How Many Molecules Are in a Drop of Water

Have you ever wondered how many atoms are in a drop of water or how many molecules are in a single droplet? The answer depends on your definition of the  volume of a droplet of water. Water drops vary dramatically in size, so this starting number defines the calculation. The rest of it is a simple chemistry calculation. Lets use the volume of a water drop that is used by the medical and scientific community. The accepted average volume of a drop of water is  exactly 0.05 mL (20 drops per milliliter).  It turns out there are over 1.5 sextillion molecules in a drop of water and more than 5 sextillion atoms per droplet. Chemical Formula of Water To calculate the number of molecules and atoms in a water drop, you need to know the chemical formula of water. There are two atoms of hydrogen and one atom of oxygen in each water molecule, making the formula H2O. So, each molecule of water contains 3 atoms. Molar Mass of Water Determine the molar mass of water. Do this by adding up the mass of hydrogen atoms and oxygen atoms in a mole of water by looking up the atomic mass of hydrogen and oxygen on the  periodic table. The mass of hydrogen is 1.008 g/mol and the mass of oxygen is 16.00 g/mol, so the mass of a mole of water can be calculated as follows: mass water 2 x mass hydrogen mass oxygen mass water   2 x 1.008 16 mass water   18.016 g/mol In other words, one mole of water has a mass of 18.016 grams. Density of Water Use the density of water to determine the mass of water per unit volume. The  density of water  actually varies depending on conditions (cold water is denser; warm water is less dense), but the value typically used in calculations is 1.00 gram per milliliter (1 g/mL). In other words, 1 milliliter of water has a mass of 1 gram. A drop of water is 0.05 mL of water, so its mass would be 0.05 grams. One mole of water is 18.016 grams, so in 0.05 grams, in one drop, the number of moles is: moles of water in one drop 0.05 grams x (1 mole/18.016 grams)moles of water in one drop 0.002775 moles Using Avogrados Number Finally, use  Avogadros number to determine the number of molecules in a drop of water. Avogadros number tells us there are  6.022 x 1023  molecules of water per mole of water. So, next we calculate how many molecules there are in a drop of water, which we determined contains 0.002775 moles: molecules in a drop of water (6.022 x 1023 molecules/mole) x 0.002275 molesmolecules in a drop of water 1.67 x 1021 water molecules Put another way, there are  1.67 sextillion water molecules in a water drop. Now, the number of atoms in a droplet of water is 3x the number of molecules: atoms in a drop of water 3 atoms/molecule x 1.67 x 1021 moleculesatoms in a drop of water 5.01 x 1021 atoms Or, there are about 5 sextillion atoms in a drop of water. Atoms in a Drop of Water vs. Drops in the Ocean One interesting question is whether there are more atoms in a drop of water than there are drops of water in the ocean. To determine the answer, we need the volume of water in the oceans. Sources estimate this to be between 1.3 billion km3 and 1.5 km3. Ill use the USGS (United States Geologic Survey) value of 1.338 billion km3 for the sample calculation, but you can use whichever number you would like. 1.338 km3 1.338 x 1021 liters of seawater Now, your answer depends on the size of your drop, so you divide this volume by your drop volume (0.05 ml or 0.00005 L or 5.0 x 10-5 L is the average) to get the number of drops of water in the ocean. number of drops of water in the ocean 1.338 x 1021 liters total volume / 5.0 x 10-5 liters per drop number of drops of water in the ocean 2.676 x 1026 drops So, there are more drops of water in the ocean than there are atoms in a drop of water. How many more drops depends mainly on the size of your drops, but there are between 1,000 and 100,000 more drops of water in the ocean than atoms in a drop of water. Source Gleick, P.H. Where is Earths Water. Earths Water Distribution. U.S. Geological Survey, 28  August  2006.

