ok... so this one is for any chemisty majors/students... so a week ago, i had a AP Chemisty Lab and we did a freezing point depression lab, comparing the freezing points of lauric acid to a mixture of lauric acid. i got all the data and stuff and i sat down to do a write up on it last night and hit this question
You are given the following data: Mass of Lauric Acid = 8.242g Mass of Benzoic Acid = 1.083g Tf Pure Solvent = 42.9˚c Tf Lauric Acid+ Benzoic Acid = 38.2˚c i=1, Kf lauric acid = 3.9˚c/m calculate the mass of benzoic acid.
Assuming you want the Molar mass of benzoic acid:
dTf=Kf.m.i
we're after m, so:m=dTf/(Kf.i)
Simple rearrangement.
m=4.7/3.9= 1.21 mol.kg^-1
That's the concentration, in terms of mol. of solute per kg of solvent. Since this is also mmol.g^-1 you can say:
1.21mmol.g^-1*8.242g=9.933mmol. of benzoic acid was in the solution.
Basically m from above * mass of solvent = amount of solute (in mmols.)
So, the molar mass of benzoic acid is:
1.083g=9.933mmol., 1.083/(9.933*10^-3)=109.0gmol.-1
Standard n=m/M calculation
This is near enough to the literature value of 122.12 gmol.-1 to see that calculation is correct and the experiment completed successfully. But your experiment clearly had some errors to give a result so wide of the mark.
I hope that's what you were after...
i'm lookign at my paper and a week ago it looks like i knew what i was doin and i have the answer, but i really have no idea what i did to find it (i even have my work neatly written out on the page which is unnusual and i still can't figure it out)
i need to know how to do these calculations to actually do the write up, so any help?
I know the feeling.
also another quick question...
what are two reasons to use a nonvolatile solute to disolve lauric acid?
1)They will vaporise too quickly, so the m value will constantly be changing. Making any reading you do get wildly inaccurate.
Can't think of a #2, maybe something to do with Kf values?
So, I'm studying English, and I've encountered a grammar assignment I can't quite figure out. Don't know if any of you are fimiliar with grammatical analysis, anyways, here goes:
What I'm supposed to do is find the error (or irregularity) in the example above, correct it, and comment on all grammatical issues related to the error.
I'm no English major! However, the third part seems like it's in limbo somehow.
I might change it to: In both America and Britain, some feel that, despite whatever language people speak at home, priority should go to making sure that children know English well.
I have no idea if this is necessary but the sentence reads better to me. Good luck anyway!
Private Mod Note
():
Rollback Post to RevisionRollBack
My apologies, children, for I am afraid I cannot save you all.
That is interesting because maximum is an appropriate word to use there. "Apex" would work with different grammar (a phrase like "2 stars is the apex of the amount of stars you can have" works), but it would be unusual to native English speakers who might say "the largest number" or "the highest number" instead, or something like "2 stars is the most you can earn." "Crest" wouldn't really work here, but "peak" could.
Private Mod Note
():
Rollback Post to RevisionRollBack
[The Crafters] | [Johnnies United]
My anecdotal evidence disagrees with yours! EXPLAIN THAT!
Agreed. I would say either "2 stars is the most you can earn" or "the maximum amount of stars you can earn is 2." I don't think "apex" or "crest" is appropriate for that situation.
Why are you looking for a synonym? There's nothing wrong with just using "maximum."
Private Mod Note
():
Rollback Post to RevisionRollBack
Quote from Horseshoe Hermit »
Karma doesn't exist. You can't depend on it. If you count on it for justice or catharsis, you will find that you have placed your emotions on very unstable ground; and you will either repeat your disappointment in society over and over, or you will engage in a persistent delusion to protect yourself from that feeling.
"Most" is an appropriate synonym for "maximum" in that situation:
"The most stars you can earn is 2". "The highest number of stars you can earn is 2"
Alternatively, it might be better to say
"The number of stars you can earn is capped at 2". "The number of stars you can earn is limited to 2". "The number of stars you can earn is restricted at 2". "You can receive no more than 2 stars".
or the most natural might be:
"You cannot receive more than 2 stars."
all of those sound OK, at least in American English.
