Water In Barium Chloride Dihydiate Essays - Laboratory Equipment

Water In Barium Chloride Dihydiate Essays - Laboratory Equipment Water in Barium Chloride Dihydiate Presentation In this analysis we are attempting to discover the level of water in Barium Chloride Dihydiate. During the analysis you should give close consideration to everything done. We are going to attempt to remain underneath a 8 percent blunder. When timing, ensure you just have the pot over the bunson burner for 10 minutes, no more, no less. Know about how hazardous this compound can be, so please make a special effort to be cautious. Situated underneath is a rundown of the considerable number of materials you should finish this analyze. If it's not too much trouble ensure you and you lab partner(s) realize how to utilize this hardware. Hardware/Materials Goggles Bunson Burner Ring Stand Iron Ring Iron Triangle Iron Square PC Computer Program Scale Chemical (BACL2) Scoop Crucible/Crucible spread Pot Tongs Matches Security You should give close consideration to everything consistently. Women with their hair not tied back ought to do so do to the way that their hair could burst into flames while utilizing the bunson burner. Before you start the test, pay heed to where all the security gear is. You should know where the fire quencher is, crisis shower/eye wash, and the call for help button. Ensure you are wearing your goggles while doing this lab. When cleaning out the pot don't turn the water pressure up as far as possible in light of the fact that the water could sprinkle once more into your face. On the off chance that a crisis occurs, if you don't mind remain mollusk and think reasonably. Strategy This analysis can be energizing in the event that you realize what you are doing. Prior to I begun the test, I set up my lab. I set up my Ring stand and connected the bunson burner up to the gas valve. Before I light the fire, I requested that my accomplice turn the two gas valves on while I light the fire with a match. Since my fire was light, I balanced the air streaming into the fire. Presently I was prepared to begin with the analysis. When dealing with the pot don't contact it with your hands, just utilize the cauldron tongs. My accomplice cleared the scale and I gauged the cauldron with its top, and it came to 17.09. I expelled the cauldron and included the BACL2.2H2O. Set the pot and cover back on the scale and got the heaviness of 18.33. Presently the time had come to put the pot over the bunson burner. I painstakingly positioned the top on the pot and convey the cauldron over to the bunson burner and put it on the iron triangle and. What's more, set the cauldron legitimately over the fire and set a clock to 10 minutes. While I was trusting that the test will complete, my accomplice concluded that she needed to begin another trial. So we arranged the scale and cauldron and re-gauged everything. When we had completed, the caution sounded and we rapidly took the cauldron off the fire. We left the cauldron cool for an additional 10 minutes and afterward re-weight it and it came to 18.15. Christy began to place all the loads in the PC and to our enormous shock we got a 0.23 test blunder and a 1.59 percent mistake. We were happy to the point that the analyze went to well that we let it get to our head. We figured we would do even better on our next analyses, yet we weren't right. Our rates began to raise and we understood that we were not accomplishing something right. We saw that we were most certainly not watching the clock and totally wrecked the trial. Percent of water in Barium Chloride Dihydrate Experiment Mass of Crucible and Cover17.09 Mass of Crucible, Cover and BACL2.2H2O 18.33 Mass of Crystallized BACL2.2H2O 1.24 Mass of Crucible and Cover 17.09 Mass of Crucible, Cover and Anhydrous BACL2 18.15 Mass of Anhydrous BACL2-1.06 Mass of Crucible, Cover and BACL2.2H2O-18.33 Mass of Crucible, spread and Anhydrous BACL2-18.15 Mass of water lost by warming .18 Percent water in Crystallized BACL2.2H2O-14.52 Hypothetical Percent of H2O in BACL2.2H2O14.75 Mass of Crystallized BACL2.2H2O-1.24 Mass of Anhydrous BACL2 1.06 Mass of water lost by heating.18 Exploratory Error-.23 Percent Error1.59 Blunder The greater part of my mistake was brought about by the reality of the fire not remaining still in one spot. The ventilator on the roof was blowing air down onto the fire and made the fire glimmer. End This trial was fascinating and instructive. We took in the estimation of focusing on what we are doing and to not allow our mines to ponder.

