Product Mix and New Product Development Strategies Essay Example for Free

Product Mix and New Product Development Strategies Essay The Coca-Cola versus Pepsi competition is perhaps the most well known rivalry in the history of marketing. Coke has long enjoyed the home field advantage, having become entrenched as the most popular and identifiable cola throughout the world. Although it has carved itself a substantial portion of the market, Pepsi has struggled to match the sales revenue of Coca-Cola; until recently. Although Pepsi has never come close to equaling Coke cola market share, they have become more aggressive and adept than Coke in cornering the non-carbonated beverage market. It is in this market that Pepsi is seeking to obtain a sustainable competitive advantage over Coke. It their quest to acquire and develop new products, will the use of the PTSTP method help Pepsi develop new products in order to obtain a sustainable competitive advantage?A product is defined in three levels; core, actual, and augmented. The core of the product is the benefit it offers the consumer. For the example of colas, it could be refreshment, energy (sugar and caffeine), alertness, or just pleasure. The soda itself is the actual product. The augmented product for a cola could be the recognition and status gains perceived by drinking that particular brand. Or it could even be the weight loss from sticking to diet colas. For the development of new products, we first need to identify what consists of a new product. There are six categories of new products:1.New-To-The-World. This is a product that has no like product offered elsewhere. For example, when the first personal computer was offered to the public, this would be a new product. 2.New Product Lines. This is when similar products exist, possibly even under the same brand, but a new line of the product offers some tangible difference to those products already offered. For example, offering diet colas in addition to regular colas under the same brand. 3.Product Line Additions. This is the addition of a product that is directly related to one offered. For example, offering Vanilla Coke for sale alongside Coke. 4.Improvements/Revisions. This is a product which has already been offered,  but some change or revision has been made to the products properties. For example: New Coke, or anything labeled new and improved.5.Repositioned Products. The same product offered in a new market or directed towards a new target market. For example Pepsi bringing Sabritas chips into the US to target the Hispanic market. 6.Lower-Priced Products. This is simply reducing the price of an existing product to stimulate sales. New products affect the product mix of a company. Product mix is generally defined as the total composite of products offered by a particular organization. The product mix includes both individual products and product lines. A product line is a group of products which are closely related by function, customer base, distribution, or price range. To use Pepsi as an example, Pepsis product mix includes beverages and potato chips. The beverage product line consists of carbonated, non-carbonated, and water. Pepsi, Gatorade, and Aquafina all are individual products. PTSTP is a mnemonic for the five step process underlying Target Marketing and Positioning. The five steps are as follows:1.Identify competitive Products. 2.Define the Target market. 3.Determine the basis for Segmentation. 4.Determine if any Target markets are underserved. 5.Develop a Product for the underserved market. By using this method, a company can identify a gap in a particular market segment. This gap may be present because there is no product to fill it, or because the current product is reaching the end of its life-cycle, thus creating an opportunity for new growth. To answer the previous question, we will contrast the PTSTP method to Coca-Cola and Pespis development of the non-carbonated beverage market. Pepsi has continually struggled to match Cokes market share in colas and other carbonated beverages. Coke enjoys a 44% slice of the market compared to Pepsis 32%. During their 108 year rivalry, Pepsi has never come close to selling as much soda as Coke. Much of this is due to Cokes brand recognition. Although in 2006 Pepsi, for the first time, beat Coke in beverages sold. This was due to Pepsis embracement of the non-carbonated beverage market, where it led the market with a 24% share over Cokes 16%. Pepsi was able to recognize and take advantage of the growing non-carbonized market much earlier than Coca-Cola. Although cola sales have recently stagnated to less than 1% growth, non-carbonated beverages grew 8% in 2004. Much of the failure of Coke to expand into this market can be traced back to the stubbornness of Coke executives to expand beyond the soda market. Coke had an opportunity to acquire Quaker Oats in the 1990s, but passed on the opportunity. Instead, Pepsi acquired Quaker Oats in 2001. Among Quaker Oats assets were Gatorade and Snapple, both leaders in their markets. Although these product lines were already established, they represented new products to Pepsi, as they represented Pepsis introduction into the non-carbonated beverage market. As a result, Pepsi owns a commanding lead in the sports drink market, with Gatorade holding an 80% share to Cokes Powerade at 15%. Until 2001, Coca-Cola had been