Use Avogadros Number to Convert Molecules to Grams

Use Avogadros Number to Convert Molecules to Grams Avogadros number is the number of items in one mole. The number is experimentally determined based on measuring the number of atoms in precisely 12 grams of the carbon-12 isotope, giving a value of approximately  6.022 x 1023. You can use Avogadros number in conjunction with atomic mass to convert a number of atoms or molecules into the number of grams. For molecules, you add together the atomic masses of all the atoms in the compound to get the number of grams per mole. Then you use Avogadros number to set up a relationship between the number of molecules and mass. Heres an example problem that shows the steps: Avogadros Number Example Problem Question: Calculate the mass in grams of 2.5 x 109 H2O molecules. Solution: Step 1 - Determine the mass of 1 mole of H2O To obtain the mass of 1 mole of water, look up the atomic masses for hydrogen and oxygen from the Periodic Table. There are two hydrogen atoms and one oxygen for every H2O molecule, so the mass of H2O is: mass of H2O 2 (mass of H) mass of Omass of H2O 2 ( 1.01 g ) 16.00 gmass of H2O 2.02 g 16.00 gmass of H2O 18.02 g Step 2 - Determine the mass of 2.5 x 109 H2O molecules One mole of H2O is 6.022 x 1023 molecules of H2O (Avogadros number). This relation is then used to convert a number of H2O molecules to grams by the ratio: mass of X molecules of H2O / X molecules mass of a mole of H2O molecules / 6.022 x 1023 molecules Solve for the mass of X molecules of H2O mass of X molecules of H2O ( mass of a mole H2O  · X molecules of H2O ) / 6.022 x 1023 H2O molecules mass of 2.5 x 109 molecules of H2O ( 18.02 g  · 2.5 x 109) / 6.022 x 1023 H2O moleculesmass of 2.5 x 109 molecules of H2O ( 4.5 x 1010) / 6.022 x 1023 H2O moleculesmass of 2.5 x 109 molecules of H2O 7.5 x 10-14 g. Answer The mass of 2.5 x 109 molecules of H2O is 7.5 x 10-14 g. Helpful Tips for Converting Molecules to Grams The key to success for this type of problem is paying attention to the subscripts in a chemical formula. For example, in this problem, there were two atoms of hydrogen and one atom of oxygen. If youre getting the incorrect answer for this type of problem, the usual cause is having the number of atoms wrong. Another common problem is not watching your significant figures, which can throw off your answer in the last decimal place.