Movie Essays - Jane Campions Film of Henry Jamess The Portrait of a L

Jane Campion's Film Version of Henry James' The Portrait of a Lady Jane Campion's film variant of Henry James' tale, The Portrait of a Lady, offers the watcher an explicitly charged account of a youthful innocent American young lady in Victorian time Europe. James' tale centers around what an energizing internal life may accomplish for the individual driving it even while it [a individual's life] remains flawlessly ordinary (James 54). James couldn't or would not put into his story the sexual considerations, recommendations, and activities of his characters past the principal flush of the experience. For instance, when Caspar embraces Isabel and kisses her close to the end of the novel, Isabel does communicate sexuality, yet that sexuality is fleeting: He scowled at her a second through the sunset, and the following moment she felt his arms about her and his lips all the rage. His kiss resembled white helping, a glimmer that spread, and spread once more, and stayed; and it was unprecedented as though, while she took it, she felt every thing in his hard masculinity that had least satisfied her, each forceful truth of his face, his figure, his essence, legitimized of its extraordinary character and made one with this demonstration of ownership. (James 636) This entry, similar to each other section in the novel, that manages male-female contacting or kissing closes as it is perused. James doesn't permit his characters to review their sexuality. Dorothea Krook calls attention to: To discuss James' treatment of the sexual subject in The Portrait of a Lady would be for all intents and purposes futile, however for the striking scene among Isabel and Caspar Goodwood in the absolute last pages of the book (Krook 101). The sexual topic in Campion's film variant of James' tale isn't pointless. Campion not just permit... .... 1881. New York: Penguin, 1986. Jones, Laura, adjust. The Portrait of a Lady. By Henry James. Dir. Jane Campion. Videocassette. PolyGram, 1997. Nadel, Alan. The Search for Cinematic Identity and a Good Man: Jane Campion's Appointment of James' Portrait. Henry James Review 18.2 (1997): 180-183. Volpe, Edmond L. James' Theory of Sex. Twentieth Century Interpretations of The Portrait of a Lady: A Collection of Critical Essays. Ed. Subside Buitenhuis. Englewood Cliffs, NJ: Prentice-Hall, 1968. Walton, Priscilla L. Jane and James Go to the Movies: Post Colonial Portraits of a Lady. Henry James Review 18.2 (1997): 187-190. Wexman, Virginia Wright. The Portrait of a Body. Henry James Review 18.2 (1997): 184-186. White, Robert. Love, Marriage, and Divorce: The Matter of Sexuality in The Portrait of a Lady. Henry James Review 7.2-3 (1986): 59-71.

