Analysing The Chemistry Of Coke Chemistry Essay

Analysing The Chemistry Of Coke Chemistry Essay Coke is the most popular carbonated soft drink. Generally there is Phosphoric acid in all fizzy drinks including cokes. The Phosphoric acid is infused as an active ingredient in coke to provide the tangy flavour. There is variety of different types of cokes. For example diet coke which contains less sugar and calories than original coke, vanilla coke which has vanilla flavour and zero coke which contains no sugar at all. Nowadays it is getting issued that phosphoric acid can damage humans teeth or bone health even with minimal exposure. Investigation of finding out the amount of phosphoric acid in each three different cokes; original, zero and vanilla coke by titration is done for consumers to let them know that amount of phosphoric acid is not changed depends the types of the cokes. Introduction Phosphoric acid (H3PO4) is an active ingredient that contributes the tangy taste in the coke. The acid is fairly weak but, more drinks, the more acid human body has to neutralize. For that the body uses calcium from the bones which reduce the bone strength. (AdlersbergJay, 2010) To analyse the phosphoric acid in cokes, the acid/base titration method has been brought. Acid/bas titration is required to determine the unknown concentration of a known reactant. It is performed by dropping the known solution in the burette into the unknown solution in the beaker which has been added a few drops of the indicator or simply using the pH Meter. (KennanMark) The indicator is a liquid that makes the colour change of the solution when it is neutralized. Different indicators are used for different pH levels and they have different colour changes. (Acid-Base Chemistry) Indicator pH Range Color Change Thymol blue 1.2 2.8 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ yellow Methyl red 4.4 6.2 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ yellow Litmus 5 8 red à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ blue Bromothymol blue 6.2 7.6 yellow à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ blue Phenolphthalein 8.0 10.0 colorless à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ pink The experiment is performed based on the hypothesis, the amount of phosphoric acid in each different types of cokes are different as they are not the same type of the coke. Main Body Aim The aim of the experiment is to analyse a commercial sample of three different types of cokes and determine the mass of phosphoric acid in the samples using volumetric analysis; acid/base titration. Hypothesis If the types of the coke are different then the quantity of phosphoric acid in cokes will differ to each other because each types of coke contain variety of ingredients in different amounts. Materials Balance 50ml beaker 20ml pipette 25ml pipette 50ml burette 250ml volumetric flask 100ml volumetric flask 250ml conical flask Spatula Label sticker Small glass funnel Burette stand and clamp White tile Distilled water Phenolphthalein indicator KHSO4 Approx 0.1M NaOH solution Coca-Cola (original, zero, vanilla) Method Standard KHSO4 Solution Approximately 3g of KHSO4 was measured and put into a clean 50ml beaker. For dissolving the KHSO4, Transferred KHSO4 and distilled water to 250ml volumetric flask and filled the flask with distilled water. Put the stopper and mixed the contents of the flask well. Then calculated number of moles and concentration of KHSO4 and recorded them. Standardising the NaOH solution Pour the 0.1M of NaOH into the burette and made sure that the initial volume exactly 0.00ml. Next, poured the standard KHSO4 solution measured with 20ml pipette into conical flask and added 3 drops of phenolphthalein indicator. Then, the NaOH was slowly dropped into the flask until the KHSO4 solution turned slightly pale pink which tells its end-point and recorded the NaOH volume used. Repeated standardising twice and recorded them as well. After that, calculation of the molarity of NaOH was done by using the average of the three volume measurements. Analysis of Coke Before starting the analysis of the cokes, original coke, zero coke and vanilla coke had been left for approximately 32 hours in the beakers with no lids on, to make sure there was no carbonic acid in them. This was because that coke doesnt only contain phosphoric acid but carbonic acid which makes the drinks fizzy. Put cokes measured by Pipette 20ml in to 100ml volumetric flasks. Then made 20% diluted coke by filling the flask to the 100ml mark with distilled water. Put the stoppers on them and shake the each solution. Labelled the each flask. Pipette 25ml of each three 20% diluted coke solution to clean 250ml conical flasks and added 3 drops of phenolphthalein indicator to each samples in flasks. After that, titrating NaOH solution was performed into the coke samples and recorded the required NaOH volumes for the samples. Again, the steps were