Plastic Definition and Examples in Chemistry

Plastic Definition and Examples in Chemistry Have you ever wondered about the chemical composition of plastic or how it is made? Heres a look at what plastic is and how it is formed. Plastic Definition and Composition Plastic is any synthetic or semisynthetic organic polymer. In other words, while other elements might be present, plastics always include carbon and hydrogen. While plastics may be made from just about any organic polymer, most industrial plastic is made from petrochemicals. Thermoplastics and thermosetting polymers are the two types of plastic. The name plastic refers to the property of plasticity, the ability to deform without breaking. The polymer used to make a plastic is almost always mixed with additives, including colorants, plasticizers, stabilizers, fillers, and reinforcements. These additives affect the chemical composition, chemical properties, and mechanical properties of a plastic, along with its cost. Thermosets and Thermoplastics Thermosetting polymers, also known as thermosets, solidify into a permanent shape. They are amorphous and are considered to have infinite molecular weight. Thermoplastics, on the other hand, can be heated and remolded over and over again. Some thermoplastics are amorphous, while some have a partially crystalline structure. Thermoplastics typically have a molecular weight between 20,000 to 500,000 amu. Examples of Plastics Plastics are often referred to by the acronyms for their chemical formulas: Polyethylene terephthalate: PET or PETEHigh-density polyethylene: HDPEPolyvinyl chloride: PVCPolypropylene: PPPolystyrene: PSLow-density polyethylene: LDPE Properties of Plastics The properties of plastics depend on the chemical composition of the subunits, the arrangement of these subunits, and the processing method. All plastics are polymers, but not all polymers are plastic. Plastic polymers consist of chains of linked subunits, called monomers. If identical monomers are joined, it forms a homopolymer. Difference monomers link to form copolymers. Homopolymers and copolymers may be either straight chains or branched chains. Here are some other properties: Plastics are usually solids. They may be amorphous solids, crystalline solids, or semicrystalline solids (crystallites).Plastics are usually poor conductors of heat and electricity. Most are insulators with a high dielectric strength.Glassy polymers tend to be stiff (e.g., polystyrene). However, thin sheets of these polymers can be used as films (e.g., polyethylene).Nearly all plastics display elongation when they are stressed that is not recovered after the stress is removed. This is called creep.  Plastics tend to be durable, with a slow rate of degradation. Interesting Plastic Facts Additional facts about plastics: The first completely synthetic plastic was Bakelite, made in 1907 by Leo Baekeland. Baekeland also coined the word plastics.The word plastic comes from the Greek word plastikos, which means that it can be shaped or molded.Approximately a third of the plastic that is produced is used to make packaging. Another third is used for siding and piping.Pure plastics are generally insoluble in water and nontoxic. However, many of the additives in plastics are toxic and may leach into the environment. Examples of toxic additives include phthalates. Nontoxic polymers may also degrade into chemicals when they are heated.