Okay, this question might seem a little weird. Also, I don't know if this belongs here since it isn't strictly homework, but I figured it was better to post it in this thread instead of opening a new one. Anyway, here goes.
Although it may not sound like it from the description below, what I need is actually just a word synonymous with "maximum."
In a game, you have roll a dice and add a number, let's say 1d20 + 10. Once you have done that, you have to compare the number to a table to see how good your roll was.
If the result was 11-15, you earn 1 star. If the result was 16-20, you earn 2 stars. If the result was 21-25, you earn 3 stars. If the result was 26-30, you earn 4 stars. Okay, this is where the word I need comes into play. In the beginning of the game, you can't earn 4 stars - you just aren't cool enough to get that many stars yet. The maximum amount of stars you can earn is 2, even if the result of your d20 + 10 is greater than 20.
Okay, so, what word would you use synonymously with maximum. I've considered using apex or crest, but since English isn't my primary language, I figured I'd run it by some experts before deciding on a word.
I know it's sort of a weird question. : P
Thanks in advance!
Oh, and by the way. Thanks for the help with the grammar stuff. I passed! : D
I think I'd go with "Limit".
Private Mod Note
():
Rollback Post to RevisionRollBack
"For small creatures such as we the vastness is bearable only through love." --Carl Sagan
I'm not sure whether or not this was a math problem, but in the case that it was, using limit might not be such a good idea since a limit has an explicit definition in mathematical terms.
So I'm writing a paper for Sociology and I'm using APA format, which includes a Running Head. I cannot for the life of me figure out how to make Page 1's Header different from that of the other pages. Help please?
If you're not submitting electronically and you're ever screwed on formatting you can't work out, you can always just open a second document or more...
Okay, this question might seem a little weird. Also, I don't know if this belongs here since it isn't strictly homework, but I figured it was better to post it in this thread instead of opening a new one. Anyway, here goes.
Although it may not sound like it from the description below, what I need is actually just a word synonymous with "maximum."
In a game, you have roll a dice and add a number, let's say 1d20 + 10. Once you have done that, you have to compare the number to a table to see how good your roll was.
If the result was 11-15, you earn 1 star. If the result was 16-20, you earn 2 stars. If the result was 21-25, you earn 3 stars. If the result was 26-30, you earn 4 stars. Okay, this is where the word I need comes into play. In the beginning of the game, you can't earn 4 stars - you just aren't cool enough to get that many stars yet. The maximum amount of stars you can earn is 2, even if the result of your d20 + 10 is greater than 20.
Okay, so, what word would you use synonymously with maximum. I've considered using apex or crest, but since English isn't my primary language, I figured I'd run it by some experts before deciding on a word.
I know it's sort of a weird question. : P
Thanks in advance!
Oh, and by the way. Thanks for the help with the grammar stuff. I passed! : D
English is my primary language, but I'm pretty poor when it comes to writing large documents on my own - despite the fact that it's my job for 40 hours a week. Fortunately, NOONE has to do their writing alone these days. Repeatedly using the same word is very common in large documents and can bore a reader quickly - or in a game text (which I've also had a fair share of writing) not being able to use certain words to limit confusion can also be important.
Dictonary.Com and Thesaurus.com are your best friends when you're looking to avoid repeated use of any given word. This website is the single best tool for writers that I've ever come across. (Wiki's are pretty good for material, but for actual words this site rocks).
This is a simple stoichiometry problem. I'll outline the major steps. If you get stuck, check the spoiler tags, since I've done each step and put it inside them. 1) Figure out how many moles of Ba(NO3)2 you have:
0.15 mol/L * 0.0125 L = 0.001875 mol Ba(NO3)2
2) Find the stoichiometric ratio:
Look at the chemical equation and compare the coefficients of the things you care about. In this case, they're both 1.