repeated twice for each sample. Lastly, the molarity of phosphoric acid in the 20% coke solutions and the mass of phosphoric acid present in commercial undiluted cokes were calculated. Results Standard KHSO4 solution Mass of KHSO4 used: 3.2g Standardising the NaOH solution V(KHSO4) = 20ml Trial 1 Trial 2 Trial 3 NaOH Volume used 20.4ml 19.8ml 19.8ml Average volume: (20.4+19.8+19.8)/3 = 20ml Analysis of Coke Volume of 20% original/zero/vanilla coke used = 25ml Trial 1 Trial 2 Original 0.7ml 0.8ml Zero 0.8ml 0.8ml Vanilla 0.7ml 0.9ml Average volume: Original: (0.7+0.8)/2 = 0.75ml Zero: (0.8+0.8)/2 = 0.8ml Vanilla: (0.7+0.9)/2 = 0.8ml Discussion Analysis of results The experiment was performed in three parts to titrate the cokes. The first part was for making standard KHSO4 solution. 3.2g of KHSO4 was used to make the solution and that made the concentration of KHSO4 solution 0.0938M which is nearly 0.1 M. Molar mass of KHSO4: 39.1+1+32.1+(161) = 136.2g/mol Moles of KHSO4: m/M = 3.2/136.2 = 0.0235 moles Concentration of KHSO4: n/V = 0.0235/0.250 = 0.0938M (à ¢Ã¢â‚¬ °Ã‹â€ 0.1M) The second part was for standardising the 0.1 M NaOH solutions. It was performed three times and the average volume of NaOH used was applied in the calculation of concentration of NaOH by using the concentration formula, C1V1=C2V2. The calculation below shows the concentration of NaOH was 0.0938 M. Concentration of NaOH: (CKHSO4VKHSO4)/VNaOH = (0.093820)/20 = 0.0938M Lastly the third part was for analysis of cokes. Titrating three different types of coke by NaOH solution was performed in this part. The result showed that NaOH solution has been used 0.75ml for original coke and 0.8ml for zero and vanilla coke. The volume used differences between the three cokes were not that big. However these little differences affected the final result. Concentration calculation was brought to determine the concentration of 20% coke solutions and undiluted coke. After the molarity of undiluted coke (phosphoric acid), it was able to calculate the mass of phosphoric acid in 1L of undiluted coke solutions. Concentration of 20% coke solutions (phosphoric acid): (CNaOHVNaOH)/Vcoke Original: (0.0938 x 0.75)/25 = 0.002814M Zero: (0.0938 x 0.8)/25 = 0.003002M Vanilla: (0.0938 x 0.8)/25 = 0.003002M Concentration of the undiluted coke (phosphoric acid) Original: 0.001814 x 5 = 0.00912M Zero: 0.003002 x 5 = 0.01501M Vanilla: 0.003002 x 5 = 0.01501M Mass of phosphoric acid in 1L of undiluted coke solutions (Molar mass of phosphoric acid (H3PO4): (13)+31+(164) = 98g/mol) Original: 0.00912 x 98 = 0.89376g/1000ml Zero: 0.01501 x 98 = 1.47098g/1000ml Vanilla: 0.01501 x 98 = 1.47098g/1000ml Throughout the titration in third part of experiment, the amount of phosphoric acid in 1L of undiluted original coke, zero coke and vanilla coke have been calculated. The result came out fairly different to the hypothesis of this experiment. Contrary to the expectation, titration results of three cokes were not that different. According to the result, there is approximately 0.89376g of phosphoric acid in original coke and 1.47098g of phosphoric acid in zero and vanilla coke. The original coke has 0.57722g less phosphoric acid than others. Therefore the original coke has less phosphoric acid and zero and vanilla coke contain 0.57722g more phosphoric acid. Error analysis The major error was occurred during the titration. Because the colour of the cokes was too dark to see the colour change to pink, it was needed to be diluted so the coke solutions were 20% diluted with distilled water. However, even if it was able to see the colour change, the colour of the diluted coke was still dark that it was hardly seen the solutions changing of pale pink, end-point. The result was supposed to show their phosphoric acid contents were same but it was not. It is assumed that the titration was not accurate enough because of the dark colour of cokes and that is because there was 0.05ml of NaOH less volume used in original coke. Conclusion The purpose of the experiment was to find out the most phosphoric acid contained coke since it was guessed that different types of coke would contain unlike quantity of acid to each other. So the method of acid/base titration has been invited to figure out the amount of phosphoric acid in each different types of coke; original coke, zero coke and vanilla coke. For the titration, standard KHSO4 solution and standardising the NaOH solution were required. Throughout all the records and calculation, it was able to determine the quantity of phosphoric acid in each types of coke. Different to the prediction, fairly similar amounts of phosphoric acid were contained in the cokes. It is shown through that original coke is bit healthier than other two types of coke as it has 0.57722g less phosphoric acid it but as the difference is not that outstand, it is determined that generally constant amount of phosphoric acid are irrespective of the types of the coke.

