...10 CHAPTER SOLUTIONS MANUAL The Mole Section 10.1 Measuring Matter page 320–324 b. 2.50 ϫ 1020 atoms Fe 2.50 ؋ 1020 atoms Fe ؋ Practice Problems ؋ 51.4 ؍ 10؊4 1 mol Fe __ 6.02 ؋ 1023 atoms Fe mol Fe pages 323–324 1. Zinc (Zn) is used to form a corrosion-inhibiting surface on galvanized steel. Determine the number of Zn atoms in 2.50 mol of Zn. 2.50 mol Zn ؋ 4201 ؋ 15.1 ؍ ___ 6.02 ؋ 1023 atoms Zn 1 mol Zn atoms of Zn 2. Calculate the number of molecules in 11.5 mol of water (H2O). 11.5 mol H O ؋ ___ 6.02 ؋ 1023 molecules H2O 2 ؋ 29.6 ؍ 1024 1 mol H2O molecules of H2O 3. Silver nitrate (AgNO3) is used to make several Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. different silver halides used in photographic films. How many formula units of AgNO3 are there in 3.25 mol AgNO3? 3.25 mol AgNO3 ؋ 4201 ؋ 69.1 ؍ ____ 6.02 ؋ 1023 formula units AgNO3 1 mol AgNO3 formula units of AgNO3 4. Challenge Calculate the number of oxygen atoms in 5.0 mol of oxygen molecules. Oxygen is a diatomic molecule, O2. 5.00 mol O2 ؋ ___ 6.02 ؋ 1023 molecules O2 1 mol O2 2 O atoms ؋ __ 01 ؋ 20.6 ؍ 24 molecule O2 atoms O 5. How many moles contain each of the following? a. 5.75 ϫ 1024 atoms Al for each formula and convert the given number of representative particles to moles. a. 3.75 ϩ 1024 CO2 The representative particle is a molecule...
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...Hunter College, CUNY Chem104LC Spring 2015 General Chemistry 2: Spring 2015 Section 01: Tu/Fr, 9:10am - 11:00am Section 02: Sa, 10:10am – 12:00pm Instructors: Sec 01: Nadya Kobko, PhD (Room 1320HN) Sec 02: Ravichandra Bachu, PhD (Room TBA) Email: nkobko@hunter.cuny.edu Email: rbachu@hunter.cuny.edu Office Hours: We 4 to 7 pm (or by appt.) Office Hours: TBA (1403HN, Sa) Goal of the course: This is the second semester of a 2-semester general chemistry sequence that you began in Chem 102 last semester. In Chem 104 we will cover the topics of kinetics, equilibrium, acids and bases, buffers, complex ions, thermodynamics, electrochemistry and nuclear chemistry. Chem 104 is a demanding course (more so than Chem 102) and to achieve success in this course you will need to organize large quantities of information in coherent ways so that you are able to recall and apply your knowledge. In addition you will have to learn to organize your time efficiently. And the mathematics is more demanding than in Chem 102! This semester general chemistry is run using a flipped classroom model. In this model you will watch videos and complete online homework at home and then come to class to complete workshop assignments (during your recitation section) and participate in peer-learning activities using an iClicker (during lecture every Friday). On Tuesdays during lecture we will stream the class videos for the week. This class is an optional component of the course. You should plan to spend at least...