Invega Benefits, Side Effects, Dosage, and Interactions

Invega Benefits, Side Effects, Dosage, and Interactions Schizophrenia Print Invega: Benefits, Side Effects, Dosage, and Interactions Medication that can reduce symptoms of schizophrenia By Amy Morin, LCSW facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our editorial policy Amy Morin, LCSW Medically reviewed by Medically reviewed by Steven Gans, MD on May 08, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on July 17, 2019 Schizophrenia Overview Symptoms & Diagnosis Causes & Risk Factors Treatment Living With In Children In This Article Table of Contents Expand How Invega Works What to Expect Dose Invega Sustenna Invega Trinza Effectiveness Common Side Effects Serious Side Effects Long-Term Side Effects Drug Interactions Contraindications Precautions and Considerations View All Invega (paliperidone) is an atypical antipsychotic that may be used to reduce the symptoms of certain mental illnesses, such as schizophrenia and schizoaffective disorder. It can help you think more clearly, feel less agitated, and behave more productively. For many people, Invega may have fewer side effects than other antipsychotic drugs. It may be taken via a long-acting injection which can help with adherence and may allow you to not have to take a daily pill. How Invega Works Invega works by restoring the balance of certain neurotransmitters in the brain. Invega impacts dopamine and serotonin in the brain. It works similarly and is chemically related to Risperdal, but often with fewer extrapyramidal side effects (such as tremor or stiffness). Serotonin  is thought to regulate anxiety and mood, among several other functions. Dopamine is central to such central nervous system functions as movement, pleasure, attention, mood, and motivation. By balancing these neurotransmitters in the brain, Invega can help alleviate some of the symptoms of schizophrenia, including: Delusions (false beliefs)Hallucinations (false sensory experiences)Disorganized thinking and speechDisorganized and unpredictable behavior What to Expect It may take several weeks for Invega to take full effect so it may be a while before you know if its the right medication for you. Hallucinations, delusions, and disorganized thinking may improve in the first 1 to 2 weeks. These symptoms may not completely go away. However, symptoms often become better the longer you take Invega. Its important to talk to your doctor about how youre feeling, what symptoms youre experiencing, and any improvements youre seeing as you begin Invega. Its also important to be on the lookout for potential side effects. Dose Invega tablets are usually taken once per day or as directed by your doctor. The dose usually ranges from 3 mg to 12 mg. Typically, youll be prescribed a low dose to start and then the dose may slowly be increased over several weeks. Tablets should be swallowed whole (they should not be crushed, broken, or chewed). Patients who tolerate the pill form well may be able to take long-acting injections. This can be especially helpful if you tend to forget your medication, dont want to be on pills, or if adherence is a problem. Invega Sustenna Invega Sustenna is an intramuscular injection given every month. It needs to be given by a healthcare professional. Its usually injected into the upper arm or buttocks. The first two doses are usually given one week apart. After the first two doses, the medication is usually given once a month (or as directed by your doctor). The medication is gradually released over time to help control symptoms. Invega can be discontinued in pill form after two starting doses of Invega Sustenna. Then, patients no longer have to worry about missing doses of their medicine. Invega Trinza Invega Trinza is an injection that lasts three months, meaning that patients only need to take four doses per year. Like Invega Sustenna, it is administered by a healthcare professional in the upper arm or buttocks. It may be administered once patients have been adequately treated with Invega Sustenna a for at least four months. Invega Trinza means patients dont have to attend as many appointments and they dont have to remember to take their prescription on a daily basis. Effectiveness When used to treat schizophrenia, studies have consistently shown that Invega is both effective and well-tolerated, whether in pill form or as an injection. For schizoaffective disorder, Invega has proven equally effective as a maintenance therapy, preventing the reappearance of symptoms. By contrast, there have been few studies evaluating the effectiveness of Invega in treating acute bipolar mania. Of those that have been performed, results have been largely mixed. A 2012 review of studies from Nova Southeastern University in Florida concluded that Invega may be safe and useful in treating acute episodes of mania in bipolar disorder at higher doses. By contrast, a 2018 meta-analysis from China reported that Invega performed no better than a placebo in people with bipolar mania and caused far more side effects. Common Side Effects The most common side effects associated with Invega use include: RestlessnessDizziness (vertigo)HeadachesFatigueBalance problemsMuscle weaknessIncreased saliva productionStomach painWeight gainConstipationHeartburnIncrease in the hormone prolactin Invega SUSTENNA and Invega TRINZA were associated with the additional side effects of injection site redness, swelling, or pain. Talk to your doctor if the side effects are persistent or severe, and ask questions before you start treatment so that youre better prepared if side effects do arise. Schizophrenia Discussion Guide Get our printable guide to help you ask the right questions at your next doctors appointment. Download PDF Serious Side Effects Some side effects of Invega can be serious. In rare cases, a person may be allergic to Invega and develop a potentially deadly, all-body reaction known as anaphylaxis. Call 911 or go to the nearest emergency room if you develop any of the following: Rash or hivesShortness of breath and/or wheezingDifficulty swallowing (dysphagia)Swelling in the face, throat, neck, or extremitiesHigh fever (over 100.4 F) Serious side effects of Invega Sustenna and Invega Trinza are also uncommon but may include: Seizures, tics, tremors, or convulsionsMuscle rigidityIrregular heartbeat (arrhythmia)A painful erection that can last for hours (priapism) Long-Term Side Effects Tardive dyskinesia is a side effect that develops with long-term use of antipsychotics. Symptoms include grimacing, sucking, smacking of lips, and other involuntary movements. While the risk of tardive dyskinesia is lower in Invega as compared to many other antipsychotics, the risk still exists. If youre taking any antipsychotic, its important for your doctor to monitor for any involuntary movements on a regular basis. Drug Interactions Tell your doctor about any or all medication you may be taking, whether they be over-the-counter, prescription, nutritional, herbal, or homeopathic. Some may interact with Invega, including: Anti-arrhythmic (irregular heartbeat) drugsAnticonvulsant (anti-seizure) drugsAntidepressantsAntihypertensive (high blood pressure) drugsAnxiolytic (anti-anxiety) drugsCertain  antibiotics, such as Avelox (moxifloxacin) or Erythrocin (erythromycin)Sedatives and sleeping pillsSt. Johns Wort Invega may block the effects of drugs used to treat Parkinsons disease, such as bromocriptine, pramipexole, ropinirole, levodopa, and others. Invega may also lower blood pressure. Medications used to lower blood pressure may increase this effect and increase your risk of falls. Carbamazepine (Tegretol, Equatro) may decrease the effects of Invega. Invega can make you drowsy so its important to be cautious about driving or operating heavy machinery. Alcohol can amplify these effects and should be avoided. Contraindications Invega carries the same black box warning as other atypical antipsychotics regarding the increased risk of death in elderly people with dementia-related psychosis. Invega, either in pill or injectable form, is not approved for use in this population. Invega is also contraindicated for patients with a known sensitivity to risperidone or Risperdal Consta. Precautions and Considerations Invega may contribute to weight gain and increase in blood sugars and lipids. It is important to have your blood sugar monitored while undergoing Invega treatment. Let your doctor know if you have or have ever had any other medical conditions. If you are pregnant, planning to become pregnant, or are breastfeeding, tell your doctor immediately. Although there are no known risks based on animal studies, human data around potential risks is limited. Therefore, it is important to discuss the pros and cons of treatment with your doctor to make an informed choice.

