Learn About Molecular and Empirical Formulas

Learn About Molecular and Empirical Formulas The molecular formula is an expression of the number and type of atoms that are present in a single molecule of a substance. It represents the actual formula of a molecule. Subscripts after element symbols represent the number of atoms. If there is no subscript, it means one atom is present in the compound. The empirical formula is also known as the simplest formula. The empirical formula is the ratio of elements present in the compound. The subscripts in the formula are the numbers of atoms, leading to a whole number ratio between them. Examples of Molecular and Empirical Formulas The molecular formula of glucose is  C6H12O6. One molecule of glucose contains 6 atoms of carbon, 12 atoms of hydrogen and 6 atoms of oxygen. If you can divide all of the numbers in a  molecular formula by some value to simplify them further, then the empirical or simple formula will be different from the molecular formula. The empirical formula for glucose is CH2O. Glucose has 2 moles of hydrogen for every mole of carbon and oxygen. The formulas for water and hydrogen peroxide are: Water Molecular Formula: H2OWater Empirical Formula: H2OHydrogen Peroxide Molecular Formula: H2O2Hydrogen Peroxide Empirical Formula: HO In the case of water, the molecular formula and empirical formula are the same. Finding Empirical and Molecular Formula from Percent Composition Percent (%) composition (element mass/compound mass) X 100 If you are given the percent  composition of a compound, here are the steps for finding the empirical formula: Assume you have a 100 grams  sample. This makes the calculation simple because the percentages will be the same as the number of grams. For example, if 40% of the mass of a compound is oxygen then you calculate you have 40 grams of oxygen.Convert grams to moles. Empirical formula is a comparison of the number of moles of a compound so you need your values in moles. Using the oxygen example again, there are 16.0 grams per mole of oxygen so 40 grams of oxygen would be 40/16 2.5 moles of oxygen.Compare the number of moles of each element to the smallest number of moles you got and divide by the smallest number.Round your ratio of moles to the nearest whole number as long as it is close to a whole number. In other words, you can round 1.992 up to 2, but you cant round 1.33 to 1. Youll need to recognize common ratios, such as 1.333 being 4/3. For some compounds, the lowest number of atoms of an element might not be 1! If the lowest number of moles is four-thirds, you will need to multi ply all ratios by 3 to get rid of the fraction. Write the empirical formula of the compound. The ratio numbers are subscripts for the elements. Finding the molecular formula is only possible if you are given the molar mass of the compound. When you have the molar mass you can find the ratio of the actual mass of the compound to the empirical mass. If the ratio is one (as with water, H2O), then the empirical formula and molecular formula are the same. If the ratio is 2 (as with hydrogen peroxide, H2O2), then multiply the subscripts of the empirical formula by 2 to get the correct molecular formula. two.

Book summary Essay Example | Topics and Well Written Essays - 1000 words

Book summary - Essay Example Mercator projections typically hanged on pentagon offices and classroom walls usually place the US in the middle where it is separated from Europe to its East by the big Atlantic Ocean and from Asia by to its West by the Pacific Ocean. Our preference for the perspective reflects a particular national egocentrism and has for a bigger part of the past two centuries made a recommendable deal of a strategic sense (Kaplan, 154). Through a big part of the 19th century, oceanic moats made possible the era of free security as a historian by the name C. Van Woodward called it. United States then projected much of its power primarily towards East Asia and Europe as it stepped on the World stage and grew stronger. In the 20th century, America would wage wars, cold and hot, aiming to protect vital regions against the dominion of hostile forces. Their earlier purposes, notwithstanding, the ancient maps are no longer meaningful having outlived their usefulness. After the cold war had come to an end, with much intensity and speed since 9/11, focus shifted towards South and Southeast Asia, the Middle East and towards the western Pacific waters. Robert D. Kaplan in monsoon argues that fresh ways of viewing the World are needed. This is needed mostly in seeing those parts that are integral elements despite being split by old projections (Kaplan, 165). Kaplan’s goal was providing his fellow countrymen with a similar map centered the Greater Indian Ocean, the region that stretched eastward right from the Horn of Africa going past the Arabian Peninsula, Iranian plateau as well as the Indian subcontinent going all the way to Indonesian archipelago and even beyond. He was glad that the monsoon winds shifted direction regularly at six month intervals, making connecting of the far-flung shores by waters to be readily navigable even when there were primitive sailing vessels. The greater Indian Ocean was initially linked by Muslim merchants, later Portugal