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...Hackers TOEFL Listening iBT 2nd Edition 목차 Topic Diagnostic Test page Diagnostic Test 30-35 File name Diagnostic Test Chapter I. Conversations Unit1. Conversation Question Types Example Practice 01 Practice 02 Practice 03 Practice 04 1. Main Purpose /Topic Questions Practice 05 Practice 06 Practice 07 Practice 08 Practice 09 Test 1-4 Test 5-8 Example Practice 01 Practice 02 Practice 03 Practice 04 Practice 05 Practice 06 2. Detail Questions Practice 07 Practice 08 Practice 09 Practice 10 Practice 11-13 Practice 14-16 Test 1-4 Test 5-8 Example Practice 01 Practice 02 Practice 03 Practice 04 Practice 05 Practice 06 Practice 07 3. Function & Attitude Questions Practice 08 Practice 09 Practice 10 Practice 11 Practice 12 Practice 13-14 Practice 15-16 Test 1-5 Test 6-10 Example Practice 01 Practice 02 4. Connecting Contents Questions Practice 03 Practice 04 Test 1-5 Test 6-10 Example Practice 01 5. Inference Questions Practice 02 Practice 03 Practice 04 Practice 05 46-47 48 48 48 48 48 49 49 49 49 50 51 58-59 60 60 61 61 62 62 62 63 63 63 64 65 66 67 72-73 74 74 74 74 75 75 75 75 76 76 76 76 77 77 78-79 80-81 86-87 88 88 89 89 90-91 92-93 98-99 100 100 100 101 101 CONV_MPTQ_Example CONV_MPTQ_Prac_01 CONV_MPTQ_Prac_02 CONV_MPTQ_Prac_03 CONV_MPTQ_Prac_04 CONV_MPTQ_Prac_05 CONV_MPTQ_Prac_06 CONV_MPTQ_Prac_07 CONV_MPTQ_Prac_08 CONV_MPTQ_Prac_09 CONV_MPTQ_Test_01_04 CONV_MPTQ_Test_05_08 CONV_DQ_Example CONV_DQ_Prac_01 CONV_DQ_Prac_02 CONV_DQ_Prac_03 CONV_DQ_Prac_04 CONV_DQ_Prac_05...
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...UNIVERSITI TUNKU ABDUL RAHMAN Centre Course Year/ Trimester Lecturers : : : Centre for Foundation Studies Foundation In Science Year 1 Trimester 1 Unit Code Unit Title Session : : : FHSC1114 Physical Chemistry 2016/01 : Ms. Azlina Banu, Mr. Law Soon Pin, Ms. Nabilah, Ms. Jamie Anne, Ms. Phang Ying Ning Tutorial 4: Chapter 4 States of Matter 1. (a) An engineer pumps air at 0 °C into a newly designed piston-cylinder assembly. The volume is measured to be 6.83 cm3. Calculate the temperature (in K) when the volume increases to 9.75 cm3. (Ans: 390 K) (b) A piston-cylinder assembly contains 3.0 g of helium, He, at room temperature. More helium was added to the cylinder and the volume was adjusted so that the gas pressure remained the same. Calculate the mass of helium added to the cylinder if the volume was changed from 2.50 L to 3.70 L. (Ans: 1.44 g) 2. An ideal gas in a 2.08 L container exerts a pressure of 1.00 atm at 0 °C. Determine the required change in temperature to adjust the pressure of gas to 1.65 atm after it has been transferred to a 1.50 L container. (Ans: 51.88) 3. (a) A 10.73 g sample of PCl5 is placed in a 4.00 L flask at 200 °C. Calculate the pressure of the flask. (Ans: 0.5 atm) (b) At 10 °C and 102.5 kPa, the density of dry air is 1.26 g L-1. Find the average molar mass of the dry air under the same conditions. (Ans: 28.94 g mol-1) 4. At 23.5 °C, a balloon is filled with helium (He) to a volume of 12.5 L at a pressure of 1.00 atm. Oxygen (O2)...
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...BRIEFING THE CASE WRITING ASSIGNMENT CHAPTER 25 BY District of Columbia v. Howell 607 A.2d 501 (D.C. App. 1992) District of Columbia Court of Appeals Strayer University Online Campus Memphis, TN December 3, 2009 1. Case Name, Citation, and Court District of Columbia v. Howell 607 A.2d 501 (D.C. App. 1992) District of Columbia Court of Appeals 2. Key Facts A. The Murch School Summer Discovery Program was designed to provide hands-on education for gifted and talented eight and nine year old children. (Cheeseman, 2009). B. The program was started in 1985 when the Murch school principal, Ms. Gill, attended a reception at Mt. Vernon College given by Greg Butta, a Ph.D. candidate at the American University, to publicize the success of a summer program he conducted at Mount Vernon (Cheeseman, 2009). C. After expressing interest in the program and several discussions, Mr. Butta submitted a formal proposal to Ms. Gill to conduct a similar program at the Murch School (Cheeseman, 2009). D. Gill made changes to the proposal, then solicited and received approval for the program from the Assistant Superintendent for the District of Columbia Public Schools (Cheeseman, 2009). E. Brochures for the program drawn up by Butta were sent home with the Murch School pupils and mailed out, under school letterhead...