3) Perform a stoichiometric conversion to find the moles of Na2SO4 needed:
0.001875 mol Ba(NO3)2 * (1 mol Na2SO4/ 1 mol Ba(NO3)2) = 0.001875 mol Na2SO4
* Note, the units/chemical names in the conversion factor are for unit cancellation.
4) Using the number of moles you need and the concentration, find the volume:
Edit - Ninja-ed above. he pretty much covered it. i have the solution layed out in the spoiler showing al the work involved in case what is above is unclear.
So, you have 12.5 mL of .15 M Ba(NO3)2 that needs to be precipitated by fully reacting with .25 M Na2SO4.
first convert it to moles:
Molarity only works when dealing with liters and the original problem ha mililiters so first convert that:
12.5ml x 1L/1000ml = 0.0125 L Ba(NO3)2 solution
then use the formula: Molarity (M) x Liters (L) = Moles (mol)
based on the coefficient in front of the reactants, for every 1 mole of Ba(NO3)2 to react, you need 1 mole of Na2SO4, so you need to have and 1:1 ratio of Na2SO4:Ba(NO3)2. Since you need to completely react 0.001875 moles of Ba(NO3)2, you need 0.001875 moles of Na2SO4.
Now you know the number of moles you need to precipitate/react the barrium compound. now to figure out the volume of Na2SO4 you just use the first equation again.
moles= molarity x Liters
just use algebra to get the piece you want alone --> Moles/Molarity = Liters
Plug in the numbers you have:
0.001875 mol/0.25 M = 0.0075 L
then convert back to from liters to mililiters by multiplying by 1000
Currently Taking altered art Comissions. www.nf96alters.webs.com
Quick and Cheap Alters (looking to fill up some slots so some special pricing currently)
K so i have to give a 30 minute lecture on particle accelerators to my grade 9 class. x.x Can anybody give me some advice on how to dumb it down so that they still learn something, but don't zone out?
Feynman diagrams seem like my best friend.
Private Mod Note
():
Rollback Post to RevisionRollBack
Quote from Venser »
They can't even comprehend nature. How could they improve it?
Specifically what part of particle accelerators are you covering? Their history, how they work, what happens when they work, or some combination of the three?
And at grade 9 do they even need to know such detail as a Feynman diagram provides?
I'm not sure if this counts as homework... However, since it's the same kind of thing and I'd rather not make a new thread for it:
I work at Arlington House, and I figured it would be a good idea to make a sign for display near the English brochures that says that we have them in other languages.
In short, I need to translate the following:
"Brochures are available in:"
or
"Brochures are available in the following languages:"
or something to that effect, so that foreign tourists(of which we get quite a few) can understand what it's saying.
Translated in to Spanish, Italian, French, and German. Also, are the names of the languages spoken in... themselves, respectively: Español, Italiano, Français, and Deutsch?
I don't know what sort of assumed knowledge your audience will have, so I'm just going to throw a few ideas out there.
You could start by engaging them with a thought experiment.
'Lets see what happens if I cut a piece of paper in half.'
*Hold up a piece of paper and cut it in half.*
'I get two smaller pieces. What happens if I cut one of those in half?'
*Cut one in half again.*
'I get another two pieces.'
'What if I kept cutting them in half, what would I end up with?'
Hopefully you get the answer 'atoms' or '[sub atomic particle(s)]', but 'molecules', 'cells' and 'confetti' are others you could get. Work the cutting it in half model until you get 'atoms'. Then you can go on about breaking atoms and sub-atomic particles and the reasons behind particle accelerators.
I imagine conceptualising the process would be made easier by using processes they are familiar with and drawing similarities. Sure it won't hold up to strict scrutiny, but they (probably?) only need to get the gist of what happens, not predict actual results.
To that end, one description of the particle impacts could be to conceive of the particles as cars.
'When you slam them together little bits fly off. This door is a quark, that engine block is a lepton, etc.'
