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Using your value for the most probable speed at 298 K for oxygen determined in part 3, determine the fraction of molecules at 298 K and at 500 K which have speeds greater than this speed.

The Kinetic Theory of Gases

A Maple Exercise
The kinetic theory of gases is one of the cornerstones of physical chemistry. It provides a model that allows the calculation of many dynamic properties of a perfect gas. Knowledge of molecular speeds and their distribution functions is useful in understanding the rates of gas phase reactions.

Theory
The kinetic theory of gases was developed from a model that incorporated the following features:
a) the gas consists of large numbers of particles in continual random motion,
b) the size of the particles is negligible in comparison to the average distance traveled between collisions, and
c) the particles exert no intermolecular forces on one another and thus their collisions are perfectly elastic.

The predictions of the kinetic theory are found to agree well with the actual behavior of real gases at normal pressures and temperatures well above their boiling points.
According to the kinetic theory, the temperature of a gas is a measure of the average translational kinetic energy of the gas, and is thus also a measure of the average speed, <c>, of the gas particles. Common sense (and experimental results) tells us that not all gas particles move with the average speed — some move faster than average and some slower. A distribution function provides the fraction of molecules with speeds between c and c + dc. The distribution function for perfect gases is called the Maxwell-Boltzmann distribution function and is given below:
F(c) dc = 4
π m
2
πkT





3/2
c2 exp mc2
2kT





dc [1]
where m is the molecular mass, k is the Boltzmann constant, and T is the Kelvin temperature. Note especially the dependence of this function on mass and temperature. This equation can be plotted as a function of c to see how the fraction of molecules with a given speed changes with speed or temperature. The above equation can also be used for several purposes. The maximum of the distribution function provides the most probable speed, c *. Differentiating Equation [1] with respect to c and solving for c when the derivative equals zero one obtains the most probable speed. c* = 2kT
m





1/ 2

The fraction of particles with speeds between c 1 and c 2 can be obtained by integrating equation [1] between c 1 and c 2.
One of the most powerful uses of distribution functions is calculating averages. For any distribution function F(x), the average of any property which depends on x (such as ξ) is given byξ = ξ F(x) dx [3] Using this, the average speed can be determined by evaluating c = c F(c) dc [4] where the limits of integration range from c=0 to c=∞. The resulting integral is c = 8kTπm





1/2

In a similar manner, the root-mean-square speed, c rms, is determined by evaluating c2 1/ 2 crms = c2 F(c)dc( )1/ 2
The integral evaluates to the following simple expression. crms = 3kT
m





1/ 2

The root-mean-square speed is particularly useful since the average translational kinetic energy EK is given by
EK = 1
2 m c2 = 1
2 mcrms
2
Combining equations [7] and [8] yields
EK = 3
2 kT

the average translational energy per particle for a perfect gas. This result agrees well with experimental values for monatomic gases. Note that the average kinetic energy is not a function of the mass of the particles involved.
The kinetic theory also provides information regarding molecular collisions. The number of collisions experienced by a single particle per second per unit volume is given by
z A = 2
πd2 c N
V = 2
πd2 c p
kT

where d is the molecular diameter and N the number of particles per volume V. The quantity π d2 is often called the collision cross section and is given the symbol
σ. The total number of collisions between particles per second per unit volume is given by Z AA = πd2 c N2 2

Calculations
1. Determine the Maxwell-Boltzmann distribution function for hydrogen gas and oxygen gas at 298 K (plot data for both on same graph). Remember, these gases are diatomic and check you units!

2. Determine the Maxwell-Boltzmann distribution function for oxygen at 298 K and 500 K (plot data for both on same graph)

3. Determine the most probable speed for oxygen at 298 K and 500 K.

4. Using your value for the most probable speed at 298 K for oxygen determined in part 3, determine the fraction of molecules at 298 K and at 500 K which have speeds greater than this speed. Assuming this is the minimum speed required for molecules to be travelling in order to react in some specific reaction, estimate the relative reaction rates at the two temperatures. Make sure you use the same speed for both curves.

Prepare a series of screenshots along with informative captions to illustrate the capabilities of your dashboard and guide a viewer through a particular use case.

Course Project: Creating an Interactive Exploratory Dashboard

Background Information

Dashboard design principles and techniques will be covered in Lesson 8 (Week 9). Work on the Course Project will begin at that time.

