Test the relative stability of the following:BamHI,EcoRI, andHindII restriction endonucleasesat room temperature. Your test must follow a scientificexperimental des...

Experimental values for the temperature dependence of the rate constant for the gas-phase reaction
$$
\mathrm{NO}(g)+\mathrm{O}_{3}(g) \longrightarrow \mathrm{NO}_{2}(g)+\mathrm{O}_{2}(g)
$$
are as follows:
Make the appropriate graph using these data, and determine the activation energy for this reaction.

Question 30 says to design an experiment that turns the rate laws for the general reaction to some value of a plus. Some value be products using the method of initial drinks. So what initial rates means his arm to get some sort of baseline understanding? That's what I would do this. It's how it had my 1st 6 per movie. Nico amounts of A and B in mission the rates from the products. But then I would compare it by doubling one of the reactors. Maybe I would use two times beat and never on this reaction and see how the products differ in order to further understand the great, and you could also add in their experiment and defer a this time, maybe the same, and once again compare the output of this product with the initial rate.

In this problem of chemistry in our lives we have to select the correct faces to complete the following statement. And the statement is if experiment tell results. Do not support your hypothesis. You should. So he This is the a statement that if experimental rituals do not support no your hypothesis, you should. And now we have to hear select the statement. The first statement is here. Try to verify the experimental parameters again and the and then see if there is an error. So this is selected is sectarian now be discussed with your classmate and see if there is something wrong. So this cannot be done. Discussion cannot give you experimental measures. And now party consider the old professor. So this can be also done. And now in the party we have given their due more number of experiment. So this is again selected because when we do much more number of experiment we get more accurate results. So A and D. Are selected a nd selectors. So this is these are the right answer. That means this can be filled with. We have to try to verify experimental parameters again and see if there is any error or not. And then by doing the more number of experiments, so these are the two answers.

Okay. So part A of this question is asking us to find the experimental units. So in order to answer that, we need to obviously know what experimental units it means. Right? So experimental units can be defined as what receives treatment. So in this case when you when you read the problem, what's being changed? What's being manipulated is the perishable food items, that's what's being tested on, so therefore that's receiving our treatment. So I'm gonna write the food items and that's our answer to Part a part B. Isn't asking us what the response variable is. So we need to find that a response variable is what you're focusing on, what the focus of the question is and what the experiment is trying to basically answer. So in this case we're running this study were running this experiment because we want to find out about the deterioration of food. So that's what we're trying to answer, what we're focused on the reason we are doing this study. See? So she is asking about factors. So factors are very simple. There's many ways to define them if you're looking at it in terms of a graph, you can so it is the X axis, which means it could also be the independent variable. Yeah. It can also be seen as the it's what you're changing. It's almost like a variable, which is why right here. Also you can see the independent variable. So it's what you're changing. And you can also say it's a cause that's what's going to cause the effect. So in this case are factors are independent variables are what we're changing is the storage time is what we're gonna manipulating storage time. And also we are changing the material. Plus we are also changing the storage temperature. That is our answer for. See then d it's asking us the level so what are the levels of those two factors of the storage time and of this George temperature? The levels is very simple. The levels is basically how much, how much the quantity of each one. So it's just right quantity or how much. And the problem actually gives us the answer straight out. So it says that we are receiving Or we were doing three storage temperatures And we are doing five different storage times. So that's our answer for a party. And then lastly he is asking us about the treatments. So the treatments, how do we define that? Is It's a combination of the factor levels. So the factor levels in this case is three temperatures Um and also five storage times. This is separate in this case. Um So it's a combination of factor levels. So if you're combining The levels then it's going to be three temperatures Combined with the five storage times. So in this case it would be combined over here, the treatments, we're just gonna insurance together. And in the case of d this is, it's almost like there's two answers, so I'm going to make this like this. So one answer would be the three temperatures and the other answers to five storage times, and in this case it's a combination of those two.

In this video, we're going to go over the basic principles of experimental design. Our first basic principle is control. So control is when you compare two or more groups in this example, the experiment is. Will student test scores be affected by distracting sounds in the testing environment? So your control group has no sound playing in the background, and our experimental group has sound playing in the background. In this case, we want to see if sound playing in the background actually affects test scores. We can't do that unless we have another group to compare it to. Okay, Our second basic principle is randomization. So this is where you pick random experimental units. Could be people Eminem, Skittles, any experimental unit randomly from a population or a group. And this is to reduce bias in our experiments. We want to make sure we're reducing bias as much as possible so that we're not affecting our results and last is replication. So in the cartoon, it shows the teacher and the student both getting the exact same amount as their final product. So this is important because of results can't be replicated. We can't support a hypothesis that one variable actually affects something else because we're not able to replicate it. So replication allows us to verify our results. Mhm.