'Why do scientist do this? Well, we don't have the metaphorical screwdrivers and wrenches to pull them apart and see how they work, we can only smash them together, see what bits fly off, study how those bits act and try to figure it out from there.'
You don't have to use the car metaphor, but anything that they can associate with should help.
Explaining the actual acceleration process should be easy if they already understand the concept of charged particles. Otherwise I can see it being quite difficult to explain without the hand-wave 'it works because I say so'.
In short, I need to translate the following:
"Brochures are available in:"
or
"Brochures are available in the following languages:"
or something to that effect, so that foreign tourists(of which we get quite a few) can understand what it's saying.
Translated in to Spanish, Italian, French, and German. Also, are the names of the languages spoken in... themselves, respectively: Español, Italiano, Français, and Deutsch?
I know a little French, so if someone comes along and says I'm wrong, it wouldn't all that be surprising.
Something along the lines of:
'Ces brochures sont disponibles en français.'
Would be 'These brochures are available in French.'
Yes, brochure is the french word for brochure. Strictly speaking it's a small, soft cover booklet, there's other words for different types, but I'm not sure about the differences.
What I am very sure about is that it is grammatically important not to have a capital F. Because (le) Français is a french man, but français is the language.
K so i have to give a 30 minute lecture on particle accelerators to my grade 9 class. x.x Can anybody give me some advice on how to dumb it down so that they still learn something, but don't zone out?
Feynman diagrams seem like my best friend.
I think Feynman diagrams are nice... but I doubt that 9th grader who is not extremely interested in Physics will really retain anything about them.
My suggestion for an approach that would be both entertaining and engaging would be have them work through history (with your guidance) the function and the design of particle accelerators, the new records as they're broken, and the new discoveries as they're made, like it's fresh and currently happening.
Use history to follow the points in time.
"It was 1928..." maybe offer a dummied down version of the Bohr model of the atom (which is probably closest to what most 9th graders probably have a feel for as the nature of matter). Explain that there were only a few known particles back then.
Discuss also the different forces that we knew pull stuff together, some that are significant at close distances smaller than the eye can see, but some that act over longer distances (gravity, strong electromagnetic).
The design problem: "How do we smash particles together fast to break them?"
Show how a magnet can be used to pull a charged particle. Then how a series of electromagnets in a line can give you continuous acceleration...
Go into the invention of the linear accelerator and how that works.
(Perhaps at all points of this whole lecture you can have a graph - updating periodically to show how much energy the record holding accelerator can put into a particle at that milestone point in history... almost like marking off world speed records as you move forward in your lecture... by 1950, we could impart a speed of .9999c and googleplex megajoules with the blahblah accelerator).
Explain the limitations of the linear accelerator and then work them through the design of the cyclotron. Having them try to figure out that, and using analogies to show how giving them a circular track gives them a longer track to accelerate on gives them an "Aha! I see" moment.
(Through the lecture different highlights in history of particles/forces that were discovered smashing stuff together, and how we learned more and more particles existed, etc. Dramatic exciting discoveries, not excruciating detail. X-rays for imaging, accelerators for cancer treatment, the invention of "the bomb", etc. that depended on some of this work)
Last history time point would be today, talk about LHC and put a nice bar up on that graph showing how its the king today, and how much energy it can collide stuff with and what percentage of light speed.
Then maybe show your diagram of modern particles and maybe inventions that were discovered through the use of particle accelerators.
That's how I would do it. I handwaved a lot of details, because I just don't remember most of the details of when stuff was discovered, etc. But I think walking through history, through two tracks (1) the design problems & record breaking of accelerators (2) seeing how nature unfolded its secrets to us by this process is exciting and interesting, and the kids get to go through this as active learners. Maybe spice it up even with newspaper headline graphics from the years too.