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...1 Student: ___________________________________________________________________________ 1. Scholars have been studying behaviour in organisations at least since the time of Greek and Chinese philosophers. True False In order for something to be called an organisation it must have buildings and equipment. True False All organisations have a collective sense of purpose, even though this purpose might not be fully understood or agreed upon. True False Collective entities are called organisations only when their members have complete agreement on the goals they want to achieve. True False Evidence indicates that applying organisational behaviour knowledge tends to improve the organisation's financial performance. True False Globalisation may have both positive and negative implications for people working in organisations. True False Reduced job security and increased work intensification in Australia are partly caused by globalisation. True False 2. 3. 4. 5. 6. 7. 8. 9. Education is a primary category of surface-level diversity. True False Australian employees are more diverse today than a few decades ago on many deep-level categories but have actually reduced their diversity on most surface categories. True False 10. Research indicates that baby boomers and Generation-X employees bring the same values and expectations to the workplace. True False 11. Workforce diversity potentially improves decision making and team performance on complex tasks. True False...
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...SYLLABUS - BIOL 1003-004 - BIOLOGICAL SCIENCE LECTURE ONLINE - Spring 2014 ------------------------------------------------- * Instructor: Ms. Noelle Sanchez * Office: LSW 330 A MW 1-3pm, TR 9-11am on the main campus of ASU – Jonesboro * Office Hours: Please email me for assistance; since this is an online course I will be assisting you likewise. * Office phone: ASU Biology office: 870-972-3082, 972-3174 * E-mail address: nsanchez@smail.astate.edu ------------------------------------------------- / Textbook: Campbell Essential Biology with Physiology 4th edition; with Mastering Biology Resources; by Simon, Reece, and Dickey. ISBN-10: 0321763327 COURSE ID: SANCHEZBIO1001 The readings listed below should be done before or concurrently as the corresponding content material is presented. Course content will be presented on the assumption that the respective assignments have been read. Additional reading assignments from other sources may be incorporated into the content of this course as deemed necessary by the instructor. ------------------------------------------------- COURSE REQUIREMENTS AND EVALUATION PROCEDURES ------------------------------------------------- A. Course and Performance Objectives Learning Outcome: Enable students to recognize the major unifying themes of biology, including evolutionary theory, cell theory, reproduction, and genetics as these relate to contemporary issues...
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...Introduction God is the source of much doubt and controversy, of peace and of war. At this point in our human existence what was once certain and unquestionable has become the most questioned topic. The faithful, believing people have become unsure. I guess the question is either God exists or He doesn't. There really is no middle territory, and any attempt to remain neutral in relation to God's existence is automatically putting you in the category of unbelief. The age old question is far from being an irrelevant one, because if God does exist, then nothing else really matters; if He does not exist, then what does really matter at all. Until now I've never been put in a position where my faith was questioned. I found this title somewhere, I cannot remember where I saw it, but it describes me the best it can; as a recovering Catholic, I really am in no man’s land. Do I believe or not believe, that is the stand I have to take in this paper one way or another, yes or no, black or white. At that point this became more than a final paper. Can I, comfortably write a paper stating that God does not exist? After thorough personal inflection, I had my answer, and with much of my upbringing weighing down on me. I will try making my case for the existence of God. ("God." Merriam-Webster Online Dictionary. 2009. Merriam-Webster Online. 29 April 2009) What better place to start, than Simon Blackburn On Blackburn's projectivist view; after he sketched the outlines of his projectivist...