College Students and Their Lives of Drinking Essay

â€Å"80 percent of teen-agers have tried alcohol, and that alcohol was a contributing factor in the top three causes of death among teens: accidents, homicide and suicide† (Underage, CNN.com pg 3). Students may use drinking as a form of socializing, but is it really as good as it seems? The tradition of drinking has developed into a kind of â€Å"culture† fixed in every level of the college student environment. Customs handed down through generations of college drinkers reinforce students expectation that alcohol is a necessary ingredient for social success. These perceptions of drinking are the going to ruin the lives of the students because it will lead to the development alcoholism. College students who drink a lot, while in a college†¦show more content†¦Students gain expectations to drink alcohol from each other, as they depend on it, pressure each other and face a new environment and a new social setting. When in college, a student does not have anyone looking after them and so they get free time and they do not know how to use it. They end up filling up their extra time, with going out to frat houses, bars, and or other house parties to drink. Students go from being in high school, where they have to be home by curfew and drinking is still sometimes and issues, to not having a curfew and not having someone wait until they get home that night to make sure they aren’t drinking. College students have no parents to tell them that they cannot go to a party because there is going to be alcohol there. They have to take it upon themselves to make the decision whether they should go or not. They do not have mom and dad making decisions for them anymore. Environmental and peer pressure combined gets students to try the temptations of alcohol. There is not a weekend that goes by that that alcohol is not available to students. 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Explain why women failed to gain the right to vote between 1900 and 1914 Free Essays

At the beginning of the twentieth century British women were seen as second-class citizens. This started to change in 1900, as women desired the right to vote and they were prepared to do anything it required to obtain it. Their goal was prolonged because of the many hurdles along the way and they didn’t get the vote for many years. We will write a custom essay sample on Explain why women failed to gain the right to vote between 1900 and 1914? or any similar topic only for you Order Now Many of the hurdles they faced were cultural. It was believed that women couldn’t have their own views; they would only do as their husbands told them. Most people thought that women couldn’t make political decisions as they weren’t intelligent enough and they shouldn’t because politics was ‘a man’s game’. Another cultural barrier was the roles women played in the society. One on hand, due to poor education and limited opportunities working-class women had low status, low paid jobs. They had long working hours and didn’t have sufficient time to get involved in the struggle for the vote. On the other hand, most middle and upper-class women felt that their duty was at home, and didn’t want to get implicated. A reason why women didn’t get the vote was ‘their own fault’. The women who wanted the vote were united in their aim but divided in approach. The main women’s society groups had very different methods of getting what they wanted. Most people thought that if the women couldn’t agree then perhaps they didn’t deserve the vote. The Suffragists were a peaceful group who believed that protests should be carried out without violence. They thought that the vote would come in due time, after all New Zealand had already given the vote to women who had used their techniques. The second group, the Women’s Freedom League accepted breaking the law as long as protests didn’t become violent. A protest they organised was refusing to participate in a census. The final group, the Suffragettes, believed in law breaking and violent protests. An infamous protest they organised was when all members produced bricks and hammers from their handbags and broke windows in Oxford Street. It is often said that the Suffragettes were a main obstacle in getting the vote as the government refused to be perceived as succumbing to violence. Many other hurdles in the path of success were the political situations. The conservative government came into power in 1900 and this was a major setback for the women’s suffrage movement. This government was steadfast in its conviction that women should never get the vote. 1906 saw the liberal government come into power as the conservatives became old-fashioned. The contemporary government was in favour of women getting the vote but was reluctant to make this possible in case upper-class women voted conservative. There were more pressing political issues to resolve than the issue of women’s suffrage. The arms race with Germany was at its peak from 1908-1911 and the government had to make sure that Britain stayed ahead. The state of affairs in Ireland was a main concern; Ireland was on the rink of civil war. The government was in the process of laying down the foundations of the welfare state, this included