Fun French Number Practice for the Classroom

Fun French Number Practice for the Classroom Do you find teaching numbers boring, figuring that once youve taught your students to count in French, theres not much else you can do? If so, I have good news for you (and your students). Here are some great ideas for practicing numbers, including several games. Simple French Number Practice Ideas Use flash cards with the digit written on one side and the French spelling of the number on the other. Ask students to count by twos, fives, tens, etc.Count different objects in the classroom: number of desks, chairs, windows, doors, students, etc.Practice numbers with math operations: adding, subtracting, etc.Print out some paper money or use pennies and practice numbers by counting money.Talk about the time and date.Depending on the age of your students and your concerns about privacy, you could ask students about various personal details in French: birthdayagenumber and ages of brothers, sisters, cousin(e)sphone numberaddress You or your students can bring in pictures of food, clothing, dishes, office supplies, etc. and then discuss how much each item might cost - Ça coà »te 152,25 euros, for example. Good for combining number practice with other vocabulary words.One teacher found that students forgot to use the word ans when describing someones age, so now at the beginning of class, she writes the names of one or two celebrities or notable French people on the chalkboard and students guess his/her age. You can find birthdays in Today in Francophone history. Fun French Numbers Practice, Games and Activities British Bulldog / Dog and Bone A game for outdoors or a gymnasium: Divide the class in half, and have each side stand in a long line facing the other half, with a large gap for running between the two teams. Give each member a number: each team should have the same set of numbers but in a different order so that the students with the same number are not facing each other. An article, such as a scarf, skittle, or baton, is placed in the space between the two teams. Then the teacher calls a number and the student from each team with that number races to retrieve the article. Whoever gets it earns a point for his/her team. Number Toss Have the students stand in a circle and throw a nerf ball to another student (not adjacent). Upon catching the ball the student must say the next number. If s/he doesnt know what number youre on, says the wrong number, or pronounces it incorrectly, s/he is out of the game. Phone Numbers Have students write their actual phone numbers on a small piece of paper with no names. You can play too, by writing a phone number that you know well (such as the schools if you dont want to use your own). Collect the slips of paper and pass them back out randomly, making sure that no one has his/her own number. Everyone stands up. Start the game by reading the number on the paper you have. The person whose number it is sits down and reads the number s/he has, and so on until everyone is seated. Works well for listening, but they have to be able to say the numbers accurately enough for their classmates to understand them. I do this once theyve learned 0 to 9. Le Prix est Juste / The Price Is Right Teacher thinks of a number and gives students a range to guess from. Students respond and if incorrect, the teacher responds with plus or moins. When a student finally guesses the correct answer, s/he can be rewarded with a sticker, piece of candy, or a point for the team. Then the teacher thinks of a new number and gives a range and students begin guessing again. TPR with Numbers Write numbers on large cards, then call out instructions to the students: Mettez trente sur la table, Mettez sept sous la chaise (if they know prepositions and classroom vocabulary for example). You can mix it up with other vocabulary to catch them off guard and keep their attention: Donnez vingt Paul, Mettez la prof sur huit, Tournez vingt, Marchez vite avec onze. Or you can put the cards on the chalk tray and practice with avant, aprà ¨s, and cà ´tà © de: Mettez trente avant seize, Mettez zà ©ro aprà ¨s dix, etc. You might want to start with just five or so numbers at first; when they get good at those, add a couple more and so on. Zut Go around the room and count. Each time there is a 7 - a number with 7 in it (like 17, 27) or a multiple of 7 (14, 21) - the student must say zut instead of the number. They are knocked out of the game if they mispronounce the number, say the wrong number, or say the number when they should say zut. So the game should sound like this: 1, 2, 3, 4, 5, 6, zut, 8, 9, 10, 11, 12, 13, zut, 15, 16, zut, 18, 19, 20.... You can change the zut number periodically to keep them on their toes.

Talk about four ways in which sound is connected or disconnected from Essay

Talk about four ways in which sound is connected or disconnected from image in The Conversation. For example, do they jar, comp - Essay Example The article will discuss several ways in which sound disconnects or connected from the image in â€Å"The Conversation† by Francis Ford Coppola. Introduction According to Cowie in his text â€Å"Picking up The Conversation,† Francis’ career in film making involves more than twenty-five films all through a forty-year career his acclaims as a film director attribute to his participation with â€Å"The Godfather† movies. Such a positive affiliation, indeed, has served Francis well all through the challenges in his career and diminished the effects of his essential work. In 1974, Coppola wrote and was a director of â€Å"The Conversation,† which is a scene that went immensely unnoticed because of the immediate release of The Godfather Part 2. Even though, both of the scenes contributed to the nomination of Oscar for Coppola, the triumph of The Godfather contributed to the fading of The Conversation into a level of under appreciation (Cowie, Picking up T he Conversation). Nevertheless, in Dec. 2000 Paramount Home Video produced a new DVD of The Conversation. This digital video will enhance the film lovers to praise and see it as it provides the right format for a scene. This is because the film producer invested in attracting not only the visual sense of the viewers, but also their attention. Francis Coppola hardly limited channeling his creative traits towards the scene because he reinvented the utilization of sound. Just the same as Robert Altman did four years ago with MASH, Coppola accomplished his story because of sound application. The utilization of sound by Coppola in the film The Conversation is an aspect that makes the scene a unique and provides the audience with a cinematic experience. The Conversation, although released initially in 1974, it was perfect timing because it was when people had little faith towards the political institutions. The scene addresses, in broad, the increasing sense of people’s mistrust to wards the political institutions. Through a creative and masterful sound use, Francis takes a significant advantage of suspicion and apprehension of the audience. Even though, the occupation of Coppola puts him in a high position, his technology use is a cause of skewed perception in relation to reality. While looking for truth in the midst of the conversation in the film, Coppola utilizes self-engineering modern technologies. The technologies aim at eradicating every intrusive noise that might affect the quality of the recording. However, the use of self-engineering technology did harm to the film because it eliminated the realness aspect of the film’s conversation. Harry directs his assistant to pay extra attention towards the recording and little attention to what the characters are talking about. This is similar to the distinction that people draw between listening and hearing. As Harry hears the words from the conversation, he hardly listens to what the words mean. It is not because of Harry’s personality or his achievements that made him a mark; rather it is the sophistication of sound that made his opponents. More so, through the audio maneuvering, â€Å"The Conversation† does not only narrate Harry Cauls’ story, but also the American story. â€Å"The Conversation† by Francis Ford Coppola The producer of â€Å"The Conversation† created sound track separately from images and was inclusive of three elements:

