Chemistry Chapter 4 Review Answers - Other Than Correct Answers

Chemistry Chapter 4 Review Answers - Other Than Correct AnswersI have reviewed Chemistry Chapter 4 review answers on my personal website and I would like to share some of the things that I found while I was reviewing the questions. I hope these are useful to you. I really appreciate your interest in my review and your questions. I appreciate any and all feedback and your comments.I found most of the answers were quite helpful. Even the ones that did not apply to the chapter were often interesting. I enjoyed the insights into chemistry that was provided. Some of the answers were good, but I thought most of them were not that useful.The answers to the chemical composition questions tended to be quite good. Some of the chemistry subjects I know the subject well, so I found the answers very valuable.As I looked at the answer questions, I noticed that not many of the answers provided any useful information. I really thought the answers would be a lot more helpful. I also noticed that the answers often differed from one review to another. If the chapter was reviewed by someone that was completely new to the subject, then they would most likely give the same answers.However, I found that some of the answers provided useful information. Some of them provided ideas that were well worth the read.I learned a lot from reviewing the answers for Chemistry Chapter 4. I enjoyed the answers to the questions I needed help with and I learned a lot. I found it interesting that the answers I found were consistent across the three versions of the chapter.I thought the chemistry chapter was useful. I found the answers to my questions quite helpful. I found some of the answers quite helpful, but it is usually a good idea to consult a chemistry reference book for the answers.

Probability Formulas

Probability Formulas Probability is defined as the chances for an event to occur. For a given situation or conditions there is always a chances for an event to likely or unlikely occur. The probability of an event is mostly in-between 0 to 1. The chances or probability for all the possible events to occur for a given condition add up to a 1. Therefore probability of an event is calculated by the following formulas: P (E) = Number of outcomes favorable for the event/Total number of outcomes. P (not E) = 1 P (E). Therefore P (E) + P (not E) = 1. Example 1: A dice is thrown what is the probability of getting the number 3? Solution: On throwing a dice the total number of possibilities are 6 either of the following numbers may show up i.e. {1, 2, 3, 4, 5, and 6}. Therefore total number of possible outcomes on throwing a dice = 6. The number of outcomes favorable of getting the number 3 = 1. P (3) = Number of outcomes favorable for number 3/Total number of outcomes. = 1/6. Therefore probability of getting number 3 is P (3) = 1/6. Example 2: A dice is thrown what is the probability of not getting the number 3? Solution: Total number of possible outcomes on throwing a dice = 6. The probability of getting number 3 is P (3) = 1/6. Using the formula P (not E) = 1 P (E). P (not 3) = 1 1/6 = 5/6. Therefore probability of not getting number 3 is 5/6.