Disneyland Profile

Profile What does the â€Å"happiest place on earth,† also know as Disneyland, have to offer on a regular basis? It was a bright sunny day in Anaheim California, and my friends Ruben, Sassan and I were just arriving at the theme park. We were all so excited to spend the day messing around between parks; especially considering the fact that we got in for free! Ruben’s mom works at Disneyland, which is how we were able to get in for free. Disneyland is only one theme park, but there are so many different things going on throughout the whole park it is hard to grasp.Throughout the entire theme park, it is divided between handfuls of different sections. Main Street, Fantasyland, Tomorrowland, Toon town, Adventureland, Frontierland are all very unique from each other; giving you a different experience each time. Main Street U. S. A is just at the entrance of Disneyland and it is a replica dedicated to early 20th century America. Main Street is filled with people anxious to e xplore the rest of the park and full of smiles to start their day. Next we arrive to Fantasyland, a land based on classic Disney films and Disney characters walking around.I noticed every child going crazy to meet their favorite character and take pictures with each of them. Then we cruise to Tomorrowland, which has a futuristic design to it and all of the attractions are based on outer space. Space Mountain, Buzz Light-year and Star Wars are all popular rides in Tomorrowland. Toon town is a whole land devoted to Mickey Mouse and friends, who obviously are the more popular characters in Disneyland. Toon town is pretty much self-explanatory, everything in there looks like a cartoon.Adventureland is very much like a jungle it is hard to remember where you really are; there are tall trees around every corner, bushes everywhere, animal sounds screeching throughout the land and about each building is made of rough wood. Last is Frontierland and it portrays the Wild West. Each land gave m e a different feeling of each setting and felt like I was at different parts of the world. Since there are so many people in the park I could not stop noticing the different noises I heard. Everywhere I went was filled with laughter from children enjoying the happiest place on earth.Different music was echoing within each land in order to fit the setting. Roller coasters were screeching across the park full of kids yelling, either from intimidation or excitement. Trains were whistling and carrying several people, all-blabbering at once. All of this plus the routine fireworks blowing and crackling one by one as everyone watched. It was almost too much to handle, but each sound contributed to everyone’s joy. As the clock began to reach noon we were all filled with hunger, it was time to eat. Throughout the day the park was filled with salty and sweet stenches from snacks like popcorn and churros.There were so many different odors it was hard to decide where to go. As we stepped foot on the food court the room was filled with a variety of aromas, from fresh baked breads to grilled chicken and rich flavor pizzas and barbeque. We each decided to get different foods and share; Ruben got the pizza, Sassan ordered the chicken and I got the barbeque myself. Grouping back together the table was filled with a mixture of divine scents as we eat. With this in mind we still had room for dessert, or at least something sweet to satisfy our sweet tooth. We spotted a cotton candy stand and the surrounding area was crammed with a fruity sweet scent.After all of that we were pretty much good on food for the rest of the day. (add taste to this paragraph as well) With every appearance, and each sound and odor all going on at once it was a lot to handle. Switching from each land section to parades and loud roaring of coasters, children and fireworks and also different food odors everywhere we went was quite an experience. Everyone was exhausted from walking and everything tha t went on in the park. Never going to experience that much action at once anywhere else(last sentence or got home and slept real quick)

Education Philosophy and Rationale