Preparing for class discussion 2 Article Example | Topics and Well Written Essays - 750 words

Preparing for class discussion 2 - Article Example Finally, women might also benefit from monetary support from their husbands if they are experiencing wage constrains depreciation (Gabel 72). In men cases, they feel honored in marriage if the woman of their dreams is mature enough, quite understanding and one who consoles him besides supporting his ideas. In addition, in marriages men desire and envies women who take care of their possession and children besides managing household chores (Gabel 72). In the past fifty years, this has greatly changed such that marriage rates have decreased while divorce rates have severely increased. This is because the concept of marriage today is that it is about love besides personal fulfillment in providing monetary budget. Hence, the two romantically involved individuals if facing financial constrains may opt to leave the relationship. Marriages have completely changed because of the use of birth control pills (Gabel 73). This is because the relationship between the sexes involved may deteriorate because women now have the ability to control the timing of their fertility. Therefore, researchers predict that they have a higher probability to wed a more financially stable man (Gabel 73). Because, women have more time to achieve the life dreams in that they allocate themselves more time to plan for their families besides their careers. Hence, the birth control pills have played a role in early marriages or marriage at all in that women controls when to become mothers and in earning high wages thus, marriage view has become less compelling (Gabel 73). Marriage is taking another trend because more women have achieved a lot in education sector which has enabled them to be self reliant thus they have the ability to delay the role of motherhood. Therefore, this has depicted that women do not now require a man for economical survival. Where in the past a woman needed a man for financial support for they now can support themselves. Hence, this is a clear indication why marriage