Overview The Ant of the Self - Free Essay Example

Sample details Pages: 1 Words: 273 Downloads: 8 Date added: 2017/09/20 Category Business Essay Type Argumentative essay Did you like this example? ple are faced with a variety of opportunities daily. In ZZ Packers The Ant of the Self, Spurgeon, the intelligent son of Ray Bivens Jr. , finds himself carrying the burden of supporting his self-centered, inappreciative father, on his shoulders. Oblivious to his sons needs as well as others in the story, Ray tramples over the true meaning of an intimate relationship and worsens or even crumbles his existing ones. When thinking about a father and son relationship, one would imagine love, respect, and support, however, in terms of Spurgeon and Rays relationship, it can be described as a business transaction. Spurgeon supports his father throughout the story although he knows his fathers misleading ways. On the other hand, Spurgeon does not get any recognition from his father for being there. For example, at the beginning of the story, Spurgeon bails his father out of jail with his money he earned from debate. Instead of thanking him and showing his appreciation, Ray says, Op portunities. Youve got to invest your money if you want opportunities (72). Ray already thinks about fast ways of making money and during the car ride, Ray has Spurgeon drive him to Jasper to pick up birds that he will sell at the Million Man March, 700 miles away in Washington, D. C. Spurgeon knows that his father has a plan to make some fast money and advises him that it is a bad plan. Spurgeon also has a debate the next day which he will miss if he drives to Washington, D. C. Ray retorts, Dont you want your money back? One macaw will pay back that bail money three times over (74). Don’t waste time! Our writers will create an original "Overview: The Ant of the Self" essay for you Create order

The Effects Of Risk Management On The United States

Crisis is a complex, devastating event or event that burdens the abilities of the people who are trying to manage and live with the event that has occurred. As well as the effects it has on society, organizations, groups, or individuals as well as other things trying to exist during the event. One example of Crisis is the October 1962 Cuban Missile Crisis, after the United States failed attempt to overthrow Castro Regime at the Bay of Pigs; Castro began moving Soviet Nuclear missile into to Cuba to prevent any further attacks by the United States. Risk Management is the process that is use when identifying, analyzing, and either accepting or mitigating of uncertainty in decision making. Essentially risk management occurs when there is a†¦show more content†¦In doing so this would make a risky situations become quite safe. The Normal Accident Theory (NAT) is no matter how hard we try, there will always be serious accidents and crisis that will occur. Especially in a risky sy stem a small problem can escalate into a larger problem in a matter of seconds causing a catastrophic event. The event will then challenge the best safety systems and prevention techniques creating inevitable errors that then defeat even the best safety systems. The High Reliability Theory seems to be the best way to prepare myself for crisis management. The reason for this is it allows me to collect historical knowledge of past crisis and use the information I learned to create a safer plan to prevent or reduce the effect of the same crisis or a new similar type crisis was to occur. With the information I gained I would use it to assist and guide others in a way that would prepare them for the possible arrival of a crisis occurrences. Actions that I believe should be taken in order to lower the risk of a crisis is to begin with a crisis management plan, creating and properly training a team to handle the crisis situation, and to run crisis management drill to improve the effectiveness of the plan and to ensure the team have the proper training. It is imperative that the crisis management plan be updated yearly, ensure that there is always a crisis management team on standby, make sure they are well