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...effect on organizational behaviour. D.The field of organizational behaviour relies exclusively on ideas generated within the field by organizational behaviour scholars. E. The origins of organizational behaviour are traced mainly to the field of economics. In the field of organizational behaviour, organizations are best described as: A. legal entities that must abide by government regulations and pay taxes. B. physical structures with observable capital equipment. C. social entities with a publicly stated set of formal goals. D. groups of people who work interdependently towards some purpose. E. any social entity with profit-centred motives and objectives. Organizational behaviour knowledge: A. originates mainly from models developed in chemistry and other natural sciences. B. accurately predicts how anyone will behave in any situation. C. is more appropriate for people who work in computer science than in...
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...Table of Contents CHAPTER 01: COMPANY OVERVIEW 3 1.1 Introduction 3 1.2 Basic Information and Chronology since Inception 4 1.3 Vision 5 1.4 Mission 5 1.5 Objective 5 1.6 Corporate Focus 5 1.7 Management Philosophy 5 CHAPTER 02: INDUSTRY ANALYSIS 7 2.1 Rivalry among existing firms 7 2.2 Threat of entry of new firms 9 2.3 Threat of Substitute products or Services 10 2.4 Bargaining power of suppliers 10 2.5 Bargaining power of buyers 11 CHAPTER 03: COMPANY ANALYSIS 13 3.1 SWOT ANALYSIS 13 3.1.1 STRENGTHS: 13 3.1.2 WEAKNESSES: 14 3.1.3 OPPORTUNITIES: 14 3.1.4 THREATS: 15 3.2 Competitive Strategy Analysis: 16 3.2.1 Advantage of SPL in using an Integrated Strategy: 17 3.2.2 Disadvantages of SPL in using an Integrated Strategy: 17 CHAPTER 01: COMPANY OVERVIEW 1.1 Introduction The flagship company of the Square group of industries, Square Pharmaceuticals Limited (SPL) is the largest pharmaceuticals company in Bangladesh. Founded in 1958 and headquartered in Dhaka, Bangladesh, SPL develops, manufactures and markets drugs for humans and the animal world. The company owns and operates modern pharmaceutical factories mainly in Bangladesh and also has a separate division to operate a modern chemical factory which produces and sells basic chemical products. It also has divisions to produce and sell agrovet and pesticide products. It exports its products to Europe, Asia, Africa and South America. SQUARE Pharmaceuticals Limited (SPL) is the largest pharmaceutical company...
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...Missions: Oklahoma Christian University is a higher learning community, which transforms lives for Christian faith, scholarship, and service. The mission of OC's Department of Chemistry & Physics is to transform the lives of all students who come our way. This includes students who have chosen chemistry, biochemistry, or forensic science as a major; students majoring in biology, nursing, engineering; pre-health professional students; and general education students needing education in chemistry, physics, or general physical science. We wish to transform their lives in a manner that they will be prepared for graduate-level studies, professional programs, or entry-level positions in the workforce. They will have an in-depth knowledge of their area of study and an attitude of service, ethical behavior, and willingness for hard work. They will have a renewed Christian faith, a lifelong desire for spiritual maturity, and a desire for lifelong learning about God’s creation. Physical Science I: The Earth GNSC 2313 Physical Geography GEOG 2313 Spring 2014 Lecture (all sections): M W F 12:30 – 1:20 PM in PEC 229 Lab Sections: 01 T 8:00 – 8:50 AM in NSW 111 02 T 11:30 AM – 12:20 PM in NSW 111 03 T 12:30 PM – 1:20 PM in NSW 111 Instructor: Dr. Amanda Nichols Office: NSW-HSH 202M Phone: x5420 E-Mail: amanda.nichols@oc.edu (best way to contact me) Course Websites: Blackboard (http://bb.oc.edu/) and MasteringGeology (http://www.masteringgeology...
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...7 Chapter 2 REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to...
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...7 Chapter 2 REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant...
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...7 Chapter 2 REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to...
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