A Guide to the IB Middle Years Program

A Guide to the IB Middle Years Program The International Baccalaureate ® Diploma Programme is growing in popularity at high schools around the world, but did you know that this curriculum is designed only for students in grades eleven and twelve? It’s true, but it doesn’t mean that younger students have to miss out on the IB curriculum experience. While the Diploma Programme is only for juniors and seniors, the IB also offers programs for younger students. The History of The International Baccalaureate ® Middle Years Programme The International Baccalaureate first introduced the Middle Years Programme in 1994 and has since been adopted by more than 1,300 schools around the world in more than 100 countries. It was originally designed to meet the growing needs of the students in the middle level, which roughly equates to students ages 11-16, at international schools. The International Baccalaureate Middle Years Programme, sometimes referred to as MYP, can be adopted by schools of any kind, including both private schools and public schools. The Ages Levels for the Middle Years Program The IB MYP is targeted to students ages 11 through 16, which in the United States, typically refers to students in grades six through ten. There is often a misconception that the Middle Years Programme is only for middle school students, but it in fact offers courses for students in grades nine and ten. Should a high school only offer grades nine and ten, the school may apply for approval to teach only the portions of the curriculum that relate to their appropriate grade levels, and as such, the MYP curriculum is often adopted by high schools that embrace the Diploma Programme, even if the lower grade levels are not offered. In fact, due to the similar nature of MYP and the Diploma Programme, the IB’s Middle Years Programme (MYP) is sometimes  referred to as Pre-IB. Benefits of The Middle Years Programme Course of Study The courses offered in the Middle Years Programme are considered to be preparatory for the highest level of IB study, the diploma program. However, the diploma is not required. For many students, the MYP offers an improved classroom experience, even if the diploma isn’t the end goal. Similar to the diploma program, the Middle Years Programme focuses on providing students with a real-world learning experience, connecting their studies to the world around them. For many students, this form of learning is an engaging way to connect with materials. In general, the Middle Years Programme is considered more of a framework for teaching rather than a strict curriculum. Schools have the ability to design their own programs within set parameters, encouraging teachers to embrace best practices in teaching and cutting edge technology in order to create a program that best fits with the mission and vision of the school. A holistic program, MYP focuses on the student’s entire experience while providing rigorous studies that are implemented through varied learnings strategies. The Approach to Learning and Teaching for the Middle Years Programme Designed as a five-year curriculum for approved schools, the MYP’s goal is to challenge students intellectually and prepare them to be critical thinkers and global citizens. Per the IBO website, â€Å"The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.† The program was designed to promote the fundamental concepts of â€Å"intercultural understanding, communication, and holistic learning.† Since the IB Middle Years Programme is offered globally, the curriculum is available in various languages. However, what is offered in each language may vary. A unique aspect of the Middle Years Programme is that the framework can be used in part or in whole, meaning schools and students can elect to engage in a few classes or the entire certificate program, the latter of which carries specific requirements and achievements that must be attained. The Middle Years Programme Curriculum Most students learn best when they can apply their studies to the world around them. The MYP places a high value on this type of immersive learning and promotes a learning environment that embraces real-world applications in all of its studies. To do so, the MYP focuses on eight core subject areas. According to IBO.org, these eight core areas provide, â€Å"a broad and balanced education for early adolescents.† These subject areas include: Language acquisitionLanguage and literatureIndividuals and societiesSciencesMathematicsArtsPhysical and health educationDesign This curriculum typically equates to at least 50 hours of instruction in all of the subjects each year. In addition to taking the required core courses, students also participate in an annual interdisciplinary unit that combines work from two different subject areas, and they also participate in a long-term project. The interdisciplinary unit is designed to help students understand how different areas of study integrate in order to provide a greater understanding of the work at hand. This combination of two different areas of learning helps students make connections between their work and begin to recognize similar concepts and related material. It provides an opportunity for students to delve deeper into their studies and find greater meaning behind what they are learning and the importance of the material in the greater world. The long-term project is a chance for students to delve into topics of study about which they are passionate. This level of personal investment in learning usually means students are more excited and engaged in the tasks at hand. The project also asks students to maintain a personal journal throughout the year to document the project and to meet with teachers, which provides ample opportunity for reflection and self-assessment. In order to qualify for the Middle Years Programme certificate, students much achieve a minimum score on the project. The Flexibility of the Middle Years Program A unique aspect of the IB MYP is that it offers a flexible program. What this means is that unlike other curriculums, IB MYP teachers are not constrained by set text books, topics or assessments, and are able to use the framework of the program and apply its principles to the materials of choice. This allows for what many consider to be a greater level of creativity and the ability to implement learning best practices of any kind, from cutting edge technology to current events and teaching trends. In addition, the Middle Years Program doesn’t have to be taught in its full format. It is possible for a school to apply to be approved to offer only a portion of the IB. For some schools, this means only offering the program in a few of the grades that typically participate in the Middle Years Programme (such as, a high school offering the MYP only to freshmen and sophomores) or a school can request permission to only teach some of the eight typical subject areas. It is not uncommon for a school to request to teach six of the eight core subjects in the final two years of the program. However, with flexibility comes limitations. Similar to the Diploma Programme, students are only eligible to receive recognition (the diploma for higher levels and a certificate for the Middle Years) if they complete the full curriculum and achieve the required standards of performance. Schools wishing their students to be eligible for these forms of recognition must register to participate in what the IB calls the eAssessment, which uses students’ ePortfolios of coursework to evaluate their level of achievement, and also requires students to complete on-screen exams as a secondary measure of aptitude and achievement. A Comparable International Program The IB Middle Years Programme is often compared to the Cambridge IGCSE, which is another popular international education curriculum. The IGCSE was developed more than 25 years ago and is also adopted by schools worldwide. However, there are some key differences in the programs and how students from each assess their preparation for the IB Diploma Programme. The IGCSE is designed for students ages fourteen to sixteen, so doesn’t span as many grades as the Middle Years Programme, and unlike MYP, the IGCSE offers set curriculum in each subject area. Assessments for each program differ, and depending on a student’s learning style, may excel in either program. Students in the IGCSE often still excel in the Diploma Programme but may find it more challenging to adapt to the varied methods for assessment. However, Cambridge offers its own advanced curriculum options for students, so switching curriculum programs isn’t necessary. Students wishing to participate in the IB Diploma Programme typically benefit from participating in the MYP instead of other middle-level programs.