Race and gender assignment Movie Review Example | Topics and Well Written Essays - 750 words

Race and gender assignment - Movie Review Example The film then cuts to another scene with different characters. In this scene two individuals are carjacked. The film then explores an instance where two undercover police officers, one white and one black shoot at each other, with the black officer being killed. Another scene has a Latin locksmith change the locks of an individual. The individual then indicates to another that they do not trust the locksmith because they could be a gang member. The next scene demonstrates two officers pulling over a car that matches the description of a car that was stolen earlier. The officers have the two people get out of the car and one of the officers molests the female passenger. The other officer then goes and requests the he be assigned a new partner, saying that his partner is a racist. The film cuts to a later time when the two passengers that were featured earlier are talking. The woman that was violated by the officer is angry with her husband because he did not do anything to intervene, while he claims that he acted appropriately. The film then cuts to a man talking to his daughter because she is hiding under her bed after hearing a gun shot. He then gets ready for his job as a locksmith, and its clear that he was the individual from earlier that the woman referred to as a possible gang member. The film then cuts to another scene where two men are in a stolen car. They are talking about race and lose track of what they are doing and hit an Asian man. They stop and then later leave the man in front of a hospital. The film then cuts back to the shop that was featured earlier in the film. Daniel the locksmith that has been featured throughout the film is at the shop and attempts to fix a door, but becomes involved in a conflict with the owner. Later the door is pa inted upon and the shop owner blames the locksmith. The officer featured earlier then goes and visits an insurance agent. He talks with

Why I Do What I Do Essay Essay Example for Free

Why I Do What I Do Essay Essay Never forget why you do what you do and who you do it for, and make sure everything you do honors that. What I’ve seen happen often times (especially in†¦ yup, you guessed it: the education reform movement), is that intentions start out good but the sword starts to swing the other way when money, power, and statistics are valued over the lives and humanity of students. â€Å"Kids first† and â€Å"For the kids† becomes merely rhetoric, as people jump to enact radically dangerous and untested policies that do anything but put kids first. It’s even scarier when these policies are put in place by people with power and money, because then they are blinded by their power and money and fail to see all the intricate parts of the matter. This scares me, because I believe my intentions are good, and the last thing I want to happen is for what I fight for to put students at a greater disadvantage. But I know that won’t happen, as long as I make sure that everything I do for my students stems from why I do what I do. I need my vision to be clear and for that vision, story, and root of my passion to drive me. I need to stay humble and true to my roots. So why do I fight for educational justice? Well for starters, I want to be a teacher. Every time I play that â€Å"nine lives† game at conferences where in each life you can choose any career you want, high school civics and social studies teacher is written in #1-9. But why do I want to be a teacher? Is it so I can watch people’s face fill with disappointment and bewilderment when I tell them my life’s ambition? Is it so I can work 2 other jobs to pay for my first job? Is it so I can have my impact measured by my students’ test scores? Is it so I can get weekends and summers off? The answer is simple: I want to devote my life’s work to inspiring and fostering young, bright, creative, and passionate hearts and minds. The thought of crafting creative and engaging lesson plans, bringing them to life in my classroom, sharing my stories and wisdom with young minds, taking my students to places they’ve never been (both intellectually and literally on field trips and such), and watching the m grow into conscientious, open-minded, kind-hearted, passionate people excites me like no other. I’ve gotten a taste of it through working with children of all ages during my high school and early college careers, and I really cannot wait until I am finally fully trained and prepared to teach my own classroom. But why become active in educational policy and activism? Well the answer to that connects to what I want to teach and how I was taught. Let’s start with the latter. I am very lucky to have gotten the education that I got. It completely changed my life. As I’ve mentioned before in my other posts, I didn’t realize what learning was until I was exposed to a full, well-rounded curriculum that included the arts, humanities, and social justice education. Before, I depended on my high test scores to know that I was learning. Today, I know that no test score could ever reveal how much I had truly grown and learned through my education. For the first time, I was experiencing what I was learning, rather than passively regurgitating information that I barely internalized (something I’m really excellent at doing†¦ I could be a professional test taker and that’s something to be ashamed of). I was finally opening my eyes to the intricacies and complexities of our global society and the field of education, and fina lly understanding concepts like solidarity, inequality, privilege, human rights, justice, and my role in all of these things. Social studies and civics woke my mind and heart and sparked such an immense passion in me that in my spare time, I found myself delving into the issues I studied more and more, as well as becoming more involved in my local community through organizing work and volunteerism. During this time in my life was when I found my passion in education, partly because realized the magic of education through my own transformational experience, and partly because I decided to write my sophomore year research paper on standardized testing and it shattered my long-held (arrogant) faith in tests as well as everything I thought I knew about education. As time went on, I slowly developed my biggest belief: that EVERY student should receive a free, quality, democratic, and well-rounded public education, unhindered by huge class sizes, dilapidated infrastructure, terrible working/learning conditions, inadequate funding, child poverty, high stakes testing, or other broken reform policies. I believe that this is a fundamental human right and true justice. This is why I am fighting for educational justice now. My education helped me find my voice and understand the importance of standing up for justice and equality for my brothers and sisters. When I look at the current attac ks on public education, especially by a group of people I used to trust to improve education, I get this intense emotional reaction that  mirrors the kind I would get in high school every time I read about or discussed a social injustice. My insides burn, my heart races, and every inch in my body longs to get up and do something because what is happening to students, teachers, and schools today is not reform; it’s destruction. I cannot possibly stand by while countless students are literally robbed of true education by neoliberals under the guise of â€Å"innovation†, â€Å"high expectations†, and â€Å"accountability.† I cannot possibly stand by while I hear my students’ stories of feeling unheard and powerless in what should be THEIR fight for THEIR education. I cannot possibly stand by while students continue to be silenced and invisible, their humanity reduced to digits and their futures determined by people who ignorantly implement harmful policies without considering student voice. I cannot possibly stand by while people who don’t want to devote a day of their life to educating a child use their money and power to manipulate and profit from a system they destroyed in the first place (Why is there a billionaire boys club? Oh right, because poverty and economic inequity exist and are silently hurting public education). I realize that I could not care about any of this, live a very easy life, float through grad school, get my teaching credential, and just be a teacher in a high school somewhere. I’m sure the reformies would love that. But I refuse to do that. And that has as much to do with how I was taught as it does with what I want to teach. I want to teach the things that made me a more open-minded, empowered, and justice-seeking person. I want to be a high school teacher of social justice and civic engagement. I believe that true education can and should awaken the mind and heart by fostering critical thinking (mind) and a commitment to social justice (heart). Yes, learning about all the terrible injustice and oppression that has marginalized groups of people throughout history is naturally discouraging, but I feel that there is also such beauty in looking at how the marginalized have historically risen up against their oppressors and fought for the justice and freedom from oppression. W hen students engage with learning material that relates to them and their cultural histories, they are more empowered to think and learn for themselves and take action. This kind of social justice education brings not only knowledge and enlightenment, but also hope for students. Hope that they too can not only live in a better world someday, but also be the reason for that better, more just and equal world. This is what I hope to bring to students. Hope. Light. A true sense of wonder for the world and love for those living in it. Motivation to learn and turn learning into positive action. A sense of empowerment. But how can I possibly begin to teach social justice in a system with so much injustice? I fight for educational justice because I believe that I myself have the power to contribute what I can now so that by the time my future students reach my classroom, the education system will be a more just place. I believe that empowered students like myself can and will stand up for what they believe is right and demand educational rights for all. I believe that education is liberation from oppression. I know I’m going to get a lot of opposition for fighting for what I believe in. Social justice education is equally liberating and threatening to authorities that pray for compliance. But I will not comply under policies and rules that put students at a disadvantage. I will not compl y with people who wish divergent perspectives and beliefs be silenced. I will not comply until there is justice. Instead, I will continue to hope. Hope that I can not only teach in a better education system one day, but also be the reason for that better, more just and equal system. Hope to live my lessons now and one day have my lessons come alive.

The Multitasking Generation an Article by Claudia Wallis Essay

Though there are some positive effects, the adverse impact of technology on education has been extraordinary. The technology community has worked hard to bring useful technology into our classrooms, all with good intentions to broaden our knowledge. With these good intentions also came about unwanted side effects such as distraction and disruption in the classroom. I can clearly remember many of my teachers yelling at us to put our cell phones, iPods, and iTouch phones away especially during lecture and exams. The yelling was not without just cause, students cheated with their devices along with updating their Facebook pages during class too. Though being exposed to technologies like computers from an early age may have given us the ability to do things more efficiently, technology has also made us less dependent on ourselves. Claudia Wallis, editor for Time, in her article makes known in The Multitasking Generation, â€Å"That level of multiprocessing and interpersonal connectivity is now so commonplace that it’s easy to forget how quickly it came about. Fifteen years ago, most home computers weren’t even linked to the Internet† (63). There are many things that students are able to do on their computer that their parents aren't even aware of or that the parents couldn’t do themselves. My parents always tell of how looking through the library’s card catalog and searching for the books they needed only to find out that they have been taken out. Computers have allowed us to do many things faster for example, write much faster than a typewriter or pen and paper and correct typing errors wit hout starting over. The computers and technology we now have makes it easier to almost anything and with technology so easily at your fingertips it o... ... there is no doubt that it will be used as an educational tool and just as there are concerns now, there will be concerns then. I believe that in the following years physical classrooms will be a thing of the past, with virtual classrooms becoming the norm. With these virtual classrooms there will be even more cause for concern, and if they do become the norm who knows what other sources of distractions there will be. There will always be technology as long as there are people whether for better or for worse and their advances will always be debated. Technology such as computers, iPads, and cell phones should be used modestly in the classroom. Using technology for everything during our daily lives hampers our own independence. To stay sharp minded in the classroom, people need to rely more on them and less on the technology that dominates their life today.

Anatomy and Histology of the Small and Large Intestine

Anatomy and Histology of the Small and Large Intestine MACROSCOPIC FEATURES Small Intestine The small intestine is a specialized tubular structure within the abdominal cavity in continuity with the stomach proximally and the colon distally. The small bowel increases 20 times in length with aging, from 200 cm in the newborn to almost 6 m in the adult, and its length is approximated by three times the length of the infant, or height of the child or adult. 1] The duodenum, the most proximal portion of the small intestine, begins at the duodenal bulb, travels in the retroperitoneal space around the head of the pancreas, and ends on its return to the peritoneal cavity at the ligament of Treitz. The remainder of the small intestine is suspended within the peritoneal cavity by a thin, broad-based mesentery that is attached to the posterior abdominal wall and allows free movement of the small intestine within the abdominal cavity. The proximal 40% of the mobile small intestine is the jejunum , and the remaining 60% is the ileum.The jejunum occupies the left upper portion of the abdomen, and the ileum is positioned in the right abdomen and upper part of the pelvis. No distinct anatomic demarcation exists between jeju-num and ileum. Visual examination of the luminal surface of the small intestine reveals mucosal folds, the plicae circulares. More numerous in the proximal jejunum, the plicae circulares decrease in number in the distal small bowel and are absent in the terminal ileum. Aggregates of lymphoid follicles are scattered throughout the small intestine but are found in highest concentration within the ileum, where they are designated Peyer's patches.Peyer's patches normally are more prominent during infancy and childhood than they are in adulthood. The small bowel is in continuity with the colon at the ileocecal valve, which comprises two semilunar lips that protrude into the cecum. The ileocecal valve provides a barrier to the retrograde flow of colonic contents i nto the small intestine. This barrier appears to be a function of the angulation between the ileum and cecum that is maintained by the superior and inferior ileoceal ligaments,[2] and a true tonic, sphincter-type pressure does not appear to be present in this region.Colon and Rectum The colon is a tubular structure approximately 30 to 40 cm in length at birth in the full-term infant. In the adult, the colon measures 1. 5 m, about one quarter of the length of the small bowel. The diameter of the colon is greatest in the cecum (7. 5 cm) and narrowest in the sigmoid (2. 5 cm). The colon is continuous with the small intestine proximally at the ileocecal valve and ends distally at the anal verge ( Fig. 93-1 ).The external appearance of the colon differs from that of the small bowel, because the longitudinal muscle fibers of the colon coalesce into three discrete bands called teniae, located at 120-degree intervals about the colonic circumference: tenia liberis, tenia omentalis, and tenia mesocolica. The teniae start at the base of the appendix and extend continuously to the proximal rectum. Outpouchings of the colon, the haustra, are found between the teniae. Semilunar folds characterize the mucosa between the haustra. Sacs of peritoneum filled with adipose tissue, the appendices epiploicae, are found on the surface of the colon.

Robespierre and the Reign of Terror - 1544 Words

Twenty thousand to forty thousand died; it is still unknown exactly how many people were lost through the blood drenching event of the Reign of Terror.[Footnote] Throughout the French revolution, specifically the eleven month, 1793-1794 Reign of Terror, revolutionary leaders, such as Maximilien Robespierre believed in enforcing fear to resolve the instability of France. â€Å"Terror is nothing else than swift, severe, indomitable justice; it flows, then, from virtue†-Maximilien Robespierre.[Footnote] This period in history signified great atrocities of massacres, and a time where fear was evoked within every French civilian. The National Convention of France was a great factor in encouraging the start of the Reign of Terror; they continued on†¦show more content†¦It was also believed that Danton had turned against the revolution. Danton was tried and executed, leaving Robespierre with more power than ever before. He was now the sole leader of the Reign of Terror; it was blatantly obvious he was the most feared man in all of France. Robespierre was the main person to implement the laws he put forth.[Footnote] He believed in solving all his problems through violence. Those who were born to a particular family, having certain opinions, or simply being at the wrong place at the wrong time, would fall victim to him. Although Robespierre was obsessed with violence, he never actually performed acts himself, unless assured he would succeed, he’d have other people to do his work for him. The most common device used to punish people was the guillotine. Robespierre used other methods at times; he’d burn, hack, stab, shoot, and even cannonade a person. Those he objected, or had been his enemy would soon be imprisoned, and eventually executed. He was relentless and ordered people dead with no trial, killing people without proving or even knowing if they were truly â€Å"guilty†. He believed the mass murders he was responsible for were justified. If the spring of popular government in time of peace is virtue, the springs of popular government in revolution are at once virtue and terror: virtue, without which terror is fatal;Show MoreRelatedEssay on Use of Terror in the French Revolution 1108 Words   |  5 Pageslater in 1792, Maximilian Robespierre, the radical leader of the Jacobin party and the Committee of Public Safety, took control of France and executed king Louis XVI. Robespierre had a vision of a new France where everyone was equal. In order to reach his goal of completely reconstructing France, Robespierre unleashed a campaign of terror. Terror was used to enforce his revolutionary ideas, but the radicalization eventually lead to the downfall of Maximilian Robespierre and the Committee of PublicRead MoreCauses Of The Reign Of Terror766 Words   |  4 PagesThe Reign of Terror was one of historys symbolic events that have changed the world for the better. Have started with King Louis XVIs reign in 1789 to 1793 (document B); which lead France down a rabbit hole of poverty, starvation of the people, and an unfair tax system (background essay). All of Frances problems have manifested into something that King Louis has done, but cannot stop. With the help of Maximilien Robespierre, the Reign of Terror was declared to fix a corrupted government. The ReignRead MoreReign of Terror1070 Words   |  5 Pages The Reign of Terror: Was It Justified? The Reign of Terror started in 1789 and was a time when supporters of the French Revolution ran wild and started killing non-supporters or counterrevolutionaries. The French held a ceremony if you will, in Paris for the execution of King Louis XVI on January 21, 1793. This was because Louis was having financial, and harvest issues. In June of 1789 King Louis called the Estates Meeting to discuss taxes and money problems. Then some men disliked whatRead MoreTerror Dominates Our Perceptions Of The French Revolution1132 Words   |  5 PagesTerror dominates our perceptions of the french Revolution. Terror was a brief but deadly period where Robespierre, the Committee of Public Safety and the Revolutionary Tribunals, condemned thousands of people to die on the guillotine. The Reign of Terror was not driven by one man, one body,or one policy; It was shape by different forces and factors. The Reign of Terror was certainly the most violent period of the French Revolution. Between the years of 1793 and 1794 more than 50,000 people wereRead MoreRobespierre: Hero or Villain?744 Words   |  3 PagesMaximilien Robespierre has always been known to be controversial and misunderstood. He was the face of the French Revolution. In accordance with the Jacobins, they controlled the time known as the Reign of Terror, due to their influence in the accumulation of murders of those opposed to the revolution. Reign of Terror was a symbolic time period within the French Revolution that involved corruption of power and influence and mass executions. With Robespierre at the forefront, he became one of theRead MoreCauses of the Reign of Terror1367 Words   |  6 PagesThe reign of terror was a period of violence in which occurred from 1793- 1794 after the strong onset of the French Revolution. It was a time of fierceness and anger, resulting in the deaths of thousands of people living in France at that period of time. The terror followed the trial and execution of King Louis XVI in 1793 and was incited by the conflict between the Girondins and Jacobins. Soon after, King Louis’ wife, Marie Antoinette, was executed in the guillotine- the new form of constitutionalistRead MoreBiography of Maximilien de Robespierre Essay660 Words   |  3 PagesMaximilien de Robespierre Maximilien de Robespierre was born March 6, 1758 in Arras, France. de Robespierre became one of the most influential French figures of his time. He was a lawyer of the bourgeois class but represented the urban workers of his time and even became a spokesperson for them. After becoming a lawyer in 1781 he was elected to the Estates General in 1789 by Artois and represented the poorest estate, the third estate. Maximilien studied philosophy and was an admirer of the RomanRead MoreThe Reign of Terror: Was it Justified?651 Words   |  3 Pagesgain the rights not extended to them, the Terror grows becoming more and more gruesome. The French revolution began in late 1789 to obtain the rights that every citizen in born with. The motto of the French was liberty, equality, or death and the price to be paid for the civil liberties was blood. The revolutionary leader Robespierre and journalist Marat explained the more blood the better so that was what raged the people and started the Reign of Terror. Were the values expressed by the French RevolutionRead MoreThe Mentality of the French Revolution1496 Words   |  6 PagesTerrorism is often associated nowadays with radical extremist groups, who use terror as their only method of power to attain their goals from others. The first time â€Å"terror† was actually used however was during the French revolution. The reign of terror was seen in th e aftermath of the execution of the King. It was a product of the mentality of the revolution. With everyday that passed, the uncertainty amongst the people grew, and actions became more and more drastic. With the King no longer in theRead More Joseph Stalin vs. Maximilien Robespierre Essays510 Words   |  3 Pages Robespierre is known as possibly the greatest leader of the French Revolution. Stalin is known as one of Russia’s greatest leaders. There are many differences and similarities in each of their reigns as leaders. Both used economic plans and total war effort as a campaign to further there revolution. Stalin and Robespierre used their revolutions, however, through terror Stalin remained true to his revolution but Robespierre betrayed his. nbsp;nbsp;nbsp;nbsp;nbsp;Stalin had an ingenious plan