reluctant to embrace new products. They were not willing to extend their company and take the chance in the non-carbonated market, until they saw the success Pepsi was having. In addition to passing up on Quaker Oats, Coke lost a bidding war for the Sobe line of enhanced juices, and their bid for the Planet Java line of coffees and teas was not embraced by their independent bottlers. However, since 2000 Coke has been actively seeking new products in this market, including the acquisition of the successful Minute Maid juice line. The difference in philosophy has made the difference for Pepsi. In fact, losing the cola wars may have been the best thing for Pepsi. This forced Pepsi to look outside the soda realm in order to increase profits. As Pepsis CEO, Steven Reinemund believes that his companys growth is due to their constant quest for change, that Innovation is what consumers are  looking for, particularly in the small, routine things of their life. Pepsis willingness to embrace new product lines has given them the edge over Coke for the first time in history. Their offerings of Quaker Oats beverages, Sobe, and Aquafina have all been firsts for a soda company. As a result, they have gained the brand recognition over Cokes subsequent offerings, leading to an increased market share. In order for Pepsi to maintain their competitive advantage over Coke, they need to follow the advice of Reinemund, by remaining innovative. PTSTP can help them sustain this advantage. By identifying potential markets, and developing products for these markets, they can continue to capture new market shares. The beverage market is saturated with options for the consumer, with new products appearing everyday. Many of these products are variations on existing products. For example, energy drinks have become very popular in the past few years. As a result the market has become flooded with options. It will become increasingly difficult to introduce new products in this category. By using PTSTP, Pepsi can identify a new niche in this market, or a different market to exploit. Using the energy drinks as an example, the competitors range from Fuze, Red Bull, and many others. By defining the target market, they can identify that the same demographics both tend to buy sodas and energy drinks. Pepsi can then segment the market into young males (18-30). They then determine that the target market of combined soda energy drinks is underserved. They then develop a product to serve this market. Thus Pepsi Max is born. By using PTSTP, Pepsi has created a new product in soda energy drinks, Pepsi Max. It is this type of creativity and innovation that is embraced by Reinemund, and will serve to keep Pepsi with a sustained competitive advantage over Coke. Only by using a method such as PTSTP, can underserved markets be identified and exploited. References 1. http://business.enotes.com/business-finance-encyclopedia/product-mix2. Brady, Diane (). A Thousand and One Noshes: How Pepsi deftly adapts products to changing consumer tastes. Business Week. 14 Jun 20043. Foust, Dean. Things Go Better With Juice: Cokes new CEO will have to move quickly to catch up in noncarbonated drinks. Business Week. 17 May 20044. Brooker, Katrina. How Pepsi outgunned Coke: Losing the cola wars was the best thing that ever happened to Pepsi while Coke was celebrating, PEP took over a much larger market. FORTUNE 1 Feb 2006http://money.cnn.com/2006/02/01/news/companies/pepsi_fortune/index.htm5. http://www.marketingteacher.com/Lessons/lesson_three_levels_of_a_product.htm

Throughout life Essay Example for Free

Throughout life Essay Every situation that an individual is exposed to throughout life, helps mold our self. As humans we have the ability to see ourselves from the outside, and all through life we try to see what others see and our self revolves around the generalized other. We observe how others perceive us and we make conclusions depending on our observations. How we act around others depends on the image we feel they have towards us. Charles Horton Cooley, a symbolic interactionist, concluded that our sense of self develops from interactions with others. Cooley described this process as the looking -glass self. The looking- glass self consisted of three elements. We first imagine how we appear to those around us. We may feel that others see us as boring or quiet. Therefore we try to interpret the reactions of others when we are around them to confirm if what we think is true. If others seem to avoid to talk to you or if you really cant keep a continuous conversation, this may prove to you that you are indeed boring and not so conversational, maybe making you a little uncomfortable when being around people. On the other hand if you see yourself as an individual who can communicate without a problem and you see that you can keep others interested in a given conversations, your reaction is more positive. Through this looking- glass self we develop a self concept. Depending on the observations we make concerning the reactions of others we develop feelings and ideas about ourselves. The reflection we see in the mirror is either negative or positive depending on the feedback we get back from those around us. Misjudgments of the reactions of others become part of our self concept also the misinterpretations of how others think of us. Self concepts begins in childhood but it continues