Goal: Leveraging the design principles and techniques learned so far in the course, you are to create an interactive, exploratory dashboard that includes at least three well-designed data visualizations as well as filter controls for key variables of interest that will allow the user to explore the data at a deeper level.  Note: the three visualizations and filter controls should all be integrated into a SINGLE dashboard design (please see Lesson 8, Section C for an example).  Storyboards that link a sequence of separate worksheet visualizations using a narrative are not acceptable for this project.

You may use any data set (other than the pre-packaged datasets that come with Tableau) that you find interesting and intriguing to create a dashboard that tells a compelling story. You have complete freedom in choosing the data domain as well as the visualization techniques but make sure you produce a high quality, interactive visualizations for your exploratory dashboard.

Dataset

Below are sites where you can find links to data repositories.  Note: You may not use  the pre-packaged datasets (e.g., Superstore) that are incorporated with the Tableau software for your course project.

While you are free to explore the web besides the sites listed above, recall one of the principles we laid out for creating a meaningful and effective visualizations. Make sure you have a clear understanding of what is it that you wish to explore and then look for the right data set to answer those questions. It is a crucial first step!

Assignment Details

You are to provide three deliverables for your project:

  1. Project document: A multi-page PDF document that provides detail about the purpose of the dashboard, who its users will be, what data will drive each visualization in the dashboard, a list of analytic questions and queries that a person should be able to answer using the dashboard visualizations, and the rationale for the different design principles and techniques used in creating the interactive dashboard visualizations.
  2. Project demonstration: Prepare a dashboard demonstration in either a screen capture video ORdocument format (described below) that is designed to illustrate the capabilities of your dashboard. This demonstration should include at least one specific example of how your dashboard can be used to derive insights from your dataset.  Choose one of the following formats for your project demonstration:

(a) Video format (i.e., screen capture video): A 5 minute or less (.mp4 format) screen capture video that illustrates the capabilities and example use of your dashboard.

Suggestions: Macs come with QuickTime which is great tool for capturing screen recordings. Camtasia is an excellent commercial tool for creating videos on Windows. They do allow a free 30 day trial which should be sufficient time for you to complete your project.  Students have also used CamStudio, a freely available open source tool.  You may also use Zoom to record your presentation (see PSU Canvas Help for details).

(b) Document format (pdf):  Prepare a series of screenshots along with informative captions to illustrate the capabilities of your dashboard and guide a viewer through a particular use case.  Please save the ‘Project Demonstration’ document in a pdf format.

Suggestion: Use as many screenshots as necessary to adequately communicate the dashboard capabilities and an example use of your dashboard.

  1. Packagedworkbook: A single packaged workbook (.twbx) that contains all the resources needed for users to run the dashboard (follow this linkLinks to an external site. to learn how to create a packaged workbook for sharing)

Later in the course, you will return to this assignment to perform a peer review of two interactive dashboards: You will be required to review two completed Course Projects from your peers. Peer review guidelines will be available after the completed projects have been submitted

Provide your reasoning as to why the statement is fallacious Describe the intended audience and how the fallacious statement might affect their decision making.

MGF 1107 PROJECT #4 – FALLACIES

Objective: The objective of this project is to gain a better understanding of common fallacies and explore how they show up in everyday life, and consider how they can influence your (or others) decision making.

For each fallacy you choose, you must:

Cite the reference of the fallacy. Note: The fallacy must come from media (not online textbooks) and cannot be a made-up example.

Provide your reasoning as to why the statement is fallacious

Describe the intended audience and how the fallacious statement might affect their decision making.

Choose 1 of the three fallacies listed below and find a real-life example (from the news, internet, etc) that corresponds to it. Be sure to cite your reference.

  1. Appeal to emotions
  2. Appeal to popularity
  3. Circular reasoning

Choose 1 of the three fallacies listed below and find a real-life example (from the news, internet, etc) that corresponds to it. Be sure to cite your reference.

  1. Diversion
  2. Personal Attack
  3. False Cause

Choose 1 of the three fallacies listed below and find a real-life example (from the news, internet, etc) that corresponds to it.  Be sure to cite your reference.

  1. Limited choice
  2. Appeal to ignorance
  3. Straw man

 

Then, answer the following question: Which of the fallacies do you feel is the hardest to understand and/or identify and why?

Write an essay where you argue that social media and YouTube can be beneficial.

Argument: Social Media and YouTube Can Be Beneficial

Write an essay where you argue that social media and YouTube can be beneficial.

Based on the definition of deviance, describe a time that you or someone else you know was deviant (within reason). Explain why this is deviant using the textbook definition of deviance.