benefits like old age pensions and national insurance. The House of Lords could block any laws that it did not want, this needed to be changed before women’s vote bill was put through as the conservative majority would veto it. In the 1911 Parliament Act the House of Lord’s blocking power was stopped and they were permitted to delay laws by a maximum of two years. The House of Lords still managed to use the new law to their advantage and managed to delay the votes for women bill from 1912 to 1914. In conclusion, there were many factors preventing women from getting the vote whether political or cultural. The most influential factors were the political as they prolonged the struggle for the vote for many years. But even though the political reasons were the most important, no individual factor could have caused women to abstain from receiving the vote without the others. How to cite Explain why women failed to gain the right to vote between 1900 and 1914?, Papers Explain why women failed to gain the right to vote between 1900 and 1914 Free Essays Women was trying to get the vote many years before 1900. At this period of time women lived in a male dominated society. It was thought by the men that, women would vote for who their friends were voting for, and vote for irelivent issues. We will write a custom essay sample on Explain why women failed to gain the right to vote between 1900 and 1914 or any similar topic only for you Order Now Many thought that women didn’t have a political mind to vote. Also many men thought there wasn’t enough women to vote to make a difference to the result. Rich men could influence the female family members into voting in the way of their opinion. They got more votes than normal people. The law had been changing slowly, in womens favour. The law kept changing, until women could own their own property. But only if the women where married. After 1900, there was a more active period of campaigning by the National Union of Women’s Sufferage Societies. These societies were created by Millicent Fawcett in 1887. Many women wanted action earlier than later, so the suffragette movement was born. Also with the formation of the Women’s Social and Political Union (WSPU) by Emmeline Pankhurst, and her two daughters Christabel and Sylvia. These women was not happy with the cautious approach that the National Union took. Women protests didn’t change anything. Some politics had changed in women’s favour, but this was nothing major. The protests never changed the goverments mind. As the goverment did nothing the suffergettes started using criminal acts as sign of protest. This started as petty as breaking windows, then got serious as arson and creating explosions. Herbert Asquith, the current prime minister at that time wasn’t a supporter of women getting the vote. He said that â€Å"I do not think you will bring this change about until you have satisfied the country that the majority of women are in favour of it†. His position made a difference as whatever he said went. To prevent a the law going through, he called a general election. So whatever the suffragettes did had go through the goverment again. The acts of the suffergettes were peaceful. Many of them being of criminal nature. Emily davison, being one of the most famous sufferegettes, by throwing herself under the king’s horse at the derby, in 1913. She died four days later. Many of the criminal acts were ploted at meetings through out the country. When some of the sufferegettes were sent to prison, they went on hunger strike. So they where able to be released from prison. Eventhough in some prisons many wome where subjected to torture, through force feeding. The women had no other ideas to get the vote. None of the acedemic writings had not worked for 150 years. This changed at the outbreak of world war one. Many women had to work, and they showed patratism for their country. These were dramatic changes in the attitudes and rights by 1918. How to cite Explain why women failed to gain the right to vote between 1900 and 1914, Papers

Professional Teaching and Teacher Education

Question: Discuss about the Professional Teaching and Teacher Education. Answer: Introduction It can be said that early childhood education and teaching are considered as worthy careers. Australia is the country where the teachers are given sufficient compensation, along with sufficient public support and federal funding. The first part of the study will focus on the theories and practices of teaching such as identity theory, teacher professional identity, influences of the factors while shaping the perceptions of the teachers as a professional identity. The second part of the study focuses on the influence of the factors in shaping the professional identity of becoming a teacher. An identity of a teacher in terms of professionalism can be categorized into three perspectives. The framework of Erikson is considered as a extensive and multidimensional in nature and scope. In order to define the identity of a teacher, the two terms are main points of concerns such as self concept of ones and the sense of self (Anspal, Leijen Lfstrm, 2014). In the definition, it can be said that the word self is used as a singular noun that points to be used as stable core and