Benefits of Leading a Healthy Lifestyle for Children

Benefits of Leading a Healthy Lifestyle for Children Unit one – Healthy living Healthy Lifestyle Leading a healthy lifestyle has numerous benefits, a few being: disease and chronic illness prevention, injury prevention, increased energy, healthy weight, good mental health and a prolonged life. There are many chronic illnesses and diseases, but below are six of the most common associated with an unhealthy lifestyle and ways in which they can be prevented: Coronary heart disease (CHD): In order to avoid CHD a low-fat, high-fibre diet is recommended, to prevent high blood pressure and high cholesterol levels, two main factors which could cause CHD. Cancer: ‘Through scientific research, we know that our risk actually depends on a combination of our genes, our environment and aspects of our lives, many of which we can control.’ Reference taken from: Cancer research UK website, ‘Can cancer be prevented’ page, updated April 2014. So although genetically we cannot guarantee whether we suffer from cancer or not, this reference suggests there are things we can do to minimise our chances. Not smoking, limited alcohol consumption, staying safe in the sun and leading a healthy lifestyle are just a few. Stroke: In order to reduce the risk of a stroke we should: avoid smoking and second-hand smoke, eat foods low in fat, cholesterol, sodium and added sugars, check blood pressure often and decrease stress levels, where possible. Diabetes: Eating healthily, exercising and maintaining a healthy weight, in both type one and type two diabetes is crucial to ensure the condition is well controlled or for type two diabetes, prevented. High levels of glucose in the blood is the main cause, therefore a healthy lifestyle which is low in sugar, is strongly advised to minimise the condition. Should it not be controlled adequately then many further complications could be experienced. High blood pressure (HBP): There isn’t always an explanation for HBP, however not exercising regularly, being overweight, consuming too much salt in your diet, drinking too much alcohol and having family history of BPHBP are all factors. Suffering from HBP can lead to the risk of suffering from coronary heart disease and a stroke. Chronic obstructive pulmonary disease (COPD): The main cause of this progressive disease is smoking, and usually affects people over 35years of age, who are or have been heavy smokers. So leading a healthy lifestyle and refraining from smoking will significantly reduce the risk. Overall eating healthily, exercising regularly, maintaining a healthy weight and BMI, limiting alcohol consumption and not smoking will ensure the risks of chronic illnesses and diseases is minimised. Family history can sometimes be a major factor when suffering from any chronic illness or disease, it is believed that the above measures can be taken to minimise the symptoms. Eating Healthily Eating healthily is one of the main ways to lead a healthy lifestyle, along with exercise and good wellbeing. Eating healthily is very important, especially for children to ensure they are consuming essential vitamins, minerals and nutrients, in order for their bodies to function and grow well. To make up a nutritionally balanced plate it is important to choose a varied amount of foods from the five food groups listed below: Carbohydrates Protein Fat Fruit and vegetables Sugars A nutritionally balanced plate should be proportioned as the pie chart shows. I have created this pie chart based on information I have read in my study guide and from http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx. Information obtained from NHS choices ‘The eatwell plate’ as of June 2014. Carbohydrates make up quite a large section on diagram above, this is because they contain essential nutrients, and in wholegrain varieties, are a good source of fibre, which in turn is essential for effective bowel function. Carbohydrates are foods such as potatoes, bread, rice, pasta and other starchy foods. Meat, fish, beans, eggs, milk, and other dairy products are protein rich foods. Alike carbohydrates, these foods are a great source of essential minerals and vitamins which are necessary for good growth of body cells. Dairy products are a great source of calcium, which helps keep bones and teeth strong, which is essential especially for children whilst they are still growing. Some fat is necessary in our diet, particularly unsaturated fat, as this is a ‘good’ source of fat, because it helps to lower cholesterol levels in our bodies. Unsaturated fat, such as omega 3 is found in: oily fish, nuts and seeds, sunflower and olive oil and avocados. Saturated fats are ‘bad’ as they can cause high cholesterol levels, which built up over time can cause heart disease. However these can still be enjoyed in moderation. Foods high in saturated fat include: fatty cuts of meat, butter, lard, cheese, cream, chocolate, biscuits and cakes. At least five portions of fruit and vegetables should be consumed per person daily, by doing so the risk of suffering from a stroke, heart disease and some types of cancer may be reduced. Also fruit and vegetables are a great source of vitamins, minerals and fibre, therefore helps the digestive tract to work efficiently. Sugar naturally occurs in foods such as fruit and milk, but it’s not these sugars that we need to cut down on – it’s food with added sugar that we need to consume less frequently. Such as sweets, fizzy drinks, cakes, chocolate and biscuits. These foods alike unsaturated fat should be consumed in moderation. Eating too many foods high in sugar can cause weight gain, which in turn can lead to conditions such as heart disease and type-2 diabetes. Activities for young children. There are many activities that can be carried out with young children, which contribute towards a healthy lifestyle. Below I have chosen three that I believe are particularly important and fun! They are favourite activities of the children whom I nanny for. Firstly cooking: the kitchen is the main ‘hub’ of the house, the children’s favourite place to be. Whether the children are old enough to be helping or sat in their highchair watching, I believe children are never too young to be in the kitchen and learning. Every day at least twice a day they will be there offering their help. They enjoy chopping vegetables (with child friendly knives of course), weighing and measuring ingredients, stirring and mixing and even washing up! All of which I believe are some great life skills, that will endeavour that they grow up independent and knowledgeable. Cooking obviously contributes towards a healthy lifestyle when cooking healthy meals and generally the children will eat more when they know what the ingredients are and have helped to prepare it. Secondly Role play: A very enjoyable time for all ages of young children, a chance for a child’s mind to run wild! Imaginative play is a favourite with my nanny family, we could be dressing up and acting out a scene from our favourite book or acting out a real life situation like ‘shops’. The definition of play: ‘When children follow their own ideas and interests, in their own way for their own reasons.’ Reference taken from: http://www.playengland.org.uk/about-us/why-is-play-important.aspx. All types of play have numerous benefits for children, which contribute towards their health and wellbeing. Some of these being: To play better with others and learn to share Enjoyment of childhood and To enhance social, emotional, intellectual and physical development. And thirdly: Physical activities. A trip to our local park is both beneficial for the children and myself. From leaving the house to walk to the park, the children are constantly learning and evaluating situations and there consequences. Firstly by being aware of the space around them (generally the children are on bikes/scooters), and the roads, of which we have to evaluate and discuss a safe crossing time/space. The children benefit from this enormously by learning about spatial awareness, riding/scooting independently on paths and the ‘stop, look and listen’ method when crossing the roads. Then physically they’re benefitting from the exercise to and from the park and the time spent at the park. Most days I aim to get the children to be as active as possible, by encouraging outdoor play, as well as partaking in extracurricular sports/activities that they already attend. I believe these three activities provide children with enough creative, imaginative and physical benefits to contribute towards a healthy lifestyle. Wellbeing for children and their families I believe wellbeing means different things to different people. For me the definition of wellbeing is split into three parts: social and emotional, mental and physical. A child’s wellbeing starts at home, from the very first day they’re born. Maintaining wellbeing in families is imperative for both children and adults. Socially and emotionally I believe it means to be content, happy and loved, not only by yourself but by the people around you. Meaning it is important for a child to feel safe and secure with their family and friends, providing a loving environment, ensuring consistency and keeping to a routine can provide this safety and security. It is important that a child should feel able to express their emotions and concerns with a family member, so I believe it is important to spend quality time with each child individually, to make them feel they have their own opportunity to discuss and show their emotions. Equally it is then important to build a special bond with your child so they feel like they have someone they trust to do this with, being supportive of each other along the way and developing their self-esteem and self-worth. And mental wellbeing, alike social and emotional, means to be happy and living in a way that is good for you and good for others around you. To have good relationships that bring joy, with the people around you. And to feel contentment, enjoyment, confidence and engagement with the world are all aspects of mental wellbeing. To achieve good metal wellbeing you need to connect with the people around you, e.g. your children. Spend time developing and working on these relationships. Teaching your child a new skill such as riding a bike, continue to let them learn and praise and encourage where necessary. Also taking notice and being aware of the present moment can help, taking time to think about the world around you and your feelings and thoughts. Encourage your child to do the same. And finally I believe being active has a huge impact on our metal health. For me personally it’s running, taking 30minutes out of a day to think of nothing but running, helps to clear my head and foc us on what’s important in life. I believe it’s also very beneficial to children as it is adults. And finally physical wellbeing: I believe it means to be healthy, safe, and physically fit. To maintain good physical wellbeing a parent’s role is imperative as a child can’t necessarily ensure they are leading a healthy lifestyle alone. To achieve good physical wellbeing parents should make sure healthy meals are made and that they are encouraging their child to take part in regular physical activity. To maintain a child’s health and safety they should be free from illness, injury and pain. To achieve this regular health checks should be made with the doctor, as well as when an illness/injury may occur. Also keeping a watchful eye to minimise injury is also very important. A child who is in a child care setting, will be evaluated regularly to identify any signs of emotional or social difficulties affecting their wellbeing. If any signs are noticed at home or parents want to be aware of addressing health and wellbeing issues or to discuss any current issues, they can request to attend a workshop which is available to parents, where possible.