It's too easy to think of the technology just being there, as opposed to a real, dynamic, problem solving process.
my prof wants us to do a literature review where we have to synthesize the articles we've read.
does anyone know how to do that?
she didn't describe it very well and she didn't describe it very well in the syllabus
my prof wants us to do a literature review where we have to synthesize the articles we've read.
does anyone know how to do that?
she didn't describe it very well and she didn't describe it very well in the syllabus
Email her, but the gist is she's asking you to do this:
You take the two thesis's and combine them together conceptually with perhaps some new insights that play upon the weakness of either analysis and counters by using the strength of another.
I would come up with a synthesized thesis and starting paragraph or a piece of the body, email her and ask her if "is this what you had in mind?" If she gets enough of them, she might just change the project or give an extension.
Private Mod Note
():
Rollback Post to RevisionRollBack
Ambition must be made to counteract ambition.
Individualities may form communities, but it is institutions alone that can create a nation.
Nothing succeeds like the appearance of success.
Here is my principle: Taxes shall be levied according to ability to pay. That is the only American principle.
sorry for the double post but does anyone know of any groups that are trying to raise awareness of hate crimes based on religion?
I gotta do a group project about hate crime based on religion and my group wants me to find groups that are trying to raise awareness of hate crimes based on religion, if anyone can PM me any links, that would be amazing
Assuming you want the Molar mass of benzoic acid:
dTf=Kf.m.i
we're after m, so:m=dTf/(Kf.i)
Simple rearrangement.
m=4.7/3.9= 1.21 mol.kg^-1
That's the concentration, in terms of mol. of solute per kg of solvent. Since this is also mmol.g^-1 you can say:
1.21mmol.g^-1*8.242g=9.933mmol. of benzoic acid was in the solution.
Basically m from above * mass of solvent = amount of solute (in mmols.)
So, the molar mass of benzoic acid is:
1.083g=9.933mmol., 1.083/(9.933*10^-3)=109.0gmol.-1
Standard n=m/M calculation
This is near enough to the literature value of 122.12 gmol.-1 to see that calculation is correct and the experiment completed successfully. But your experiment clearly had some errors to give a result so wide of the mark.
I hope that's what you were after...
I know the feeling.
1)They will vaporise too quickly, so the m value will constantly be changing. Making any reading you do get wildly inaccurate.
Can't think of a #2, maybe something to do with Kf values?
I'm no English major! However, the third part seems like it's in limbo somehow.
I might change it to:
In both America and Britain, some feel that, despite whatever language people speak at home, priority should go to making sure that children know English well.
I have no idea if this is necessary but the sentence reads better to me. Good luck anyway!
Why are you looking for a synonym? There's nothing wrong with just using "maximum."
About Nykthos, Shrine to Nyx:
"Most" is an appropriate synonym for "maximum" in that situation:
"The most stars you can earn is 2".
"The highest number of stars you can earn is 2"
Alternatively, it might be better to say
"The number of stars you can earn is capped at 2".
"The number of stars you can earn is limited to 2".
"The number of stars you can earn is restricted at 2".
"You can receive no more than 2 stars".
or the most natural might be:
"You cannot receive more than 2 stars."
all of those sound OK, at least in American English.
I think I'd go with "Limit".
I'm not sure whether or not this was a math problem, but in the case that it was, using limit might not be such a good idea since a limit has an explicit definition in mathematical terms.
English is my primary language, but I'm pretty poor when it comes to writing large documents on my own - despite the fact that it's my job for 40 hours a week. Fortunately, NOONE has to do their writing alone these days. Repeatedly using the same word is very common in large documents and can bore a reader quickly - or in a game text (which I've also had a fair share of writing) not being able to use certain words to limit confusion can also be important.
Dictonary.Com and Thesaurus.com are your best friends when you're looking to avoid repeated use of any given word. This website is the single best tool for writers that I've ever come across. (Wiki's are pretty good for material, but for actual words this site rocks).
What volume (in mL) of .25 M Na2SO4 solution is needed to precipitate all the barium, as BaSO4 (s) from 12.5 mL of .15 M Ba(NO3)2 solution?