unified. The identity of the teacher as a career path can be divided into personal identity, ego identity and social identity. Personal identity- In the personal identity of the teacher, the values, goals and beliefs of a person shows to the world. Personal identity is the distinction factor that helps in maintaining personal identity as a teacher based on the experience and knowledge gathering (Fuller, Goodwyn Francis-Brophy, 2013). Ego identity- Ego identity is the most fundamental and basic beliefs of a person. This identity is possibly an internalized and unconscious identity from the parents. This identity of a teacher is resistant and consistent to change. Social identity- Social identity is considered as a group of identity that will emphasize on the social factors and other factors socialization. The factors of the teacher that influence the perception of them in exploring their personal identity are teacher as a pedagogical expert, identification of the profession of the teacher, as a subject matter expert, teaching concept, teaching experience and the biography of the teacher. These will be explained in the next part in a detailed way (Li, 2016). Professional learning program It can be said that in Australia, the universities and colleges are providing many professional courses and degree courses for the graduates that influences the graduates for becoming a professional teacher. The professional courses include a one-year course in Professional Graduate Diploma in Education (PGDE) (Kenny, Finneran Mitchell, 2015). An inclusive pedagogy are developed by the higher education provider of Australia in order to influence the people associated with these courses in order to develop a professional identity. The professional courses are based on the inclusive pedagogy. They are dependent on three themes such as active professionalism, social justice and understanding learning (Xu, 2013). The teaching practices that are included in the pedagogy are related to the different aspects such as creation of environment for learning, extension of the things that are available to the learners. The differentiation of the pedagogy can be achieved through a varied level of choice of activity for the learners (Bolvar, Domingo Prez-Garca, 2014). The courses and other learning program help the learner in developing willingness to work in a creative way so that they can help in developing an approach of providing the knowledge among everyone i.e. the development of a hardcore professional identity in the perspective of teaching. It also relates to increase the commitment of the person while teaching to the audiences or students in the schools. The learners believe in their own capability while promoting the activities of learning in the course (Etelpelto et al., 2014). Socio-cultural context of the theories The professional courses of Australia are based on few themes. The themes are to be formulated on the basis of the socio-cultural factors of the country. Research has pointed out that the schools, colleges and universities of Australia have various students diverse cultural backgrounds. The students can be categorized as indigenous students and aboriginal students. Apart from that, the universities of Australia have foreign students from different countries of the world (Dang, 2013). Teachers must have the sense of inclusion and diversity while gathering knowledge regarding inclusion of theories of teaching and learning. The understanding learning theme of the post graduate courses of the learning institutes are responsible in offering a critique of the labeling ability and the introduction of new theory that portrays the learning procedures of the children. The social justice theme on the other hand helps in developing awareness in terms of inequalities that are characterized by the different deterministic practices while imbue the students in order to create a sense of responsibility while supporting the learners (Machin, 2016). On the other hand, the theme of active professionalism is considered as a theme of collaborative professionalism. In this theme, the teachers usually work with others in order to deliver a quality education to them by clearing their doubts. The socio-cultural aspect of the theories and inclusive pedagogies are responsible for finding ways in responding to the difficulties of the children in their curriculum (Pillen, Beijaard den Brok, 2013). Landscapes of educational policy The country of Australia usually worked on the pattern of a shared national education system. The system of education acts with an agreement with the states. The policies of the education focuses not only to the education of the students of the country but also to the teachers who are engaged in providing knowledge to the students of schools, college and universities. The education policies and the system are steered nationally in terms of various agreements with the territories and states of the country. The states and the territories are focused on the funding and education priorities (Izadinia, 2013). The states and schools government share the decision-making process in the perspective of lower secondary school. The education policies focus on funding of the schools and colleges. The funding of school in