5 Easy Songs for Kids to Play On Guitar

5 Easy Songs for Kids to Play On Guitar Suzy S. Are your kids looking for easy songs to play on guitar? Get them started with these great suggestions from guitar teacher Willy M. That first guitar lesson is critical for establishing a love of playing in our students, but most of the time teachers approach the instrument as though we need to prepare the student for the worst. It will be difficult You have to put in a lot of practice Your fingers will hurt, etc. These things only serve to discourage the student and the parent, who just shelled out a lot of money not only for an instrument, but also for the lessons. Why not hook them first, then teach them the hard stuff? This is easier than you might think. Every guitar student I have taught came to class that first day strumming their guitar, as if hoping it actually made a nice sound in standard tuning (or heaven forbid out of tune standard tuning). The first thing I do is to tune my student’s instrument to an open tuning, such as open D, G, E or C. In open tunings, the guitar is already tuned to a chord when all strings are strummed without fretting. New chords can be formed just by holding down all the strings at the same fret. I let little kids strum away in open tuning while I play a simple song and immediately they are hooked, but whats equally important, their parents are impressed as well! When the student learns that playing a simple song is as easy as holding down the strings on the fifth and seventh frets, they realize they too can play real music, and theyre hooked. This revelation has helped me reach a lot of students, but it requires songs that are simple enough for the students to learn, and fun to play and sing. There is a whole treasure trove of easy songs to play on guitar that most of us have ingrained in our subconscious from an early age, and those songs are folk tunes.  Here are four folk tunes that can all be played just using the chords D, G, and A, plus one extra song that every kid should know how to play! In open D tuning, play a D chord by strumming all strings open. Play a G chord by holding down all strings at the fifth fret, and play an A chord by holding down all strings at the seventh fret. 1. 10,000 Miles Away   This song has been recorded by a great deal of artists, but my favorite recording is by Dan Milner on an album about pirate songs and sea shanties. This tune is fun, fast and is about adventure on the high seas. A perfect song for imaginative, active kids who want to learn to play guitar. The melody is very memorable and lends itself to open tunings. 2. Barbara Allen   Perhaps the most famous folk song of all time, Barbara Allen tells the story of a young man who died of love sickness! Its a perfect love song for sensitive, dreamy children learning to play guitar. Like other folk tunes, there are hundreds of different versions. Find one that suits your child and they will be playing it quicker than they expected. 3. Ill Tell Me Ma This classic Irish song is fun to play, with a popular melody that has been preserved by tons of Irish bands, but also in cartoons like the Looney Tunes. There are several versions, and all are easy to play in open G and D tuning. But what makes this song fun, aside from the galloping pace, is the fact that the young lads playing the song can insert their names as the one the Belle of Belfast City loves the best. 4. The House Carpenter This is an old song that tells the story of a ghost that came back to find his love had married another. It is a perfect song to tune the instrument to a minor chord and teach kids about minor keys. Many people have recorded this song from Joan Baez to Bob Dylan, and there are hundreds of variations on it. 5. Froggie Went A-Courtin Everybody has heard some version of this song, either from the old Tom and Jerry Cartoons, or from the Crawfish Song version. This is a fun tune to play in open tunings, and if you have a group of youngsters, it is a fun song for the kids to sing. I find that it is even fun to speed up each verse as you go and really get the kids strumming along. My favorite recording of this song is Bob Dylans version from the Good as I Been to You album. Related: Find more easy guitar songs to play with simple chords. The best way for your child to learn how to play guitar is through private lessons with a qualified instructor. Search for a guitar teacher near you today! Willy M. teaches guitar, ukulele, and mandolin lessons in Winston, NC. He is the author of the Dead Mans Tuning series of mandolin songbooks, and is a former member of the American Federation of Musicians. Willy has been teaching for 20 years, and his students have ranged in age from young children to folks in their 80s. Learn more about Willy. Interested in Private Lessons? Search thousands of teachers for local and live, online lessons. Sign up for convenient, affordable private lessons today! Search for Your Teacher Photo by  Frédéric de Villamil

How to Prepare for Your Med School Admissions Interview Part 4

How to Prepare for Your Med School Admissions Interview Part 4 By Michelle Finkel, MD Insider Medical Admissions The following piece was written byDr. Michelle Finkel. Michelle has been featured in ourAdmissions Expert seriesand is a former Harvard Medical School faculty member. She is the founder ofInsider Medical Admissions. Success at your medical school interview can hinge on subtle components of the day that you might not even consider to be influential until it's too late for damage control. Several of those points were covered in my last Varsity Tutors blog entry, which included two important topics that I called You can check out anytime; but you can never leave and Thats amore. Please also take a look at my July Varsity Tutors blog entry on medical interviews for advice on how to Let your story show your glory and how to Fake it until you make it, and my August entry emphasizing that You can run; you can hide; but you cant escape. Now, lets review some more nuances of the interview day. Shiny Happy People Holding Hands In an effort to attract desirable applicants, some medical schools invite candidates to social events immediately before or during the interview day. These events may include dinner, lunch, or an optional hospital tour with students.Some institutions will even offer an optional happy hour the night before to meet the schools current medical students. It's in your interest to attend these events; they show schools that you are serious about their programs, afford you the opportunity to score social points, and allow you to gain valuable information about students' satisfaction. These events are also an opportunity to get to know other applicants whom you might end up seeing next year as fellow class members. Finally, the social events allow you to relax a bit and perhaps even get to know the city surrounding the school. However, there is a caveat youll want to know before you attend these events: Ensure you act professionally, and disregard promises that what you say will not affect your candidacy or get back to Admissions. Even if everyone has good intentions, information garnered from these events can make its way to decision-makers. If you had a bad experience at the interview day, hate the city the school is in, or know your first choice is a different school, these social events are not the time to reveal that information to current medical students. Don't unwittingly provide the torpedo that sinks your candidacy. Importantly, this rule is especially pertinent for those applicants who choose to stay at students houses or dorms. Be friendly, but dont blab. Keep your ears open to hear what students think are the pros and cons of their institutions, but dont feel obligated to share your negative opinions. Remember that once you are accepted, you can always be more explicit about your concerns and ask frank questions to current students. You've Got to Hide Your Love Away Speaking of being frank, applicants have valid personal reasons for considering an institution less desirable than another. These may include family or health concerns, or a significant others opinion or career. Certain personal details are not the business of the interviewer and are considered off limits. However, if you are sitting in a small room with a faculty member whose opinion will largely affect your professional future and you are asked a personal question, it may be hard to maintain your privacy. When I was interviewing for residency, an interviewer asked me if I had a boyfriend. As it turned out, he asked all of the women who interviewed that day that exact same question. (We spoke to each other confidentially after the interview day had ended.) Why would the interviewer pose an illegal question like this, and what should you do if you are asked? Likely, the interviewer is trying to get a sense for whether you are serious about an institution. If you have a significant other or children, their concerns may affect your decision-making. Again, this line of questioning is illegal and distasteful, but, sadly, there are still interviewers who might pose these questions to assess your interest in their institutions. If you are asked these types of questions, you can simply answer if it's not objectionable to you, or respond by addressing the intent of the question without revealing personal information. For example, you could say, I think what youre asking me is whether I am serious about this medical school, and I can assure you I would be thrilled to receive an acceptance and matriculate here. Alternately, you can also decline to answer the question; of course, this tactic might cost you the position you are seeking as unfair as that is. (In my case, I answered the question, but then mentioned the incident to a faculty member at my school who had trained at the residency where I had been interviewed. The faculty at my school later told me the interviewer had been dismissed from his admissions responsibilities.) Next month, Ill offer more tips on the medical interview process. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

