation and the rate of vapor pressure will remain constant as long as the temperature in the sealed container does not change. ?The relationship between the vapor pressure of a liquid and temperature is described in the Clausius-Clayperon equation: lnP= ? Hvap / R (1/T)+C. where 1nP is the natural logarithm of the vapor pressu re, ? Hvap is the change in heat vaporization, R is the universal gas constant, which is (8. 31 J/mol†¢K), T is the absolute, or Kelvin, temperature, and C is the constant that is not related to heat capacity.Therefore, Clausius-Clayperon equation does not only describes how vapor pressure is affected by the temperature, but relates to the factors of heat vaporization of a liquid. ?The purpose of this experiment is to determine the relationship between the pressure and temperature of the volatile liquids. The pressure will be measured in a sealed vessel that contains different types of liquids such as methanol, ethanol and propanol. It will be measured several times at different temperatures. At the conclusion of this experiment, the heat of vaporization will be able to be calculated.Materials: ?To be able to complete this lab procedure, the materials that are needed is a Vernier computer interface, a Vernier Gas Pressure Sensor, temperature probe, rubber stopper assembly, plas tic tubing with two connectors, hot plate, ice, one twenty milliliter syringe, one 400 milliliter beaker, two 125 milliliter Erlenmeyer flasks, one 1 liter beaker, ethanol, methanol, and 1-propanol. Methods: ?The first step in performing this experiment is to obtain and wear goggles. The alcohols used in this experiment are flammable and poisonous.The second step is to obtain the materials that are needed and set them up as accordingly. The third step is to use a hot plate to heat 200 milliliters of water in a 400 milliliter beaker. The fourth step is to prepare a room temperature water bath in a 1 liter beaker. The fifth step is to connect the Gas Pressure Sensor to channel one of the Vernier computer interface, then connect the Temperature Probe to channel two of the interface and then connect it to a computer. The sixth step is to use the clear tubing to connect the white stopper to the Gas Pressure Sensor.The white stopper must be twisted snugly into the neck of the Erlenmeyer f lask, to avoid losing any of the gas that will be produced when the liquid starts evaporating. The most important thing to do is to remember to close the valve on the white stopper. ?The seventh step is to draw in 3 milliliters of methanol into the 20 milliliter syringe that is part of the Gas Pressure Sensor accessories. Place the syringe onto the valve of the white stopper. The eighth step is to start the Logger Pro program and open the file â€Å"34 Vapor† from the Advanced Chemistry with Vernier folder. The ninth step is to click â€Å"collect† to begin collecting data.The first measurement will be the pressure of the air in the flask and the room temperature. Place the Temperature Probe near the flask. When the pressure and temperature readings are stabilized, click â€Å"keep† to record the readings. The tenth step is to add methanol to the flask by opening the valve below the syringe, push down on the syringe to inject the 1-propanol and quickly close the valve. Afterwards, remove the syringe from the stopper and monitor the pressure and temperature readings. ?The eleventh step is to place the stoppered flask into the 1 liter beaker of room temperature water.Place the Temperature Probe in the water bath and monitor the pressure and temperature readings. The twelfth step is to add a small amount of hot water to warm the water bath by only a few degrees. Stir the water with the temperature probe and monitor the pressure and temperature readings. For the thirteenth step, repeat step twelve until five trials are completed. Add hot water for each trial so the temperature of the water bath increases. After the fifth trail is recorded, open the valve to release the pressure in the flask and dispose of the alcohol as directed.The fifteenth step is to end the data collection and record the pressure and temperature readings in the data table. When recording the data, record the pressure valve of the first data point as Pair for trials one and two and record the temperature for trial one. Record the pressure value of the second data point as Ptotal for trial two as well as the temperature. The remaining values are recorded as Ptotal for trial two as well as the appropriate temperature. The last and final step is to clean the work area. Data Table: Methanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 103. 1 04. 5 105. 8 101. 9 Pair (mmHg) 101. 3 102. 4 103. 3 104. 4 105. 2 Pvap (mmHg) 0. 7 1. 2 1. 4 2. 7 Temperature (Celsius) 22. 6 25. 8 28. 3 31. 2 34. 0 Ethanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 106. 3 94. 7 98. 9 112. 9 Pair (mmHg) 100. 8 100. 8 92. 78 96. 0 103. 4 Pvap (mmHg) 5. 4 1. 92 2. 9 9. 5 Temperature (Celsius) 23. 9 24. 0 0. 3 9. 9 31. 7 Propanol Trial 1 Trial 2 Trial 3 Trail 4 Trail 5 Ptotal (mmHg) 101. 7 104. 9 106. 1 108. 3 Pair (mmHg) 100. 4 101. 1 102. 2 103. 1 104. 0 Pvap (mmHg) 0. 6 2. 7 3. 0 4. 3 Temperature (Celsius) 23. 8 23. 7 0. 2 6. 5 29. 1 Discussion At the end of thi s experiment, the results we obtained varied because of the different temperatures and pressures that we observed. During the evaporation process of the liquid, gas molecules exerts pressure in the sealed container, while some of the gas condenses back to the liquid state. If the temperature inside the container is kept constant, then the equilibrium was reached. When the equilibrium is reached, the rate of condensation is equal to the rate of evaporation and the rate of vapor pressure will remain constant as long as the temperature in the sealed container does not change.

Federal Government of the United States and Territorial...

2010 DBQ: (Form A) 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (Form B) 1. The issue of territorial expansion sparked considerable debate in the period 1800–1855. Analyze this debate and evaluate the influence of both supporters and opponents of territorial expansion in shaping federal government policy. 2009 DBQ: (Form A) From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that BOTH free African Americans and enslaved African Americans responded to the†¦show more content†¦Analyze this debate and evaluate the influence of both supporters and opponents of territorial expansion in shaping federal government policy. 2009 DBQ: (Form A) From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that BOTH free African Americans and enslaved African Americans responded to the challenges confronting them.2010 DBQ: (Form A) 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (Form B) 1. The issue of territorial expansion sparked considerable debate in the period 1800–1855. Analyze this debate and evaluate the influence of both supporters and opponents of territorial expansion in shaping federal government policy. 2009 DBQ: (Form A) From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that BOTH free African Americans and enslaved African Americans responded to the challenges confronting them.2010 DBQ: (Form A) 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (Form B) 1. The issue ofShow MoreRelatedThe War Of The American Civil War856 Words   |  4 Pagestime of the Revolution with a weak decentralized government under the Articles of Confederation. 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