many cases has lacked the coherence and transparency in determining the outcomes of the accomplished goals. The educational institutions have many experienced teachers that are r esponsible for teaching the students are shaping their career and grow their identity as a teacher (Pillen, Beijaard Brok, 2013). Influence of factors in creating professional identity It can be said that both experienced and inexperienced teachers are in search of their professional identity. There are a number of professional factors that are responsible for creating professional identity i.e. self image in the profession. The innovative factors of a teacher to be a didactical expert, subject matter expert, pedagogical expert, identification of teacher as a profession, teaching context, teaching experience, biography of teacher, in his particular career. I have identified out these factors that are responsible for developing a self image as a teacher. When I was engaged in the diploma courses of becoming a teacher then I have learned things of becoming more responsible and rational towards sharing knowledge to the students of schools and universities. The experience of a teacher is a vital aspect that is an important cause for the development of professional identity. Experience of a teacher helps him in gathering more confidence and gathering well organized know ledge that can enable the teacher in order to draw their past experiences (Ruohotie-Lyhty, 2013). The teacher as a subject matter expert is more organized in nature while encompassing different units of knowledge such as illustrations, metaphors, images, etc. They also extend the implicit as a knowledge in a novice. In other words, it can be said that the role of teacher in developing curriculum and pedagogy is an important influential factors of creating a self identity as a teacher. These are the traditional factors that are creating an impact in the career path of a teacher during his training and mock teaching part of the course. Apart from that, the experienced teacher also formulate curriculum and pedagogy that requires, planning, execution and finally evaluation of the formulation of pedagogy for students (Harford Gray, 2016). If teaching is considered in the situational perspective, then it can take place in the basis of the unarticulated knowledge that is very difficult to codify as it is spontaneous in nature. Conclusion The study focuses on the factors that have influenced on the teachers while developing their professional identity in the higher education provider and education provider. The educational policy and the contemporary education system of education provide immense support to the learners as well as the future teachers to choose their career as a teacher or professor. The social context of the factors of educational pedagogies that result into different types of development of themes in the diploma programs for the teachers. It can be said that Australia has an international standards of education that helps in shaping the careers of students. The diploma programs for teachers help themselves in creating professional identity. References Anspal, T., Leijen, ., Lfstrm, E. (2014). Student teachers identity development examined through tensions in different types of curricula.Sisukord/Table of Contents, 23. Bolvar, A., Domingo, J., Prez-Garca, P. (2014). Crisis and Reconstruction of Teachers Professional Identity: The Case of Secondary School Teachers in Spain.The Open Sports Sciences Journal,7, 106-112. Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers.Teaching and Teacher Education,30, 47-59. Etelpelto, A., Vhsantanen, K., Hkk, P., Paloniemi, S. (2014). Identity and agency in professional learning. InInternational handbook of research in professional and practice-based learning(pp. 645-672). Springer Netherlands. Fuller, C., Goodwyn, A., Francis-Brophy, E. (2013). Advanced skills teachers: Professional identity and status.Teachers and Teaching,19(4), 463-474. Harford, J., Gray, P. (2016). Emerging as a teacher: Student teachers reflect on their professional identity. In(eds.). Overcoming Fragmentation in Teacher Education. Cambridge University Press. Izadinia, M. (2013). A review of research on student teachers' professional identity.British Educational Research Journal,39(4), 694-713. Kenny, A., Finneran, M., Mitchell, E. (2015). Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity.Teaching and Teacher Education,49, 159-167. Li, W. (2016). Professional Identity of Teachers in China.US-China Education Review,6(8), 496-502. Machin, D. (2016).Managerialism in international schools: a critical enquiry into the professional identity work of head teachers(Doctoral dissertation, Keele University). Pillen, M., Beijaard, D., Brok, P. D. (2013). Tensions in beginning teachers professional identity development, accompanying feelings and coping strategies.European Journal of Teacher Education,36(3), 240-260. Pillen, M., Beijaard, D., den Brok, P. (2013). Professional identity tensions of beginning teachers.Teachers and Teaching,19(6), 660-678. Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work.Teaching and Teacher Education,30, 120-129. Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China.Teaching and Teacher Education,31, 79-86.