Mentoring to Adolescents Free Essays

The success of many adolescents in their careers can usually be tied back to others who influenced them. These adolescents frequently mention coaches who were particularly helpful as career developers. Many of these adolescents also mention others at high grades that given guidance and support to them in the development of their careers. We will write a custom essay sample on Mentoring to Adolescents or any similar topic only for you Order Now These coach, adviser, and supporting teachers called mentors. â€Å"Results indicated most students had a mentor, and mentors were most helpful through role modeling, verbal encouragement, personal support, and providing career guidance. Gender differences were found on several outcome variables but were not detected based on sex or ethnic match, or the presence of a mentor† Lisa Y. Flores, Ezemenari M. Obasi; 2005). Generally, the mentor initiates the relationship, but sometimes adolescents will approach a potential mentor for advice. Most mentoring relationships develop over time on an informal basis. However, in proactive organizations there is an emphasis on formal mentoring plans that call for the assignment of a mentor to those employees considered for upward movement in the organization. Under a good mentor, learning focuses on goals, opportunities, expectations, standards, and assistance in fulfilling one’s potential (Starcevich and Friend, 1999). Also Available at http://www.indiana.edu/~busx420/Book-Excerpts/chap07.doc. Mentoring roles vary, according to need, from a vocational to an interpersonal focus: Vocational mentoring roles include: enhancing the subject’s skills and intellectual development; helping to build up a set of educational values; consulting to help the subject to elucidate goals and ways of implementing them; helping to set up a set of personal and professional standards; and networking and sponsoring by providing opportunities for the subject to meet other professionals. These roles help lately qualified teachers, new appointments, and those new to middle management or headships to adjust to changes in their career pattern and to advance within the profession. Interpersonal mentoring roles include: sharing; role modeling; and allowing the subject to get insight into how the mentor works in a professional capacity. A mentor must also encourage the subject to build his or her self-confidence by acknowledging successes. A mentor is also a counselor who listens to but does not tell the subject what to do. Not all mentors will fulfill all of these roles, but the more extensive the roles, the richer the relationship. These roles enable the subject to explain his or her identity and to develop professional confidence and self-esteem. Basically, mentoring is an idea and a practice that has progress eventually in different cultures and contexts. Natural mentoring occurs incidentally in a diversity of life settings through friendship, teaching, coaching and counseling. ‘Planned’ mentoring involves structured programs with clear objectives, where mentors and mentees are matched using formal processes. It is unsurprising; therefore, that today there is considerable confusion over its meaning. The essential elements of a mentoring relationship are A recognizable procedure, formal or informal; A clear understanding of the procedure and of the roles of mentor and subject; Trust, privacy, discretion and a rapport between both parties; Mentors with the requisite professional reliability and honesty and a range of suitable skills, including counseling, listening, sensitive questioning, analysis and handing back responsibilities; Subjects who are aware of their own needs; Attitudes suitable to the roles of mentor and mentored: for instance, professional concern on the part of the mentor to challenge the subject, and the self-motivation on the subject’s part to keenly take the necessary action. Mentoring is a optimistic mechanism for developing management skills, while those who have been subject to mentoring will have gained from the experience a sense of what their ongoing professional development will entail (Leuenberger, Whitaker, and Sheldon 1993). Because a personal relationship is at the heart of mentoring, volunteers’ variations and terminations can touch on adolescent’s vulnerabilities in ways that other, cannot. If adolescent have begun to value the mentoring relationship and to recognize with their mentors, they can feel profound disappointment if the relationship does not progress. Such feelings of rejection and disappointment can lead to a variety of negative emotional, behavioral, and academic outcomes (Downey Feldman, 1996). A frequent observation amongst mentors and parents is that close connections with mentors can promote improvements in adolescents’ relationships with others, especially their parents. Through constantly warm and accepting interactions with their mentors, youth can start to distinguish the benefits of close relationships and open themselves to the people around them, mainly their parents. In some cases, mentors can serve as alter native or secondary attachment figures, helping youth to realign their conceptions of themselves in relation to other people. In other cases, mentors can act as sounding boards, providing models for effective communication and help adolescents to better understand, express, and control both their positive and negative emotions (Pianta, 1999). Mentoring relationships led to improvements in adolescents’ perceptions of their relations with their parents (i.e., higher levels of intimacy, communication, and trust). Those improvements, in turn, led to optimistic changes in adolescents’ sense of self-worth, scholastic competence, and scholastic achievement. If a mentor views a youth positively, that can initiate to change the youth’s view of her and can even initiate to change the way she thinks parents, peers, teachers, and others view her. In such cases, a mentor’s positive evaluation can gradually become incorporated into the adolescent’s stable sense of self. This self-appraisal process is facilitated by the growing ability of adolescents to understand the world from the perspective of others and to view them from that standpoint. Many lower income youth, particularly, have limited personal contact with positive role models outside the instantaneous family and believe that their opportunities for success are restricted (Blechman, 1992). Even among middleclass young adolescents, adult occupations and skills can seem ambiguous and inaccessible (Larson, 2000). Mentors can serve as concrete models of success for youth, demonstrating qualities that adolescents might wish to imitate, and providing training and information about the steps necessary to achieve various goals. By observing and comparing their own performance and that of their mentors, adolescents can start to adopt new behaviors. This modeling process is thought to be reinforced through mentors’ support, feedback, and encouragement (Kemper, 1968). Adolescents mentoring often aims to make students think better about themselves, particularly when they have a pre-existing low self-esteem that can be holding them back academically or result in challenging behaviors that put them at risk of school exclusion. Enhanced self-esteem can be a by-product of being made to feel ‘special’, rather than ‘labeled’ as a problem, throughout selection and matching. Self-esteem is also expected to be raised by mentor behaviors that are non-judgmental, encouraging, positive and persistent over a period of time. The befriending function of mentoring can play a significant role in raising self-esteem: the message is ‘this person wants to be and is my friend’. Minority-ethnic programmes that pair mentees with flourishing role models also often aim to heave students’ self-esteem. The personal and social skills objective comprises such aspects as building the self-confidence of the mentees, which is often quoted as a constructive outcome of mentoring programmes (Golden and Sims, 1999). The self-confidence gained from mentoring may partially be a product of having sustained one-to-one discussions with an adult over a long period of time. Early discussion of situations that are to be encountered and agreeing managing strategies can build confidence. Similarly mentors often support students to try personal challenges that permit the mentees to succeed and to feel more confident as an effect. Mentors can as well assist with developing interpersonal skills, for example, how to act when greeting and meeting new people. In some forms of mentoring the mentor has an overt role to develop the life skills of the student. The motivational objective is decisive in providing the link between developmental and subject-oriented mentoring. Mentors can apply their questioning skills to discover why students are underperforming in certain subjects. They can give confidence students to set aside personal dislikes of particular teachers and to work harder in a subject as it is significant for them in their future career. Mentors can also help students to prevail over the demotivating impact of negative peer pressure. Grades are only expected to improve if students are making more effort in class and at home, and the mentor has a role in providing additional extrinsic motivation, as well as encouraging students to desire to perform better for themselves. How to cite Mentoring to Adolescents, Papers