to develop throughout life. As we observe how other people react to us, we modify our self. The self is never a finished project, and it continues to change as our life takes different turns. Our self reacts to the environment that we are in. As the self expands we put together the different reactions making us a unique individual. Every individual has a different way of thinking and therefore they make their own choices about certain situations. Going through different life changes, means the self is expected to change to accommodate the life stage we find our selves in. The way we perceived things when we were adolescents changes when we become adults. We perceive things differently and take in reactions with a different attitude. Even though the family sets basic fundamentals of our personality, we are not destined to keep those characteristics if we dont like them. We can expose ourselves to different groups and ideas that we prefer. Therefore our self transforms depending on the circumstances that we are in. Cooley concluded that our sense of self develops from interactions with others, therefore we modify our self depending on those people around us. For example if we perceive the reactions of others towards us as negative, we tend to change the way we act and sometimes think. There are times when we might try to fit in to a crowd were our self those not meet there qualifications and we focus on the generalized other. The way society expects an individual to be, also tends to bring about change in a persons self over the course of time. Society sets standards and as individuals we tend to form ideas about the way others see us. The self is something that never stops expanding. Change is inevitable, since we must accommodate to our environment. Our self is build by the interactions we have with others, therefore the reactions that we obtain from those around us are very important. This reactions can create either a positive or negative reflection that will influence the way we feel about ourselves and even some of the choices we make in life.

The Barnum effect

The Barnum effect Abstract The Barnum effect is a theory that originated from psychologist Paul Meehl. The Barnum effect represents a type of subjective validation in which an individual finds personal meaning in a statement that could apply to many people (Cardwell, M. and Flanagan, C. 2012). In 1949, Forer went on to study this effect by giving his students an extract form an astrology column, finding that many students endorsed the extract and felt it was trailered to them. I therefore propose an experiment which will explore whether their are different responses in genders to a standardised personality description. The subjects participating are all college students currently studying history. The hypothesis therefore being, women will give a significantly higher accuracy rating than men on the standardised personality description. The null hypothesis is therefore, there will not be a significant difference between men and woman then asked to rate a standard personality description. The Mann-Whitney test will be used to help interpret the findings. Despite there being a minimal difference in the scores with females scoring higher than males, the experiment showed that the results where not significant thus the null hypothesis is supported. Introduction The Barnum effect is a theory that originated from psychologist Paul Meehl, in reference to to P. T. Barnum, an American showman with a reputation as a master manipulator. The Barnum effect represents a type of subjective validation in which a person finds personal meaning in a statement that could apply to many people (Cardwell, M. and Flanagan, C. 2012). If a subject is given statements that appear to have been specifically prepared for them, they often will validate its accuracy, thus giving validly to the means used to create the statement. In 1949 Bertram, R. Forer wanted to study this effect and devised a study using his students to give some incite into the appeal of pseudo-science. Students completed a personality test that he has simply copied out of a newspaper column, and that the results would produce a unique personality analysis. After this the students were asked to rate the analysis form 0 (poor) to 5 (excellent) in terms of how accurate they felt it reflected their own personality. Most of the students endorsed this statement with the average score being 4.26 (Cardwell, M. and Flanagan, C. 2012).This gives us an insight into the popularity of pseudo-science. Many people put great faith in horoscopes and personality tests the truth is that predictions like these only work because we like to hear information about our selves. Another study into gullibility carried out by N.D. Sunberg (1955) asked students to complete a standardised test used by psychologists to evaluate an individuals personality. They were then given results, either written by two experienced psychologists, or a false one. When asked which result was more accurate, 50% of participants identified the fake results as more accurate (Cline, A. 2014). This experiment identified the fallacy of personal validation, whereby an individual cannot be relied on to validate their own character or personality. The outcome of the Barnum effect can however be effected by variables such as education and gender. A study into