Learning as a Process and as a Product Essay

When you ask people what do they think about learning? They only think in the final result. Isn’t to important to comprehend what that really means, and how big and important is the process. It is to simple to analyze what we have been learned before just making us the question If we really remember what we learned? But no everyone think in learning as a process. How do we learned that? If it was difficult? It’s the same learning as a process and as a product? Learning is the end product of some process. But when is learning a product? Learning as a product is when a person knows completely and totally that he/she dominates the knowledge, but also he/she have been qualify to do that â€Å"knowledge† what it means that he/she not just know the theory but also have the experience. The final product of the learning may show the capacity or level of each student and let the teacher know who needs more practice in a specific area. It depends on what they were working on, but it doesn’t mean that they are going to tell you or notice that the student really acquires the knowledge or the skill or if they need a more advanced or lower level to do the activities. Wich it means that learning as a product is the goal that the â€Å"learning process† must have. Learning as a process will be the behavior changes of certain experiences that people have had. Learning as a process goes further than learning as a product, because in one what it matters is the final result, and in another one what it matters is how was it? It’s not the same if I learned something just memorizing without practice. Besides If a learn something with theory and practice my final result it’s going to be better. It’s to important the process in which each person learned, because that will ensure you that you really understand and dominate what people taught you. That’s why everyone should recognize the difference between learning as a product and as a process.

Principal Quantum Number Definition

The principal quantum number is the  quantum number denoted by n and which indirectly describes the size of the electron orbital.  It is always assigned an integer value (e.g., n 1, 2, 3...), but its value may never be 0.  An orbital for which n 2 is larger, for example, than an orbital for which n 1. Energy must be absorbed in order for an electron to be excited from an orbital near the nucleus (n 1) to get to an orbital further from the nucleus (n 2). The principal quantum number is cited first in the set of four quantum numbers associated with an electron. The principal quantum number  has the greatest effect on the energy of the electron. It was first designed to distinguish between different energy levels in the Bohr model of the atom  but remains applicable to the modern atomic orbital theory. Source Andrew, A. V. (2006). 2. Schrà ¶dinger equation. Atomic spectroscopy. Introduction of theory to Hyperfine Structure. p. 274. ISBN 978-0-387-25573-6.