Physics Pre-AP Projectile Motion Lab Report Essay Example

Physics: Pre-AP Projectile Motion Lab Report Paper Retract the lever on the launcher so that the marble launches into the air. Remember where the marble lands, and place a piece of tin foil around the spot where it landed. Place the measuring sticks in a line so that the placement of the marble can be easily recorded. Put the marble back into the launcher and push it into the launcher with the pencil until you can hear one click. Launch the marble and, using the tin foil, find the indentation where the marble landed. Record how far away the marble landed from the launcher. Repeat steps 1-8 for 45 degrees and 60 degrees. Data Trial 300 450 600 1 1. Mm 1. Mm 1. Mm 21. Mm 1. Mm 1. Mm 31. Mm 1. Mm 1. Mm Calculations Original Formula: Rearranged Formula: vow-v Calculations for 300 Ova v = 3. Mm/s Calculations for 450 bob 3. Mm/s Calculations for 600 Voce Conclusion After being launched, the marble moved in a parabolic motion. During this motion, the Vs.. Of the marble remained constant, while the Ivy of the marble creased until the very top of the parabola, where it was O. Arching down the parabola, the Ivy increased. Basing off my knowledge of physics, the relationship between a projectile and its angle depends on how large the angle is: the larger the angle, the shorter the distance between the launcher and the landing point. The smaller, the larger. Based on this lab, the results were inconsistent: the marble landed farthest away from the launcher when angled at 45 degrees, and landed the same distance away from the launcher at 30 and 60 degrees. We will write a custom essay sample on Physics: Pre-AP Projectile Motion Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physics: Pre-AP Projectile Motion Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physics: Pre-AP Projectile Motion Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Two angles are complimentary if they, when added together, equal 90 degrees. The Vow for each angle was slightly different because of gravity: as the angle of the launcher was raised to 45 and 60 degrees, both the marble and the launcher were being affected by gravity at different angles from before, thus causing slight differences in the results of the lab. Possible sources of error might include air friction and inconsistent launches due to imperfections in the launcher.