Synthesis of nickel complexes

Synthesis of nickel complexes Abstract The purpose of this experiment was to investigate the Ligand exchange that occurs when different Nickel complexes and reacted with Triphenylphosphine. Introduction Triphenylphosphine was first prepared by Pfeiffer and Sauvage in 1904 Experimental Triphenylphosphine (1.408g) was dissolved under reflux with Propan-2-ol (15cm3) forming a colourless solution to which 5 boiling chips were added. Nickel chloride hexahydrate (0.603g) was dissolved in absolute Ethanol (10cm3) and heated until a green/yellow solution formed. This solution was poured into the reaction mixture through the condenser. Immediately the solution turned dark green, the solution was refluxed for a further 6mins. The reaction was removed from the heat and allow to cool for 4mins, a dark precipitate was visible in the flask. The warm solution was filtered under suction to collect the dark blue/green crystals which were washed with ice cooled absolute ethanol (1x10cm3 + 1x3cm3). Once dry the boiling chips were removed with a spatula and the crystals were transferred to a n open sample vial and dried in the desiccator for a week. A further solution of Triphenylphosphine (1.410g) and Propan-2-ol (15cm3) was made and set to reflux as before. Sodium thiocyanate (0.601g) was dissolved in Ethanol (11cm3), to this nickel nitrate hexahydrate (0.773g) was added. The flask was warmed until all the green solid has dissolved and a white solid has formed. Once cooled the solution was filtered under suction and the Filtrate (aqua blue liquid in Buchner flask) was added to the refluxing Triphenylphosphine through the condenser. Immediately the solution turned blood red/brown. The solution was refluxed for a further 7mins and then cooled for 5 mins. The warm solution was filtered under suction and the orange/ red crystals washed with ice cooled Ethanol ( 1x10cm3 + 1x8cm3). Once dry the boiling chips were removed as before and the crystals were transferred to the desiccator for a week. Results and discussion Triphenylphosphine + Propan-2-ol+ Nickle Chloride hexahydrate + Ethanol à   Bis(triphenylphosphine)nickel(II)chloride P(C6H5)3 + C3H7OH + NICl2.6H2O + C2H5OH à   C36H30Cl2NiP2 Triphenylphosphine + Propan-2-ol+ Nickle Chloride hexahydrate + Ethanol à   Bis(triphenylphosphine)nickel(II)chloride P(C6H5)3 + C3H7OH + NaSCN + C2H5OH + Ni(H2O)6](NO3)2 à   [Ni(PPh3)2](NCS)2 Equations XM = Molar magnetic susceptibility (cgs units) C= Calibration constant = 1.044 L= Length of sample (cm units) R= Balance reading with FULL samples tube Ro= Balance reading with EMPTY sample tube M= Relative molecular weight of sample m= Mass of samples (units grams) XM = XM- (diamagnetic correction) XM = Corrected Molar susceptibility XM = Molar magnetic susceptibility (cgs units) Diamagnetic correction = Calculated from literature table of diamagnetic corrections (Xd)  µeff= Magnetic moment (units Bohr Magneton (BM)) XM = Corrected Molar susceptibility T= Temperature (units Kelvin (K)) Calculations XM = 294.0798111 x10-6 Diamagnetic correction (data obtained from Inorganic Chemistry CMB004 d-block Chemistry Laboratory course 2009-10 page 14) Compound: [Ni(PPh3)2Cl2] Diamagnetic correction = (-13 x10-6) + (-46 x10-6) + (-400 x10-6) = -459 x10-6 XM = XM- (diamagnetic correction) XM = 294.07981110-6 -(- 459) x10-6 = 753.07981110-6  µeff =1.33 BM Complex B showed a magnetic moment decrease of -055 to -073 on the first measurement so I re ran the measurement.

With Reference to at Least 2-3 of Amichai’s Poems, Identify the Main Stylistic Elements of His Work and Comment on Their Effectiveness.