Fail

When to Take a College Class Pass/Fail Many colleges and universities give students the option of taking a class pass/fail. This means that rather than receiving a letter or number grade at the end of the semester, students are notified that they either passed or failed the course. Students should be advised, however, that the pass/fail option is not available for every class. To avoid a scheduling mishap, talk to your college advisor, and find out your schools rules surrounding the pass/fail policy. Great times to take a college class pass/fail include when the course could hurt your GPA, when there are no other grading options, or if the class is outside your major. Wondering when taking this style of course would work best for you? Consider these scenarios: Take a college class pass/fail when there is no other option Colleges and universities may grade certain courses on a pass/fail basis automaticallyin other words, you dont need to request the pass/fail designation. A uniquely formatted class (such as a teaching practicum) may be offered pass/fail, for instance. Take a college class pass/fail when the course is a personal enrichment elective An elective is any class you take to fulfill a general education requirement or simply because you wish to. If you take a course for personal enrichment, you may not want the pressure of being graded according to an A-F or 0.0-4.0 system. Taking a class pass/fail alleviates much of this pressure, which might make the course more enjoyable for you in the long run. The pass/fail option will also allow you to focus on your major or more difficult classes. [RELATED: The Different Classes Youll Have in College] Take a college class pass/fail when the course could harm your GPA Your GPA influences your graduate school admissions chances and future job prospects. Students with stellar GPAs rightfully wish to preserve their averages. If you discover that a class is more difficult than you imagined, you might be able to bargain for the pass/fail option to avoid having an unsightly grade on your transcript. Note, however, that certain graduate programs may not count pass/fail courses toward their admissions requirements. [RELATED: 4 Things to Consider Before Dropping a College Class] Take a college class pass/fail outside of your desired major Some schools do not allow students to take a course in their major as pass/fail. Ensure the type of class you take as pass/fail is not a course you might need later for your major, as the credit may not carry over. For example: If you switch from biology to an anthropology major, a previous pass/fail anthropology class might not count toward your new major. [RELATED: What I Wish I Knew About Picking a College Major] Take a college class pass/fail when you havent done so in the past Most colleges and universities do not allow their students to take more than a certain number of pass/fail credits. If this is your first time taking a pass/fail course, or if its your second time, there may not be an issue. However, since every schools policy is different, talk to an advisor before making any changes. Furthermore, your transcript should show schools and employers that you are hard-working. Too many pass/fail classes on a transcript could leave a negative impression. When used properly, the pass/fail option is a great alternative for college students. Pass/fail can make a course more pleasant and cause you less worry during your academic career. Before choosing pass/fail, however, seek the opinion of an advisor who can best guide you. Any topics you want to know more about? Let us know! The Varsity Tutors Blog editors love hearing your feedback and opinions. Feel free to email us at blog@varsitytutors.com.