Criticisms of the Federal Reserve System Assignment

Criticisms of the Federal Reserve System - Assignment Example M1 is a category of supply of money that includes all the physical money; that is, currency and coins. It also includes negotiable order of withdrawal accounts and checking accounts. M2 is a category of money supply which includes M1 and saving deposits, market funds, and time related deposits. When M1/M2 is defined commercial institutions such as banks create money in the society. Fiscal policy is the way the government influences its economy through controlling its revenue or taxation and its expenditure. The federal reserve alone controls fiscal policy. If any other governmental entity was involved in this, Fed would have been scraped due to the criticism towards it. it is important to have three different governmental entities so that each one of them serves specific purposes for the public. This ensures that the public receives better services since they are handled efficiently. Fed is there in order to take care of a sensitive issue of money. It has a major influence on the economy of a country and therefore should be handled separately. In monetary policy there is an authority to control money supply to promote economic growth (Paul,

Women and Men Entrepreneurs Essay Example | Topics and Well Written Essays - 2750 words

Women and Men Entrepreneurs - Essay Example The British Government estimated that by year 2006, there will be 18 to 20 per cent of women-owned business in United Kingdom (SBS, 2005). However, there are always critics about women's performance at micro and small business entrepreneurship. Some commented that women out performance men, while some do not agree. This paper aimed to discuss about the differences between men and women's entrepreneurs from different aspects in term of personal characteristics, motivation, and ethnic and cultural background influence on the performance. Definition for an entrepreneur is someone who pursues a management opportunity regardless of currently available resources (Stevenson, 1989). Entrepreneurs concentrate on maximizing profit, growth and innovative behaviour (Carland et.al, 1984). As in the definition, one who wishes to become entrepreneur would have be courageous, risk-taking, independent and desire for a sense of achievement besides discipline in self. An example of a successful entrepreneur would be Bill Gates that started Microsoft Corporation. With the insight of the future technology development, he braves himself to start-up a business which leads the development of the computer operating system now. Another successful entrepreneur is Winfrey Oprah who started out as a host for a talk-show and finally success as a writer. Bill Gates is a male entity while Winfrey Oprah is a female entity. There is a saying where "men are from mars and women are from venus". This saying provides a lot of space of thought where men and women are so distinctively different. As both names quoted are successful in their own field. The question is - are the differences here contributing to different outcome of their success Is it tougher for a woman to be recognized as success Gender War Though god created Eve from Adam to compliment each other, their relationship turns sour lately. In the past, women have taken a softer role as a homemaker. But, today they can be breadwinner! Women compete with men to get scholarship, education, important roles in business world, earn more money and own more power. The competition created a tense between the relationships of both. Are both cooperating with each other to create more miracles in the society or are they at war Interestingly, this is a very subjective topic! It leads to the critics of role performance of both genders either at work or home. The differences between the personal characteristic, goals, desire and managerial style do provide clues for various behaviours among men and women entrepreneurs. Differences between Men and Women Entrepreneurs Like the saying "men are from Mars and women are from Venus", both genders exhibit different behaviours. Even a man is different from another man, there are a few qualities that makes the entrepreneurs. a. Personality traits Since 1980s, there have been a lot of studies carried out to identify the personal traits of entrepreneurs (Aspray and Cohoon, 2007). They are a group of people who are more than just business man. Focusing on maximizing profit, create innovations and growth, and have a need to achieve, they have certain personality traits which are more than usual white collars. They are risk takers with self-discipline; possess insights and intuition in their own fiel