With reference to at least 2-3 of Amichai’s poems, identify the main stylistic elements of his work and comment on their effectiveness. The main stylistic elements of the work of Yehuda Amichai greatly reflect the time in which he was writing and the place in which he was located whilst writing. Being born in Germany in 1924 and then living in Israel in the 20th century meant that Amichai was exposed to a turbulent stage in world history as Israel had only just been created as a separate state after World War II and Hitler’s persecution of the Jewish race.At this time politics, war and religion were all at the centre of the world’s attention, and particularly for the Jewish people living in Israel as there was the constant threat of violence from the Arab people in neighbouring Palestine. Throughout his work, Amichai is able to effectively convey the disruption and confusion caused by this conflict by using techniques such as scattered imagery and irregular struc ture.To better understand the effectiveness of the stylistic elements used by Amichai, it is important to look at how he uses these techniques in his works. The first area of focus that is important to understand Amichai’s style is to study where and when each poem is set. With contextual background it seems to be that nearly all of his poems are set in Israel or some sort of similar desert-like place. ‘God Has Pity on Kindergarten Children’ is one of Amichai’s earliest works and it gives a good indication as to the importance of place in his poetry.The importance of place is that in many of his works the setting is very much abstract and sense of a place in which the poem is set appears to change constantly, making the poem more universal and often with religious additions to the poems the setting is taken to a metaphysical, God like, all seeing dimension. In ‘God Has pity on Kindergarten Children’, Amichai changes place from a ‘first-a id station’ to a desert like place as he describes ‘sand’ before moving to a ‘public bench’ and lastly a ‘school’.Then the idea of a metaphysical dimension is introduced with the reference to God and religion suggesting that God is all seeing and is watching over the world from the place in which he is located. The idea of there being another dimension from which God can look down on the world is reiterated in the poem, ‘God’s Hand in the World’ where Amichai asks the question, ‘What does God see through the window while his hands reach into the world? ’ These religious images ink to the creation of a metaphysical place within the poems and they provoke the reader to think about how Amichai see’s religion and how he responds to his own thoughts about God and his faith in general. The religious imagery that is recurring in many of his poems leads the reader to a conclusion that this is one of the ma in themes which much of Amichai’s work is centred around. The next key feature is the focus on time and how this affects the subject of his work whether it is a person, object or place.Amichai uses many ellipses in his work which makes the poems very radical which is mirrored in the constant change of place and the progression in time. In the poem, ‘There Are Candles That Remember’ there are three main measures of time given; the first is ‘twenty-four hours’ which is followed by ‘eight hours’ and then there is a reference to candles that are ‘eternal’. In this poem, Amichai appears to be measuring life, and in particular his life, against the age of Israel which is a very new country in this period.The inclusion of ‘antiquities’ shows another dimension in the time references in the poem as it shows the past, but not the recent past as ‘antiquities’ signifies relics that are possibly thousands of yea rs old. In some of Amichai’s poems there is modulation in tense, ‘God Has Pity on Kindergarten Children’ shows modulation between stanza one and the other two stanzas with the shift from present tense to future tense.There is also modulation in ‘There Are Candles That Remember’ however it is internal modulation in the lines, ‘Late in my life I had a daughter who will be twenty-two in the year 2000. Her name is Emanuella†¦Ã¢â‚¬â„¢ In these two lines the tense changes from past to future to present with the words ‘had’ followed by ‘will’ and ‘is’ which is another way in which Amichai shows the radical and unpredictable nature of his work. Prominent in Amichai’s work is the inclusion of fragmented and scattered imagery and structure.The sudden shifts between subject matter in many stanzas are mirrored by the non-clustered imagery within the poems. ‘There Are Candles That Remember’ has an irregular structure with lots of enjambed lines leaving the poem without a strong structure. The imagery within the poem also contains many non-sequential and strange images such as the ‘candles that remember’ where Amichai has personified the candles, this is then followed by the metaphorical reference to a ‘bowl full of precious liquid’. The images that follow are unrelated to the ones already mentioned, like the imile of the diaspora of old people that are said to be ‘scattered about like antiquities’ and then the comparison to how Amichai’s soul is ‘built like mountain terraces’. This style of scattered and mostly unrelated imagery helps to add to the sense of confusion and chaos in the life that he lives especially in the time in which he is living as the creation of the new country of Israel along with the conflict between the world superpowers meant that the 20th century was a time when tension and war were ever p resent threats to peace.Some of Amichai’s imagery that is used in his work is very graphic and the use of the human body no matter how much or little is prominent in many of the poems. One of the best examples of this use of imagery is the poem, ‘A Pity. We Were Such a Good Invention’ which opens with the image of a surgical procedure as the opening line reads, ‘They amputated your thighs from my hips. ’ The body part imagery makes the poem seem more physical and possibly is an attempt by Amichai to highlight the loss of intimacy with someone that he loved. A Dog After Love’ is a good example of the use of body part imagery as well as an example of the indignation felt by Amichai which is expressed through his poetry. His anger and frustration is usually caused by love, politics and religion, and in the case of ‘A Dog After Love’ it is the loss of love that causes the anger expressed by Amichai. This poem probably shows the most v iolent and graphic response to the loss of love as Amichai writes, ‘I hope it will find you and rip your lovers balls to shreds and bite off his cock’.This image effectively conveys the indignation felt by Amichai in a highly graphic way which makes it more impacting on the reader and therefore it has a greater immediate effect. Overall the main stylistic devices used by Amichai are the scattered imagery, irregular structures, often undefined place and changing times in which the poems are set. Furthermore, his work is always very personal with a great use of the words ‘I’ and ‘my’ in almost all of his poetry.All of these elements help to create very unique poetry that often has an impacting effect on the reader as the individual style of Amichai’s writing makes it necessary for the reader to think carefully about what he is writing about and what emotions he is trying to convey. Personally, I feel that Amichai’s work very effecti vely conveys the emotion felt by the events he is writing about and the personal nature of his work sometimes provokes sympathy, sadness, happiness or disdain which is a sign of an effective style of writing.

Anxiety Management and the Elite Athlete Essay

Exercise/Sport Science Introduction            IntroductionThe ability in managing anxiety and pressure is an integrated section in sport science, most importantly within the elite athletes. Over the ages sport science researchers have been on the move to bring out a clear line between performance and anxiety in the field of athletics. This article is concerned with relevance in the perceptive of cognitive perspective. Researchers in sport science have not been able to give a clear illustration between these terms: anxiety, stress, activation and arousal the terms have over the ages been used interchangeably. This has made the researchers to encounter some challenges in trying to explain the relationship between performance and anxiety. To get a good glimpse on this article is worth to first understand the profound definitions of the commonly used terms. Stress from a psychological point of view can be defined as the state that arises from the demands placed on the athletes requiring them to engage on coping be haviors (Chia & Chiang, 2010).            Arousal is that state that an individual enters in a stressful state which is characterized by some specific psychological symptoms. From the above definitions we can understand what anxiety is. Anxiety is considered to be more situational, it is associated with the art of deliberate arousal of autonomic nervous system, hence trait anxiety, is regarded as the view of the world that an individual use in dealing with the situation in their present environment. Performance has been realized to be influenced by trait anxiety that is individuals who are deemed to be associated with great trait anxiety tend to attend more to information similar to threats unlike their counterpart with low anxiety trait (Chia & Chiang, 2010). Effect of Arousal and Anxiety on performance            Sport scientists have been devoted to explain vividly the effects of arousal and anxiety in the elite athletic performance sport wise. For the case of armature arousal is very competitive especially in the athletes in the individual sports as compared to team sport athletes. Participants in individual the non-contact sports have been identified to report low levels of state anxiety unlike individual participants in the contact sports (Chia & Chiang, 2010).            Arousal and anxiety are found to highly to affect the individual athlete’s self-confidence levels regardless of their long earned experience and skills. Individual with high self-confidence responds to arousal and anxiety in different ways unlike their counter parts, they always view anxiety as a facilitator in their sporting endeavors. From this point of view, their field participation will actually have to be credible hence they will achieve improved and great performance. The strongest feature that the elite athletes possess is that of high self- confidence levels. Having this quality enhances the athletes to have a most crucial protective factor from the actions of cognitive anxiety (Petrie, 1998).            The athletes, who have realized their optimal limit of arousal for maximized performance, need to employ appropriate relaxation or energizing measures with the aim of increasing or decreasing arousal levels. The coaches need to insight some psyched motivation to their athletes to perform best. The level of motivation should be dependent on individual levels. High arousal can be detrimental for some athlete some may respond positively as the others respond negatively (Petrie, 1998). In conclusion, when the coaches or the respective captains give encouraging speech to their team mates, it is associated with some elements of arousal. Highly aroused athletes are bound to perform better than it is their usual performance levels hence the respective coaches should do an after event evaluation to see clearly that the athlete did improve in performance genuinely. References Chia, M., & Chiang, J. (2010). Sport, science, and studies in Asia issues, reflections, and emergent solutions. Singapore: World Scientific. Petrie, T. A. (1998). Anxiety Management and the Elite Athlete. The Psychotherapy Patient, 10(3-4), 161-173. Source document

Gender and Educational Achievement - 931 Words

Gender and Educational Achievement a) Explain what is meant by â€Å"peer-group status†. (2 Marks) Peer-group status is being seen as â€Å"big† or important in the eyes of friends and other people around you. b) Suggest three ways in which teaching might be altered to favour boys. (6 Marks) Three ways in which teaching can be altered to favour boys are:- * Include practical work to make sure they understand the work. * offering extra credit or chances unequally between males and females, favouring the males * School Topics that the school teaches such as Maths, Design Technology, Physical Education and many more are more male based subjects. c) Outline some of the factors outside the education system that have†¦show more content†¦On the other hand girls are more organised and meet their deadline for their given coursework. Additionally a recognition that girls were put off by what were traditionally seen as â€Å"boys subjects† or also known as hard subject such as maths, technology, physics and chemistry. This led to the introduction of equal opportunity initiatives such as Girls into Science and Technology. But Girls tend to take soft subject for A- level such as Biology, Sociology, textiles and many more, this is because they more easy subject to do. A recent report was on the new which was regarding less than 50% girls are undertaking the subject physics, which is known as a â€Å"manly subject† for A-level. In addition early research on peer-group status states that the development of antischool subculture that tended to be developed by some working-class boys, particularly those placed in lower streams, bands and sets. Studies by Hargreaves (1967) and Willis (1977), for example, showed how such boys were either fatalistic in accepting school failure as inevitable and so developed anti-educational coping strategies, or sought to compensate for status frustration by gaining credibility in the eyes of their peers. To conclude girls in school achieve higher than boys in school, this is because to some of the factors in school and out of school which may affect many boys with their studies and their behaviour. Overall girls seem to be more able toShow MoreRelatedAssess the claim that gender differences in educational achievement are primarily the ‚Äà ²result of changes in wider society‚Äà ´1250 Words   |  5 Pagesï » ¿Assess the claim that gender differences in educational achievement are primarily the ‘result of changes in wider society’. Gender differences in achievement can be explained best by changes that have occurred in factors outside of school, known as external factors. 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