Ba(NO3)2 (aq) + Na2SO4 (aq) -> BaSO4(s) + 2NaNO3(aq)
Any help would be greatly appreciated.
1) Figure out how many moles of Ba(NO3)2 you have:
* Note, the units/chemical names in the conversion factor are for unit cancellation.
So, you have 12.5 mL of .15 M Ba(NO3)2 that needs to be precipitated by fully reacting with .25 M Na2SO4.
first convert it to moles:
Molarity only works when dealing with liters and the original problem ha mililiters so first convert that:
12.5ml x 1L/1000ml = 0.0125 L Ba(NO3)2 solution
then use the formula: Molarity (M) x Liters (L) = Moles (mol)
0.0125 L x .15 M = 0.001875 mol Ba(NO3)2
1Ba(NO3)2 (aq) + 1Na2SO4 (aq) -> 1BaSO4(s) + 2NaNO3(aq)
based on the coefficient in front of the reactants, for every 1 mole of Ba(NO3)2 to react, you need 1 mole of Na2SO4, so you need to have and 1:1 ratio of Na2SO4:Ba(NO3)2. Since you need to completely react 0.001875 moles of Ba(NO3)2, you need 0.001875 moles of Na2SO4.
Now you know the number of moles you need to precipitate/react the barrium compound. now to figure out the volume of Na2SO4 you just use the first equation again.
moles= molarity x Liters
just use algebra to get the piece you want alone --> Moles/Molarity = Liters
Plug in the numbers you have:
0.001875 mol/0.25 M = 0.0075 L
then convert back to from liters to mililiters by multiplying by 1000
answer = 7.5ml of 0.25 M Na2SO4 solution
Currently Taking altered art Comissions. www.nf96alters.webs.com
Quick and Cheap Alters (looking to fill up some slots so some special pricing currently)
Ebay Stuff
Feynman diagrams seem like my best friend.
And at grade 9 do they even need to know such detail as a Feynman diagram provides?
I work at Arlington House, and I figured it would be a good idea to make a sign for display near the English brochures that says that we have them in other languages.
In short, I need to translate the following:
"Brochures are available in:"
or
"Brochures are available in the following languages:"
or something to that effect, so that foreign tourists(of which we get quite a few) can understand what it's saying.
Translated in to Spanish, Italian, French, and German. Also, are the names of the languages spoken in... themselves, respectively: Español, Italiano, Français, and Deutsch?
And the less scientific the better, so getting into history and maybe why would be a good idea.
You could start by engaging them with a thought experiment.
'Lets see what happens if I cut a piece of paper in half.'
*Hold up a piece of paper and cut it in half.*
'I get two smaller pieces. What happens if I cut one of those in half?'
*Cut one in half again.*
'I get another two pieces.'
'What if I kept cutting them in half, what would I end up with?'
Hopefully you get the answer 'atoms' or '[sub atomic particle(s)]', but 'molecules', 'cells' and 'confetti' are others you could get. Work the cutting it in half model until you get 'atoms'. Then you can go on about breaking atoms and sub-atomic particles and the reasons behind particle accelerators.
I imagine conceptualising the process would be made easier by using processes they are familiar with and drawing similarities. Sure it won't hold up to strict scrutiny, but they (probably?) only need to get the gist of what happens, not predict actual results.
To that end, one description of the particle impacts could be to conceive of the particles as cars.
'When you slam them together little bits fly off. This door is a quark, that engine block is a lepton, etc.'
'Why do scientist do this? Well, we don't have the metaphorical screwdrivers and wrenches to pull them apart and see how they work, we can only smash them together, see what bits fly off, study how those bits act and try to figure it out from there.'
You don't have to use the car metaphor, but anything that they can associate with should help.
Explaining the actual acceleration process should be easy if they already understand the concept of charged particles. Otherwise I can see it being quite difficult to explain without the hand-wave 'it works because I say so'.
Hope they give you some ideas to work off.