pseudo-science and peoples beliefs was conducted by Keeports and Morier (1994). Their study looked at a group of students who were studying science and pseudo-science presenting them with a questionnaire at the beginning of the course about their beliefs. After the course the same questionnaire was given to the students and found a significant reduction in their belief of the paranormal. This shows how education can clearly have an impact on peoples belief in the paranormal. It has been generally accepted that there are no gender differences in the Barnum effect phenomenon. However, research carried out by Piper-Terry and Downey (1998) found that under certain conditions, gender could effect the results (Layne, C. 1998). They had their friends administer a personality test to psychology students then preceded to claim that they had interpreted their response based on what they were learning in class. The students rated the interpretations highly in line with the Barnum effect, however women rated these more accurately than men did. Piper-Terry and Downey concluded that woman gave higher accuracy ratings because they wanted to help out their friends whereas men where less inclined to help. Another interpretation could be that women are more open and therefore expect their friends interpretations to be more accurate. Furthermore, an argument can be made for women to be more susceptible of the Barnum effect. Studies have found 65% of church congregations in the UK are made up of women (Thackray, J. 2013). An argument that is used to explain this could be that women are seen to be more emotional, which could lead to greater spiritual openness, and a willingness to accept faith without the need of evidence. However, some simply state that because of the ageing population of the church the number of women in the congregation will increase simply because of their longer life spans. It is therefore the aim of this experiment to compare the susceptibility of men and woman. When asked by a neutral party to rate a standardised personalty description according to its accuracy. The hypothesis therefore being women will give a significantly higher accuracy rating than men on the standardised personality description The null hypothesis is therefore, there will not be a significant difference between men and woman then asked to rate a standard personality description. Method Design This experiment will be a laboratory experiment carried out in a class room with as much done as possible to help limit extraneous variables that may effect the result such as noise distractions or demand characteristics. The experiment will use an independent measure and involve a group of individuals that will conduct the experiment once. The independent variable will be the participants gender The dependant variable will be the participants response to the standardized personalty description. Participants The participants that will be used in this experiment will be students, currently studying history, aged between 19 and 31. The sample will consist of 12 females and 8 males and they will not be known the experamtor. Apparatus: 1 set of standardised instructions. 20 personalty assessment question sheets 20 standardised personalty descriptions. 1 classroom Procedure. The participants were first asked if they would consent to take part in an experiment. carried out by a fictional university into a new type of personality assessment that could give accurate information about an individuals personality. The participants then handed out a standardised questionnaire and instructed to answer each question on the paper. Once all the questionnaires were collected I told them I would return in one week with a personality description for each individual. On my return I handed out the standardised personality description informing them that it was personal and should not be shared with anyone else. I then asked them to rate the description out of 10 with 1 been not at all relevant and 10 been extremely relevant. Once these had been collected in I debriefed the participants and explained the deception. Results Descriptive Statistics Inferential Statistics Mann-Whitney U test: Discussion The results of the study showed through analysis that using the Mann-Whitney U test it was found that the null hypothesis is shown to be correct. The experimental hypothesis that females will give a significantly higher score than males to a standardised personality description is rejected. However, by looking at the mean results from the two groups we can see that females did give a marginally higher score on the personality description. Although the null hypothesis was supported the Barnum effect was clearly evident in this experiment. A large majority of the participants showed a score of 5 or higher with only one scoring below, as such we can say that the deception needed to conduct the experiment was a success. Moreover, among female participants two gave a score as high as 10 indicating how firmly they believed that the personality description had been trailered to them as individuals. This experiment therefore mirrors the results of the study carried out by Bertram, R. Foster, as the group of students he used also gave relatively high scores to a, after being told it was tailored to the individual. Furthermore, comparisons can be drawn from the experiment carried out by N.D. Sunberg (1995) in which standardised tests, real and fake, were used to evaluate personalities. Both experiments can reinforce the fallacy of personal validation, clearly showing that people cannot be trusted to validate their own personali ty. There are several reasons why the hypotheses was not significantly supported. One of these could have been that the participants used share many similarities, such as studying the same subject which could be an indicator of a certain personality type. Furthermore, the fact that they are students could indicate a certain level of intelligence. Both of these factors would make it hard to generalise the study to the rest of the population and as such lower the ecological validity of the experiment. This problem is shared by others who have been researching the subject including that of Piper-Terry and Downey (1994), who used psychology students for there experiments. One of the factors that could have affected the results is that their were more female than male participants. This could have effected the statistical conclusion that was drawn. The experiment was carried out under laboratory conditions in a college classroom which could have effected the outcome of the experiment. Although this setting allowed for many extraneous variables to be controlled, such as the tiredness of a student or their willingness to give the study their full attention could not be. Furthermore, the placement of the participants sitting around tables instead of individually could have allowed them to see each others question answers or personality description, possibly leading them to alter their answers. Both of these criticisms could lower the internal validity of the experiment. A major strength of this study is the standardised set of instructions that were given to each student. By doing this we can ensure that each of the participants fully understand what they are expected to do as well as leading to the ability to easy recreate the experiment. Furthermore, standardised instructions leads to all the participants being treated the same and so lowers the risk of experimenter effects. With regard to ethics, one of the main concerns was the creation a deception in order for the experiment to be effective. The British Psychology Society state in their guidelines that intentional deception should be avoided whenever possible (Hayes, N. 1993). As a deception was needed steps were taken to ensure participants were deceived as little as possible and that the true nature of the experiment was clearly communicated to them after it was complete . This was done by fully debriefing the participants after the study had been concluded. This involved fully informing them about the nature of the research and reassuring them about their performance within the study, as well as answering any questions that they might have about the experiment. (Lawton, J et al, 2011). Appendix 1: Personal statement While disciplined on the outside you tend to be slightly insecure at times and you have need for other people to like and admire you. You prefer a certain amount of change and variety however you become unhappy when you feel hemmed in by restrictions and limitations. Over the years you have learnt that us wise not to be to frank while revealing yourself to others and that it is best to hold onto your views until you feel that the time is right to express them. At times your outgoing, pleasant to talk to and sociable. However, there are time when when faced with a new situation that you feel slightly cautious and reserved. While some of your future plans may seem out of reach you nevertheless are willing to put in the work to try and make them a reality. Please score the accuracy of this personal statement 0 = very poor – 1 = extremely accurate Appendix 2: Questionnaire Instructions In the table below, for each statement 1-50 mark how much you agree with on the scale 1-10, where 1=disagree, 10 extremely accurate. References Cardwell, M. and Flanagan, C. (2012) Psychology AS: the complete companion: student book: for AQA A. 3rd edn. Oxford: Oxford University Press. Christopher Layne (1998) GENDER AND THE BARNUM EFFECT: A REINTERPRETATION OF PIPER-TERRY AND DOWNEYS RESULTS. Psychological Reports: Volume 83 Cline, A. (2014) Flaws in Reasoning and Arguments: Barnum Effect Gullibility Available at URL http://atheism.about.com/od/logicalflawsinreasoning/a/barnum.htm (Accessed on 09 December 2014) Hayes, N. (1993) A first course in psycholog. London: Harrap LAWTON, J., GROSS, R. and ROLLS, G. (2011) Psychology A2 for AQA (A). Abingdon: Hodder Education. Thackray, J. (2013) Why do more women flock to the Church? Available at URL http://www.telegraph.co.uk/women/womens-life/10035155/Why-do-more-women-flock-to-the-Church.html (Accessed on 10 December 2014)

Responding to Student Writing Essay -- Education, Teaching