Greek And Roman Influence On Western Civilization Essay -- greek roman

Western civilization is what we call modern society that mainly includes North America and Western Europe. But how did this western way of life come to be? Their are many different ways but mainly through ancient cultures. The two main ones are the Greek and Roman. Greece with their golden age and Rome with its great Empire and Republic and also together. Their are many ways in which western civilization is like the ancient Greek civilization. They started the Olympic games. Greeks come up with the idea of an alphabet that it still used today. They were the first to think of the idea of democracy. They had common people participate in their government and to elect a leader. Their trials had an actual jury made up of commoners. Greece was the first to think of paying people for their labor. It also had the initial philosophers and thought up of the way we now write literature. Including the idea of putting on a play. One of historyà ¢Ã¢â€š ¬Ã¢â€ž ¢s greatest writes, Homer, thought up of poems that are story size that we now call epic poems. But it was mainly through government that Greeks influenced the world. The other greatest influence on western civilization is the one of Ancient Rome. They formed a law code much like the ones used now a day in many countries. First to believe someone was innocent tell proven guilty. Had a Senate much like the ones used today, with both upper class and lower class in it. And also had other assemblies. Rome spread the Lat...

Definitions Of Different Types Or Warefare History Essay

Three types of warfare preponderate in civil wars: a ) irregular warfare among unsymmetrically strong officeholders and weak insurrectionists[ 2 ], such as the Algerian civil war and the first stage of the Greek civil war. Contrary to rationally well-founded claims[ 3 ], irregular warfare is non married to inflexibly definite causes ( i.e. radical people ‘s war ) . Asymmetry besides is consistent with another type of force, terrorist act[ 4 ]. B ) regular warfare among symmetrically powerful officeholders and robust insurrectionists[ 5 ], such as the Spanish, American or Greek ( in the 2nd stage ) civil wars. External intercession for the insurrectionists may transform irregular into regular warfare, as in Vietnam war ‘s last stage. degree Celsius ) guerrilla warfare ( symmetric non-conventional[ 6 ]) among symmetrically dynamic officeholders and insurrectionists, such as the Liberian civil war, represented as condemnable or pre-modern type of warfare[ 7 ]. Empirically, frontlines ( e.g. urban roadblocks ) among contending groups distinguish this type of warfare from irregular warfare[ 8 ]. By and large, conventional-type civil wars result preponderantly from putschs d'etat ( i.e. Spanish civil war ) or secessionist motions against federal authoritiess ( i.e. American civil war ) ; irregular-type civil wars originate preponderantly from rural-type insurgences[ 9 ]( i.e. first stage of Chinese civil war ) ; symmetric non-conventional-type civil wars derive from authorities prostration ( i.e. Somali civil war )[ 10 ]. However, these three types of warfare might happen in same civil war in different stages. The heterogeneousness of semantic footings for irregular/guerrilla warfare denotes the repeating predicament for placing a typical class of war[ 11 ]. In fact, guerilla warfare exhibits about 38 nomenclature discrepancies[ 12 ]. No overarchingly precise definition of guerilla warfare has been elaborated in the literature about irregular/guerrilla warfare because this construct is embedded intellectually in a tradition of strategic thought and pattern, non a uniformly thorough definition[ 13 ]. The term â€Å" little war † in the seventeenth century designated civil war[ 14 ], â€Å" la petite guerre † in the eighteenth century denoted particular operations undertaken by particular forces incorporated in regular armed forces-destitute of ideological connotations- whose leaders ‘ names ( â€Å" zealots † ) labelled the groups ‘ members[ 15 ]. During the American Civil War and the Napoleonic Wars, â€Å" partizan warfare † blended crucially with political orientation ; in the Peninsular War, the â€Å" guerilla † signified transformationally non the â€Å" little war † but the Rebels in this â€Å" little war †[ 16 ]. In late nineteenth century, guerrilla/partisan warfare supplemented battles for national