Edit:
I know a little French, so if someone comes along and says I'm wrong, it wouldn't all that be surprising.
Something along the lines of:
'Ces brochures sont disponibles en français.'
Would be 'These brochures are available in French.'
Yes, brochure is the french word for brochure. Strictly speaking it's a small, soft cover booklet, there's other words for different types, but I'm not sure about the differences.
What I am very sure about is that it is grammatically important not to have a capital F. Because (le) Français is a french man, but français is the language.
My suggestion for an approach that would be both entertaining and engaging would be have them work through history (with your guidance) the function and the design of particle accelerators, the new records as they're broken, and the new discoveries as they're made, like it's fresh and currently happening.
Use history to follow the points in time.
"It was 1928..." maybe offer a dummied down version of the Bohr model of the atom (which is probably closest to what most 9th graders probably have a feel for as the nature of matter). Explain that there were only a few known particles back then.
Discuss also the different forces that we knew pull stuff together, some that are significant at close distances smaller than the eye can see, but some that act over longer distances (gravity, strong electromagnetic).
The design problem: "How do we smash particles together fast to break them?"
Show how a magnet can be used to pull a charged particle. Then how a series of electromagnets in a line can give you continuous acceleration...
Go into the invention of the linear accelerator and how that works.
(Perhaps at all points of this whole lecture you can have a graph - updating periodically to show how much energy the record holding accelerator can put into a particle at that milestone point in history... almost like marking off world speed records as you move forward in your lecture... by 1950, we could impart a speed of .9999c and googleplex megajoules with the blahblah accelerator).
Explain the limitations of the linear accelerator and then work them through the design of the cyclotron. Having them try to figure out that, and using analogies to show how giving them a circular track gives them a longer track to accelerate on gives them an "Aha! I see" moment.
(Through the lecture different highlights in history of particles/forces that were discovered smashing stuff together, and how we learned more and more particles existed, etc. Dramatic exciting discoveries, not excruciating detail. X-rays for imaging, accelerators for cancer treatment, the invention of "the bomb", etc. that depended on some of this work)
Last history time point would be today, talk about LHC and put a nice bar up on that graph showing how its the king today, and how much energy it can collide stuff with and what percentage of light speed.
Then maybe show your diagram of modern particles and maybe inventions that were discovered through the use of particle accelerators.
That's how I would do it. I handwaved a lot of details, because I just don't remember most of the details of when stuff was discovered, etc. But I think walking through history, through two tracks (1) the design problems & record breaking of accelerators (2) seeing how nature unfolded its secrets to us by this process is exciting and interesting, and the kids get to go through this as active learners. Maybe spice it up even with newspaper headline graphics from the years too.
It's too easy to think of the technology just being there, as opposed to a real, dynamic, problem solving process.
does anyone know how to do that?
she didn't describe it very well and she didn't describe it very well in the syllabus
standard
BU control
BG infect
modern:
mill
edh:
devour for power
Shizuko ramp
Email her, but the gist is she's asking you to do this:
http://www.mcelmeel.com/curriculum/blooms/blooms_synthesis.html
You take the two thesis's and combine them together conceptually with perhaps some new insights that play upon the weakness of either analysis and counters by using the strength of another.
I would come up with a synthesized thesis and starting paragraph or a piece of the body, email her and ask her if "is this what you had in mind?" If she gets enough of them, she might just change the project or give an extension.
Ambition must be made to counteract ambition.
Individualities may form communities, but it is institutions alone that can create a nation.
Nothing succeeds like the appearance of success.
Here is my principle: Taxes shall be levied according to ability to pay. That is the only American principle.
standard
BU control
BG infect
modern:
mill
edh:
devour for power
Shizuko ramp
I gotta do a group project about hate crime based on religion and my group wants me to find groups that are trying to raise awareness of hate crimes based on religion, if anyone can PM me any links, that would be amazing
standard
BU control
BG infect
modern:
mill
edh:
devour for power
Shizuko ramp