AP Program To Change

AP Program To Change High school students are always encouraged to pursue more-challenging Advanced Placement classes to better prepare for college and push their intellectual abilities. But, advanced placement classes are becoming significantly more difficult, pushing students harder, and sometimes losing the main focus of the program according to an article in the New York Times. The typical A.P. biology textbook has increased from 36 chapters and 870 pages 30 years ago to the current 56 chapters and 1,400 pages, plus additional videos and web-based information. Even more challenging for A.P. students is the fact that every term, every phrase, every little piece of information is fair game for the year-end A.P. exam that determines if a student receives college credit or not. The A.P. program has also grown to 30 subjects with 1.8 million students taking 3.2 million tests annually. Many experts have praised the program for giving advanced students a chance to pursue more challenging classes and get a head start on college-level work. But, other experts have criticized the program especially the science and history sections for overwhelming students too much with tedious, mundane facts and rushing classes through important topics. Because of the structure of the program, teachers will not spend an extra 10-15 minutes covering more important material, instead they will attempt to squeeze in every little piece of information. The College Board, the owner of the A.P. program and the SAT, said that the A.P. program will change. The College Board will reform the history and science programs first, limiting the amount of information that students will be responsible for and providing teachers with a curriculum structure for how classes should be set up and taught. These changes, which will occur in the 2012-2013 school year, will encourage students to think critically and analytically on major topics, rather than memorizing terms and dates. The College Board will also change the exams accordingly. We really believe that the New A.P. needs to be anchored in a curriculum that focuses on what students need to be able to do with their knowledge, said Trevor Packer, the College Boards vice president for Advanced Placement. A.P. administrators said that critical thinking skills are absolutely essential for college classes and competitive jobs after college; so they will try to bring critical thinking back into the A.P. program. The A.P. program began in 1956 and was originally much more relaxed. Its main goal was to expose high school students to the information they would see in college classes. However, as classes evolved, the program became all about the college credit test. Teachers would structure their classes so students could score high enough on the tests to gain college credit. Then, more students were earning college credit; so the College Board made the A.P. exam more difficult. Teachers then responded by cranking up the intensity of their classes, forcing students to memorize more mundane terms. The program then became less about preparing students for the rigor of college classes and more about stacking high school students transcripts with college credit. The College Board has now realized that the program has lost its focus, and it inadequately prepares high school students for college classes and future employment. Its now time to bring that focus back to the A.P. program, says the College Board.

If you dont know where youre going; youre already there.... - Introvert Whisperer

Introvert Whisperer / If you don’t know where you’re going; you’re already there.... - Introvert Whisperer If you don’t know where you’re going; you’re already there. If you don’t know where you’re going; you’re already there. Having a goal helps to ensure you’re moving forward rather than backward.   If you haven’t figured out how life works yet, a universal principle is that you are always moving in a direction.   You are moving forward, backward or you’re being washed side to side as the winds of circumstances occur. You will like moving forward rather than the other two alternatives and the best way to make that happen is to know where you’re going. Granted, unexpected things pop up that will detour your plans but if you know where you’re headed, it will allow you to resume your course quickly. One of the things about goals is that we don’t always think through is the real end result we are trying to achieve.   It’s easier when there is a clear and easy result that can be measured like losing 10 pounds.   When it’s more subjective we stop short of really drilling down to what we are really expecting.   An example would be if I wanted to improve my communication. Communication is a broad topic with tons of aspects to it so if I left it there, who knows where I’d end up. That’s where most people stop; little wonder why we get so cynical about making goals.   We don’t hit them and it becomes demoralizing because it seems like a failure. So, what should you do if you’ve got some subjective goals? A healthy approach is to ask a ton of questions of you.   Let me use the communication improvement to show you what I mean. Feel free to use these questions. Where do I feel I’m struggling with my communication now? Or if I’m not struggling, where do I want to see improvement? It could be the form of communication like emails, phone or speaking in a group.   It could be with certain people or specific situations. What 2-3 things can I do to address the specific communication issue? Maybe a class would help or ask a mentor to give you feedback and suggestions on the aspect of communication you want to change. What would be different if I improved my communication? Keep in mind this is YOUR goal and since its subjective, you can at least observe what would be different.   Perhaps you would notice less confusion and a reduction of repeated explanations.   It could be less conflict between you and another person.   This is really defining your goals. How will I know I’ve hit this goal? I’d suggest setting up checkpoints throughout the year not only to remind you to put some conscious thought into this goal but to see if you have a new perspective.   Often times we gain a new and better insight as we pursue a goal and would answer these questions differently.   Its ok if you tweak your goal now that you’re a bit smarter. Yep, it hurts the brain to think this much but you’ll be happy you did. Go to top Do you know what your next career step is?   Many people don’t. I want to help you accelerate your career by connecting you with your Free Instant Access to my eBook on how to construct your Career SMART Goals â€" that will help you put together your actions and keep you accountable. Get your copy now and start your action plan today! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer