Study Guide for Crossword Puzzle Essay Example for Free

Study Guide for Crossword Puzzle Essay Guide Acids and Bases: 1. Be able to identify both the Bronsted–Lowry acid and base from a given reaction. ~An acid is a proton donor ~A base is a proton acceptor H3PO4 + H20 H3O+ +H2PO4- H3PO4 is an acid so it is a proton donor. It gives its positive atom to the other element 2. Be able to calculate the pH of a solution given [H3O+] Example: What is the pH of a solution with a [H3O+] of 1 x 10-2 M? The pH level should equal the exponent number of 2. Redox Reactions: Be able to identify what is reduced and what is oxidized in a redox reaction. Ex: What is reduced in the following reaction? 2 Bi3+ + 3 Mg 2 Bi + 3 Mg2+. The reduced element in the following is Bi (Bismuth) because that element is broken down without its charge number. Boyle’s Law: Be able to apply Boyle’s Law to solve for either pressure or volume Ex: A sample of helium gas occupies 1245 mL at 705 mmHg. For a gas sample at constant temperature, determine the volume of helium at 745 mmHg. P1V1=P2V2 If the pressure goes down, the volume goes up. V2=P1V1/P2 P1=705 mmHg P2=745 mmHg V1= 1245 mL V2= (705)(1245)/745 877725/745=1179 mL=V2 Charles’ Law: Be able to apply Charles’ Law to solve for either volume or temperature (remember to convert to Kelvin) Example: A gas at a temperature of 95 degrees C occupies a volume of 159 mL. Assuming constant pressure, determine the volume at 15 degree C. V1=V2 T1=T2 95Â °C+273=368K= T1 159 mL=V1 15Â °C + 273=288 T2 V2= (368)(159)/288=204 mL Ideal Gas Law: 1. Be able to calculate molar mass given density Example: For a gas at standard temperature and pressure with a density of 2. 75 g/L. determine its molar mass. Standard temperature and pressure occupies a volume of about 22. 4 L. This is known as the standard molar volume of a gas. V=cn (where c is a constant) n is number of molecules 2. Be able to calculate volume or pressure, using PV=nRT P=pressure, V=Volume, n=number of moles of gas, T=Temperature (Kelvin) R=ideal gas constant (0. 0821) for 1 mole of gas at STP, p=1 atm,V=22. 414 L, T= 273. 15K R=PV/nT

Socially Constructed Reality and Meaning in Notes from Underground Essa

Socially Constructed Reality and Meaning in Notes from Underground Just as the hands in M.C. Escher’s â€Å"Drawing Hands† both create and are created by each other, the identity of man and society are mutually interdependent. According to the model described in The Sacred Canopy, Peter Berger believes that man externalizes or creates a social reality that is in turn objectified, or accepted by him as real. This sociological model creates a useful framework for understanding the narrator’s rejection of ultimate reality or truth in Fyodor Dostoevsky’s Notes from Underground. The reality in which the narrator tries to live in part II, and the reality that he rejects in part I, are both created and, as such, are ultimately meaningless. The underground man’s refusal to objectify social reality causes a feeling of meaninglessness and raises a fundamental question of purpose that confronts people of all dispositions. Berger’s theory is based on a dialectical relationship between man and society. To explain his theory he defines three terms. â€Å"Externalization is the ongoing outpouring of human being into the world. Objectivation, the attainment by the products of this activity of a reality that confronts its original producers as a facticity external to and other than themselves. Internalization is the reappropriation by men of this same reality, transforming into structures of the subjective consciousness,† (Berger 4). He believes that society is a wholly human invention created by man’s tendency to externalize. This created entity is then objectified by man, giving society and its features the appearance of true reality. His newly created reality then acts upon and shapes man through internalization. Man, his identity... ...fulfills his societal roles. Chernyshevsky’s utilitarian is happy when individual needs are met. The man of consciousness can be happy, even if his happiness comes from the rejection of happiness altogether. There is no superior happiness; there is no superior type of fulfillment. The individual achieves these ends by acting individually. No hand can avoid drawing, and man finds completeness when he fulfills the purpose that he has drawn for himself. Works Cited Berger, Peter L. The Sacred Canopy: Elements of a Sociological Theory of Religion. New York: Anchor Books, 1990. Escher, M.C. â€Å"Drawing Hands.† Cover of Norton edition of Notes from Underground. Katz, Michael R., ed. Notes from Underground. New York: W.W. Norton & Company, 2001. Chernyshevsky, Nikolai. â€Å"What Is to Be Done?† Katz 104-123. Dostoevsky, Fyodor. â€Å"Notes from Underground.† Katz 3-91

Where Would I Be Without Freedom

I walk upon the earth and marvel at the ability to let the grass cushion my wandering feet. What if my feet could not wander What if I were a slave to this rich soil, then where would I be Society may not be controlled, and it may wander aimlessly perhaps, but it wanders on its own course. I walk with society and against it, and I have the freedom to do this. I would not be able to write such an essay if I didnt have my freedom. It is this freedom that allows me to write an essay differently from other people and is what has taken many others and me as far along in our journey. Freedom is the grass that cushions my step, the softness that allows me to tread anywhere without the fear of persecution. Without this layer of protection I would not want to stray far from what I know. Without protection from the corrupt world, I would remain the same immature child who could not walk far from what I could not see. Light liberates darkness the same as freedom liberates slaves. Darkness is the absence of light just as slavery is merely the absence of freedom. Without the light of this freedom I would be in the shadow of darkness; confined to the barren ignorant lands that light never reaches. Grass ceases to grow and life as I know it would be useless dead. The fire that burns within the soul is fueled by the sun, fueled by the liberation and freedom which allows us to fill ourselves with worldly and unworldly beliefs. There is little faith behind a society who does not have the ability to choose its own unworldly beliefs. Being spoon-fed from birth by my Orthodox Baptist parents, I rode my own spirit into the arms of God and the ways of Christianity. Faith may guide many a man and his heart, but freedom guides the soul. No one knows the truth concerning God, religion, or existence, but the freedom to seek the truth ike I have has made me whole. Without freedom I would still place myself higher than everything else and perceive myself as my own master. This provincial nature that the world commercializes I once held, but it has been freed by the disuniting of my flesh and its influence upon my mind, soul, and heart. Freedom is too immense a concept to comprehend yet too narrow a word to define, but it drives me. Without it I become dark and meek as I look to the cold earth for heavenly answers. Freedom is there for anyone even slaves. The light needs but to be turned on and ignorance can do nothing but flee.

Development of Children’s Language Awareness in English...

Development of children’s language awareness in English teaching materials Abstract The paper will focus on the concept of language awareness in the context of young learners. The whole language approach, inductive approach and implicit grammar teaching are advocated in early language education as children by the age of 10 are not able to understand abstract rules and principles. However, for languages to develop naturally grammatical categories have to be present in the instructions. Namely, YL encounter chunks, phrases and sentences, which are learnt in chants, rhymes, songs and stories, to express functions. Then, early foreign language education, including grammar teaching, can be viewed as consciousness raising process or†¦show more content†¦Namely, it is suggested to introduce discovery grammar activities (problem solving activities), for example YL listen to a story and sequence pictures in the correct order. It is both the process of solving tasks and teaching grammar as the consciousness-raising process (cf. Ellis, 2002, 167-174 in Richards and R enandya). The idea is to provide opportunities for meaning-focused language use – communication. Development of language awareness in primary schools can occur in three following stages: 1) Noticing new language structures: teachers focus children’s attention to the forms of the target language so they perceive the structure and meaning. 2) Structuring knowledge of the target language system: YL manipulate forms and meanings of the structures in controlled practice (for example drills). 3) Proceduralizing: YL use the target language fluently and communicate in the controlled context (cf. Batstone, 1994:51-54). 2. Research aims The idea is to analyse a selected number of syllabuses and course books to identify the latest approaches to teaching grammatical categories in primary schools. There is one major aim: 1. 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