Responding to student writing is rife with potential — potential to help students improve their writing, potential to encourage a writer to continue, and potential to make the student feel like a failure. The written text used to responding to student writing, the end notes, the marginalia, is hugely influential to student writing, but largely ignored. John Swales might identify this kind of text as an â€Å"occluded† genres—texts that are produced on a very regular basis in a composition class (including syllabus, assignment prompts, etc), but are largely ignored or viewed as inconsequential. The result of this kind of ignored text is that responses to student writing vary greatly and, when scrutinized, generally demonstrate very little substance and very little direction for the writer. In addition to ostensibly useful feedback such as guidance, praise, and corrections—comments that effectively lead students to improve their writing, the marginal comment s also include negative and seemingly useless remarks ranging from non sequiturs to failure, meanness, and cruelty. In part, the wide range of useless comments occurs because most teachers of writing are never taught how to effectively respond to student papers. Sure, many composition classes are taught by Literature scholars (or others), but writing classes are also taught by Composition scholars who, while versed in theory, oftentimes never learn the practical task of marking up student papers. If teachers of writing have been trained in effective ways to respond to student writing, it may from their experiences as a tutor in the Writing Center. To be fair, the field of Composition has explored many ways to effectively respond to student writing. The problem is that it is that te... ...of Responding to Student Writing; or, Looking for Shortcuts via the Road of Excess.† Across the Disciplines 3 (2006): 21 Jan. 2010 . Horner, Bruce. Terms of Work for Composition: A Materialist Critique. Albany: State University of New York UP, 2000. Johnson-Shull, Lisa. â€Å"Teaching Writing in the Rabbit Hole: The Curious Use of the Non Sequitur as a Staple in Teacher Comments.† Unpublished Manuscript. Rose, Mike. â€Å"Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism.† College Composition and Communication 39 (1988): 267-302. Sommers, Nancy. â€Å"Across the Drafts.† College Composition and Communication 58.2 (2006): 248-257. Swales, John M. â€Å"Occluded Genres in the Academy: The Case of the Submission Letter.† Academic Writing: Intercultural and Textual Issues. Amsterdam: Benjamins, 1996. 44-58.

Advertising . . . It’s What’s for Dinner :: Personal Narrative Papers

Advertising . . . It’s What’s for Dinner I was putting the finishing touches on the chicken when the doorbell rang. I ran to the table to make sure everything was in place. I wanted tonight to run as smoothly as possible because it isn’t every night that you get to have such internet advertising experts over for dinner. When I opened the door I was surprised to see all three of my guest standing before me. I guess it was coincidence that they all arrived at the very same time, but, nevertheless, they were right on the dot and I welcomed them into my home. After we all made our introductions, I took their coats and gave them a quick tour of my small, but cozy house. I found it funny that even before everyone was formally introduced I clearly could guess the identity of each person. I guessed that the woman in the business suit was Ms. Heim. She works for Media Week magazine and because of her to the point, matter of fact writing style she seems exactly like the type of woman who would have to wear a suit so much that it has become her own fashion statement. But surprisingly, her hair was down and hanging just above her shoulders, softening the official business-look of the suit. Ms. Zeff was more on the casual side wearing a nice sun dress that seemed proper for a woman of her age. The color of the dress was a peachy orange that accented her skin tones and gave her a very warm and loving appearance. Not to mention the wrinkles on her forehead that translated into a woman full of wisdom and knowledge. However, her appearance was not one that you would imagine for a woman of such caliber. But even though she has a PhD1, she refused to be addressed as Dr. Zeff - she simply told us that Robbin or Ms. Zeff would be fine.

Hydrogen Essays -- essays research papers

Since the beginning of the scientific revolution in the early nineties the mankind looks for an energy source that is clean and renewable; solution of this problem would be probably the most common thing in our life - WATER. Water consists of two chemical elements, hydrogen and oxygen. Each molecule of water consists of two hydrogen (H2) atoms and one oxygen (O) atom. Chemical binding between these three atoms is very stable and strong. Therefore, the reaction of hydrogen and oxygen is under normal circumstances very intense and generates a lot of energy. 2H2 + O2 Â ® 2H2O + energy Both, hydrogen and oxygen are gases at normal temperatures and pressures and the product of this reaction is pure water, usually in its gaseous form - steam. Now it may look like hydrogen is the ideal power source that mankind is ever since looking for. More than 70 % of the Earth surface is covered by water, therefore hydrogen is renewable and unlimited. Reaction of hydrogen with oxygen generates a lot of energy and it does not have any negative output, only water. But, the respectable power hidden in water is known for more than 200 hundred years and as long scientists are trying to find a way to extract this energy, rather how to split the water molecules into hydrogen and oxygen. Hydrogen can be used to power cars, rail engines, airplanes, to produce electricity and heat. But, although the technical breakthrough in 19th and 20th century brought hydrogen into experimental use in many applications, there are still many problems to deal with. There sure is a lot of misinformation about hydrogen gone to public, so here are the basic facts about hydrogen as a power source according to the Nuts & Volts Magazine. Hydrogen on earth is not a fuel. It is only an energy carrier. Following the definition of the word fuel, fuel is a substance that is capable of delivering new energy when burning or other chemical reaction occurs. On the other hand energy carrier is a substance that is only able to move previously acquired energy from one place to another. To be accurate, water molecule is energetically very advantageous for both oxygen and hydrogen atoms and needs much energy to disintegrate it again into hydrogen and oxygen atoms, or better H2 and O2 molecules, therefore H2 and O... ...national strength of all the countries that do not have any important petroleum resources and every country could be self- sufficient with hydrogen. For example U. S. trade balance sheets show that oil imports drain 1 billion dollars from the U. S. economy every week. Important is also the "clean transport effect", thanks to an engine that does not produces any carbon dioxide or other environmentally dangerous emissions. Hydrogen could be considered to be more safe than gasoline, if safety prescriptions are not violated, in case of an accident hydrogen would quickly evaporate and ascend in the atmosphere, while gasoline would stay spilled on the ground. Hydrogen caries much more energy than gasoline, is more engine saving and also the fuel cell technology promises further development and increasing reliability of hydrogen powered cars. Following United States Department of Energy we can expect regular hydrogen-powered traffic in 20 maybe 30 years. Although, until now no hydrogen-powered cars are in production and hydrogen-powered engine is only under development hydrogen stays the main alternative fuel of the future. Hydrogen Essays -- essays research papers Since the beginning of the scientific revolution in the early nineties the mankind looks for an energy source that is clean and renewable; solution of this problem would be probably the most common thing in our life - WATER. Water consists of two chemical elements, hydrogen and oxygen. Each molecule of water consists of two hydrogen (H2) atoms and one oxygen (O) atom. Chemical binding between these three atoms is very stable and strong. Therefore, the reaction of hydrogen and oxygen is under normal circumstances very intense and generates a lot of energy. 2H2 + O2 Â ® 2H2O + energy Both, hydrogen and oxygen are gases at normal temperatures and pressures and the product of this reaction is pure water, usually in its gaseous form - steam. Now it may look like hydrogen is the ideal power source that mankind is ever since looking for. More than 70 % of the Earth surface is covered by water, therefore hydrogen is renewable and unlimited. Reaction of hydrogen with oxygen generates a lot of energy and it does not have any negative output, only water. But, the respectable power hidden in water is known for more than 200 hundred years and as long scientists are trying to find a way to extract this energy, rather how to split the water molecules into hydrogen and oxygen. Hydrogen can be used to power cars, rail engines, airplanes, to produce electricity and heat. But, although the technical breakthrough in 19th and 20th century brought hydrogen into experimental use in many applications, there are still many problems to deal with. There sure is a lot of misinformation about hydrogen gone to public, so here are the basic facts about hydrogen as a power source according to the Nuts & Volts Magazine. Hydrogen on earth is not a fuel. It is only an energy carrier. Following the definition of the word fuel, fuel is a substance that is capable of delivering new energy when burning or other chemical reaction occurs. On the other hand energy carrier is a substance that is only able to move previously acquired energy from one place to another. To be accurate, water molecule is energetically very advantageous for both oxygen and hydrogen atoms and needs much energy to disintegrate it again into hydrogen and oxygen atoms, or better H2 and O2 molecules, therefore H2 and O... ...national strength of all the countries that do not have any important petroleum resources and every country could be self- sufficient with hydrogen. For example U. S. trade balance sheets show that oil imports drain 1 billion dollars from the U. S. economy every week. Important is also the "clean transport effect", thanks to an engine that does not produces any carbon dioxide or other environmentally dangerous emissions. Hydrogen could be considered to be more safe than gasoline, if safety prescriptions are not violated, in case of an accident hydrogen would quickly evaporate and ascend in the atmosphere, while gasoline would stay spilled on the ground. Hydrogen caries much more energy than gasoline, is more engine saving and also the fuel cell technology promises further development and increasing reliability of hydrogen powered cars. Following United States Department of Energy we can expect regular hydrogen-powered traffic in 20 maybe 30 years. Although, until now no hydrogen-powered cars are in production and hydrogen-powered engine is only under development hydrogen stays the main alternative fuel of the future.

Preparation and analysis of inorganic and organic compounds Essay

Task 1 titration of sodium hydroxide with hydrochloric acid In this experiment the sodium hydroxide is neutralized with Hydrochloric acid to produce sodium chloride (the soluble salt) it is then crystallized in a dish. The equation for the above reaction is →NaOH(aq) + HCl(aq) → NaCl(aq) + H20(l) Method Add 25cm3 of sodium hydroxide into a conical flask then add couple of drops of methyl orange indicator Next fill the burette with HCL using a funnel to the 0 mark Add HCL to sodium hydroxide in small amounts swirling constantly keep adding until the solution changes to a red colour record your result Using the same volume of HCL now add it to another 25 cm3 of sodium hydroxide to produce a neutral solution Use a Bunsen burner and an evaporating dish to reduce the volume to half Finally leave to evaporate in a crystallizing dish to produce a white crystalline solid Average Volume = 26.35 Mass of Evaporating dish = 53.86 (Mass = 55.04 – 53.86 = 1.18g) Mass = n x Mr = 0.025 x 58.5 = 1.4625 Calculating Percentage Yield 1.18 x 100 = 80.7 % 1.4625 Test for ions present Sodium Na+ — test carried out = flame test – result golden yellow This happens as the electrons move to higher energy level and then fall back down when heated which gives out yellow light. Chloride test → test carried out = add silver nitrate – result white precipitate of silver chloride was formed Task (e) Purity analysis of NaCl In this task I will be showing the purity analysis of NaCl the same procedure will be carried out as before but this time 0.1 moldm-3 of sodium chloride is titrated with 0.05 moldm-3 silver nitrate the indicator will be the chromate indicator The chemical formula for the following reaction is:NaCl(aq) + AgNO3(aq) → AgCl(s) + NaNo3(aq) RESULTS These are the results obtained for the following experiment: Rough 1 2 Final burette reading 19.9 20.5 20.6 Initial Burette Reading 0.00 0.00 0.00 Titre 19.9 20.5 20.6 Average Volume = 20.55 Converted to dm3 /1000 1)calculate no of moles of silver nitrate N= C x V =0.05 x 0.02055 = 0.010275 moles 2)answer = no of mole of NaCl (1 : 1 ratio) 3) Calculate the actual concentration of NaCl C= n/V = 0.010275 = 0.10275moldm-3 0.01 4)percentage purity ppurity = 0.1 x 100 = 97.3%) 0.010275 Task 2 Method: 1)shake 2g of 2- hydroxybenzoic acid with 4 cm3 of ethanoic anhydride in a 100cm3 conical flask 2) add five drops of concentrated sulphuric acid agitating the flask for about 10 mins the whole wil form a crystalline mush 3) Dilute by stirring it in 4cm3 of cold glacial ethanoic acid and cool by placing in a water bath containing crushed ice 4) filter off the crystals using a Hirsch funnel and wash once with ice cold water 5) place the crude aspirin in a 100cm3 beaker add hot water not boiling water till it dissolves 6)cool and filter of crystals this process is known as recrystallisation 7) Take 4 test tubes add 2cm3 of distilled water in each and in 1 tube add one crystal of the product before recrystallisation and shake 8) Second tube add one crystal of the recrystallised product and shake 9) Third tube add one crystal of 2-hydroxybenzoic acid and shake 10) In last tube add one crystal of known pure aspirin and shake 11)To each tube add 2 drops in turn of neutral iron (III) chloride and shake Following this method I got the following results Mass at start was 2.04 Finishing mass was 2.08 Amount of yield: 138 →180 1 →180/138 1 →1.3 2.04 → 2.652 2.08 x 100 = 78.4% 2.652 Organic testing To test for a phenol group Method: Add neutral iron III chloride(if a phenol group is present it will change into purple complex and if theres no purple then the aspirin is pure) Using the following method my result showed a purple complex showing that my aspirin was impure Melting point analysis