Post Details: Being Deviant Photo Shoot!

1) Through this discussion board post, we’ll grasp the concept of deviance as it occurs in our daily lives.

2) Check out chapter 6 on deviance. Also look at the chapter 6 powerpoint.

3) Be sure to explore Unit 6 which is on deviance. Be sure to view/read the recommended sources displayed on the Soft Chalk lecture, including the following:

3) Define deviance as it is defined in the Deviance 101 blog. Explain how you would use your understanding of deviance to explain the recovery facility in Macklemore visits the interagency recovery school.

4) Based on the definition of deviance, describe a time that you or someone else you know was deviant (within reason). Explain why this is deviant using the textbook definition of deviance.

5) Post a photo (your own, not from the internet) of the deviance you described.

6) Include in-text and reference page APA citations.

Attachments area

Preview YouTube video Macklemore Visits the Interagency Recovery School To Talk To Students | MTV

Were people who contributed less than the mean of the group in any round punished more than those who contributed more than the mean? In other words, was there a norm for contributions (the mean) which was such that if you contributed less you were punished?

Punishment

Write a report that answers the questions below. You will be judged on how well you present your arguments and the strategy you use to answer the questions.

1) In the experiment there were two groups of 5. Was there learning over the 10 rounds of the experiment?

2) Were the contributions higher in the treatment with punishment as compared to those without punishment in the first and last five rounds (I.e., compare rounds 1-10 with and without punishment and then rounds 11-20 with and without punishment)?

3) Were people who contributed less than the mean of the group in any round punished more than those who contributed more than the mean? In other words, was there a norm for contributions (the mean) which was such that if you contributed less you were punished?

4) What was the reaction of people who were punished? I.e., in the round following a punishment did people increase or decrease their contribution?

5) Classify people into two groups: Punishers and non-punishers. (Use your own classification. ) Were the payoffs of those who you classified as punishers greater or smaller than those who were not classified that way taking into account their cost of punishment?

In a short essay of no more than 300 words, take a stand “for” or “against” the global proliferation of the mid-rise BIM building.

162 HEINRICH HU ̈ BSCH

The readings make a case for an understanding of global culture over universal design – even if that global culture is partly digital or virtual. A “global culture” approach might require a careful calibration or attention to local circumstances – contexts as sources of history, memory, belonging, climate, carpentry, and so on.

With the cooperation and integration of BIM, architecture is moving quickly towards a new normative architecture (attached pic). This architecture’s ubiquity is tied to the availability of parts and ease of construction, but also to the pervasive use of Revit as a design tool.

In a short essay of no more than 300 words, take a stand “for” or “against” the global proliferation of the mid-rise BIM building. You may make technical or functional points to support your argument, but you must also convincingly use the Frampton or Sassen reading to persuade, or make, your case.

Evaluate how Heineken competes in the global beer industry using concepts and tools from the course.

Heineken Case Study

Evaluate how Heineken competes in the global beer industry using concepts and tools from the course. Specifically, distinguish Heineken the brand from Heineken the product, and discuss specific business, corporate, and international level strategies and methods Heineken has used to expand and compete – and why you believe it did so, use relevant quantitative and qualitative information from the case and the concepts/tools from the course.

Students are individually responsible for submitting a written analysis of the Heineken case, worth 10% of the overall grade. The written case analysis must be written as an essay that addresses the points/prompts for the case above (see 1st paragraph).

To clarify, the assignment is for a coherent and well-organized written essay, not just answers to the individual questions. The written case analysis must be in Times New Roman, 12pt font, double-spaced, with 1-inch margins, and should not exceed 3 pages of written material, not including exhibits, charts, or tables. Quotes or exhibits from the case or the textbook should be cited appropriately. No external sources should be used. The written analysis is due. No late assignments will be accepted.

Describe how Walter McMillian reacted to being arrested and being placed on death row. How did the prision staff treat Herbert Richardson on the day he was executed? How does Stevenson explain this treatment?

CASE STUDY

Respond to the following questions, providing concrete examples from the reading to illustrate your points. Provide evidence that you read the chaptes.

1.Describe how Walter McMillian reacted to being arrested and being placed on death row.

2. How did the prision staff treat Herbert Richardson on the day he was executed? How does Stevenson explain this treatment?

3. In what ways did the judicial system fail to protect Charlie?

 

Briefly explain the 4 types of computers.

TYPES OF COMPUTERS

Briefly explain the 4 types of computers.