release or political revolution, whereas â€Å" little wars † marked the history of colonialism[ 17 ]. The Second World and Cold Wars buttressed a connexion between left-of-center motions and â€Å" radical people ‘s war † owing to communist relief in endeavoring against the Axis and Western colonial powers either for national release or proletarian revolution[ 18 ]. The Cold War ‘s terminal presaged the recession of â€Å" radical people ‘s wars † and the support of â€Å" insurgences † or â€Å" low strength struggles †[ 19 ]. The thorough survey of guerilla warfare is entangled by speculations that need disproval. First, although identified uniformly as the indispensable method of war of the â€Å" weak †[ 20 ], guerilla warfare belongs to the armory of the â€Å" strong † as the interventional usage of Contras against the Sandinistas in Nicaragua by Washington groundss. Second, guerrilla/irregular warfare encompasses non-state dissenters against province suspects, and province against province rivals[ 21 ]as the tactic of the Viet Cong to Hanoi ‘s benefit against Saigon demonstrates. Third, guerrilla/irregular warfare signifies a perennial -yet non paramount- trait of intrastate war[ 22 ]that manifests in guerrilla, conventional and symmetric non-conventional signifiers. Therefore, any antagonist can use guerrilla/irregular warfare in any type of war in chase of political aims[ 23 ]. What is insurgence and counter-insurgency? The U.S. Field Manual 3-24 Counterinsurgency determines insurgence in connexion to pacification as â€Å" †¦ an organized motion aimed at the overthrow of a established authorities through the usage of corruption and armed struggle ( JP 1-02 ) †¦ an insurgence is an organized, protracted politico-military battle designed to weaken the control and legitimacy of an constituted authorities, busying power, or other political authorization while increasing seditious control. Counterinsurgency is military, paramilitary, political, economic, psychological, and civic actions taken by a authorities to get the better of insurgence ( JP 1- 02 ) †¦ insurgence and COIN are included within a wide class of struggle known as irregular warfare. Political power is the cardinal issue in insurgences and pacifications ; each side aims to acquire the people to accept its administration or authorization as legitimate †[ 24 ]. Sir Robert Thompson, a British counter-insurgency theoretician and practician, determined the insurgence ‘s correlativity with political aims within a civil war â€Å" †¦ an insurgence, as a type of war, may take to and be portion of a big conventional struggle, revolution, or civil war. Insurgency, as a method of war, implies the effort to utilize force and irregular signifiers of warfare against a peculiar fraction ( s ) for the express intent of political-military addition, which may subsequently take to inclusion with, or the overthrow of, bing governments. †[ 25 ] David Galula, a Gallic counter-insurgency theoretician and practician, enunciated in similar footings that â€Å" An insurgence is a civil war. †[ 26 ] â€Å" The aim being the population itself, the operations designed to win it over ( for the insurrectionist ) or to maintain it submissive ( for the counterinsurgent ) are basically of a political nature†¦ political action remains first throughout the war †[ 27 ].

An Understanding Of Morality By Using A Social Contract Essay

Introduction: An understanding of morality, the reasons to be moral, and the reasons certain actions are considered morally right or wrong is essential to the task of determining the way society functions and the way individuals ought to act. This task has been at the forefront of ethics in philosophy for centuries. Contractualist ethical theories have proposed answers to these questions. Contractualist ethical theories are essentially theories that explain morality by using a social contract, or agreement. In order to determine whether contractualism has been successful at answering questions of morality a comparison of the two main contractualist theories is necessary. Mutual-advantage contractualism is the first of these theories and argues that morality should be understood as a contract between self motivated parties. However, the disadvantages and objections to the theory have caused some philosophers to favour the second version, reasonable-agreement contractualism. 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