Education Philosophy and Rationale Teaching has been a tradition in our family. As a kid, I grew up with my aunt being an elementary education and my grandma as a teacher in preschool. It started with my grandmother in her late 30’s, teaching kindergarten in Taiwan. My mom use to tell me how great of a teacher she was. She would always find ways to make every student to be involved in her classroom. Other teachers in campus would always ask my grandmother for advices and strategy. Her philosophy was simple; to keep the classroom entertained for her students to learn. My grandma believed children have very short patient.In order to catch all her student’s attention, sometimes she would try to be funny or joke around with her students. Her jokes and entertainments was another strategy to make student learn. She would relate topic in classroom in her jokes to make learning easy and fun. My grandma believed being different is the only way to bring out the best of a child. T o me, I see my grandma as a legend. There was nothing special about her philosophy but only to be herself. Learning from her and my aunt, I understand the value of learning, and helped me build a passion to educate, and learn from students who my life will be a part of and theirs.For this reason and a few others, I have decided to become a teacher. Educator needs a starting point to understand why we think and act the way we do in our classrooms. Educator’s needs to be able to understand how are teachers made and why some teacher has different views in educating than the others. Teachers have their own philosophy to educate students. It makes learning easier; if teachers apply their own values and beliefs in the classroom. Before we discover our beliefs, we would have to know what type of philosophy best fit a future educator.Education has a purpose. Teacher is responsible to teach every kid who are enrolling in school. Teacher’s goals should be; to teach the basic kno wledge a student needs to know so they can move on to the next level of education. Education should not be something that should be forced into anyone, but as future teacher, I would suggest education to everyone. However, I do not believe education is for everyone. Some people feel that having the basic knowledge is good enough to survive, other believe learning has no ending to it. I believe learning don’t have an ending.We learn something new each day. My teaching philosophy is to open the minds of every one of my students so they can have deeper thoughts into my question. It gives student the opportunity to find the answer themselves rather than guiding them through the question. This can cause argument or debate with students but in reality, student are arguing for the best answer to be right, which it’s a good practice for student to think and learn from other people’s idea and use that to improve their own answer. I want to build confident in my student t o succeed in class.I do not believe every child is in the same learning speed, but I do feel that each one of my student are able to find their own way of understanding their own strategy to improve their learning knowledge. This type of philosophy in teaching makes me Metaphysics and an Axiology as my ways of teaching. My philosophy do not include much of Epistemology and Logic. Not because I don’t believe in it, but I see myself more as Metaphysics and an Axiology. Epistemology are often use in classes because teacher are suppose to teach student the ways to succeed in life.Student starts learning from the teacher body language then the actual teaching. We as teacher have to make sure what we say or do have to be appropriate for others to hear or see. As much I don’t include Epistemology as my philosophy in teaching, I believe I am using epistemology as a philosophy in teaching without me realizing it. Logic works the same way, it’s the essential in all areas of life, I teach student to think more logically to find the best answers. Logic can be proven in many ways. In class, student’s mission is to find the best logic for each answer I given, Outside of class, student uses logic to make the best decision.I disagree teacher only uses one philosophy to teach their student. I believe every teacher uses a little of each philosophy to put together their own ways of teaching. My education philosophy in the classroom is simply. I am aware that classroom has students that use one of more ways of learning, and I plan to integrate these various ways throughout my teaching. I want my students to learn in a way they are comfortable with, not to compete with other people but themselves. With my ambition to reveal other ways of learning, I feel I can open more options for students to become successful.I will also bring out the traditional academics in my classroom. I believe student needs to know the basic, common facts for rational and even e motional development. Finally, I will create a fun, be- yourself type of atmosphere in the classroom to give student a chance to be who they are. The atmosphere has to be enjoyable for the mind to only focus on learning. I plan on having activities that involve group games and creative projects. Although, I want my student to have as much freedom in class, there will be rules and conduct to follow for disciplinary actions and behaviors.I want my students to feel free to explore their creative sides, but also have student to participate creative lessons such as art and writing. I will base my program of study on truthful facts because I feel that such traditional teachings will supply elementary student’s stability and durability. Teaching should be a fun and enjoyable for the teacher and students. My theory is just to have fun and learn as much as you can from the school and the teachers. As an elementary educator I will conduct myself with a positive attitude as a motivated leader in my classroom.I will understand each one of my students and guide them to explore deeply in education. My goal is to see my student to become successful throughout my philosophy in teaching and pursue a higher education as they aged. Overall, I am passionate to become an elementary teacher. I am eager to work for the school system. I want to be become an inspiration to students as much as my aunt and grandmother did. I want my students to know they can be anything they want, as long as they put in the effort. I want to keep this tradition alive in my family and hopefully pass down to the next generation. I believe everyone has a mission in life.I can’t thank enough to my family and teachers that help me find that mission. Hopefully after college, I will soon find a school that I can give dedication too, and become one of a million teachers that touches each childs life with education and motivation.Reference * Gutek, General Lee (2009) new perspectives on philosophy and education. Upper Saddle River, New Jersey; Pearson Education Inc. * LeoNora M Cohen & Gelbrich Judy (1999) School of education, OSU http://oregonstate. edu/instruct/ed416/sample. html * Ornstein, A. C. , & Levine, D. U. (2006). Foundations of education  (9th  ed. ). Boston: Houghton Mifflin.

Calculate Osmotic Pressure Example Problem

This example problem demonstrates how to calculate the amount of solute to add to create a specific osmotic pressure in a solution. Osmotic Pressure Example Problem How much glucose (C6H12O6) per liter should be used for an intravenous solution to match the 7.65 atm at 37 degrees Celsius osmotic pressure of blood?Solution:Osmosis is the flow of a solvent into a solution through a semipermeable membrane. Osmotic pressure is the pressure that stops the process of osmosis. Osmotic pressure is a colligative property of a substance since it depends on the concentration of the solute and not its chemical nature.Osmotic pressure is expressed by the formula: ÃŽ   iMRT where ÃŽ   is the osmotic pressure in atm,  i van t Hoff factor of the solute,  M molar concentration in mol/L,  R universal gas constant 0.08206 L ·atm/mol ·K, and  T absolute temperature in Kelvin.Step 1:  Determine the van t Hoff factor.Since glucose does not dissociate into ions in solution, the van t Hoff factor 1.Step 2: Find the absolute temperature.T Degrees Celsius 273T 37 273T 310 KelvinStep 3:  Find the concentration of glucose.ÃŽ   iMRTM ÃŽ  /iRTM 7.65 atm/(1)(0.08206 L ·atm/mol ·K)(310)M 0.301 mol/LStep 4:  Find the amount of sucrose per liter.M mol/VolumeMol M ·VolumeMol 0.301 mol/L x 1 LMol 0.301 molFrom the periodic table:C 12 g/molH 1 g/molO 16 g/molMolar mass of glucose 6(12) 12(1) 6(16)Molar mass of glucose 72 12 96Molar mass of glucose 180 g/molMass of glucose 0.301 mol x 180 g/1 molMass of glucose 54.1 gramsAnswer:54.1 grams per liter of glucose should be used for an intravenous solution to match the 7.65 atm at 37 degrees Celsius osmotic pressure of blood. What Happens If You Get the Answer Wrong Osmotic pressure is critical when dealing with blood cells. If the solution is hypertonic to the cytoplasm of the red blood cells, the cells  will shrink through a process called crenation. If the solution is hypotonic with respect to the osmotic pressure of the cytoplasm, water will rush into the cells to try to reach equilibrium. This may cause the red blood cells to burst. In an isotonic solution, red and white blood cells maintain their normal structure and function. Its important to remember that there may be other solutes in the solution that affect osmotic pressure. If a solution is isotonic with respect to glucose but contains more or less of an ionic species (sodium ions, potassium ions, and so on), these species may migrate into or out of a cell to try to reach equilibrium.