Surface Chemistry Essay Example for Free

Surface Chemistry Essay It is the phenomenon in which a substance is uniformly distributed all over the surface. Difference between adsorption and absorption: Absorption (i) It is the phenomenon in which a substance is uniformly distributed throughout the bulk of the solid. (ii) It is a bulk phenomenon. (iii) The concentration is uniform throughout the bulk of solid. Adsorption (i) The accumulation of molecular species at the surface rather than in the bulk of a solid or liquid is termed as adsorption. (ii) It is a surface phenomenon. (iii) The concentration of adsorbate increases only at the surface of the adsorbent. 7. 8. Sorption: When adsorption and absorption take place simultaneously, it is called sorption. Enthalpy or heat of adsorption: Adsorption generally occurs with release in energy, i. e. , it is exothermic in nature. The enthalpy change for the adsorption of one mole of an adsorbate on the surface of adsorbent is called enthalpy or heat of adsorption. 9. Types of adsorption: Get the Power of Visual Impact on your side Log on to www. topperlearning. com 2 a. Physical adsorption or physisorption: If the adsorbate is held on a surface of adsorbent by weak van der Waals’ forces, the adsorption is called physical adsorption or physisorption. . Chemical adsorption or chemisorption: If the forces holding the adsorbate are as strong as in chemical bonds, the adsorption process is known as chemical adsorption of chemisorption. It is highly specific (ii) It is irreversible (iii) The amount of gas adsorbed is not related to critical temperature of the gas. Physical adsorption (Physisorption) (i) It is non-specific (ii) It is reversible (iii) The amount of gas depends upon nature of gas, i. e. easily liquefiable gases like NH3, CO2, gas adsorbed to greater extent than H2 and He. Higher the critical temperature of gas, more will be the extent of adsorption. (iv) The extent of adsorption increases with increase in surface area, e. g. porous and finely divided metals are good adsorbents. (v) There are weak van der Waals’ forces of attraction between adsorbate and adsorbent. (vi) It has low enthalpy of adsorption (20 – 40 kJ mol-1) (vii) Low temperature is favourable. (viii) No appreciable activation energy is needed. (ix) It forms multimolecular layers. 11. (iv) It also increases with increase in surface area. v) There is strong force of attraction similar to chemical bond. (vi) It has enthalpy hea t of adsorption. High temperature is favourable. (viii) High activation energy is sometimes needed. (ix) It forms unimolecuar layers. Factors affecting adsorption of gases on solids: a. Nature of adsorbate: Physical adsorption is non-specific in nature and therefore every gas gets adsorbed on the surface of any solid to a lesser or greater extent. However, easily liquefiable gases like NH3. HCl, CO2, etc. which have higher critical temperatures are absorbed to greater extent whereas H 2, O2, N2 etc. re adsorbed to lesser extent. The chemical adsorption being highly specific, therefore, a gas gets adsorbed Get the Power of Visual Impact on your side Log on to www. topperlearning. com 3 on specific solid only if it enters into chemical combination with it. b. Nature of adsorbent: Activated carbon, metal oxides like aluminum oxide, silica gel and clay are commonly used adsorbents. They have their specific adsorption properties depending upon pores. c. Specific area of the adsorbent: The greater the spec ific area, more will be the extent of adsorption. That is why porous or finely divided forms of adsorbents adsorb larger quantities of adsorbate. The pores should be large enough to allow the gas molecules to enter. d. Pressure of the gas: Physical adsorption increases with increase in pressure. 12. Adsorption isotherm: The variation in the amount of gas adsorbed by the adsorbent with pressure at constant temperature can be expressed by means of a curve is termed as adsorption isotherm. 13. Freundlich Adsorption isotherm: The relationship between x and m pressure of the gas at constant temperature is called adsorption isotherm and is given by ? k P 1 /n (n ? 1) m Where x- mass of the gas adsorbed on mass m of the adsorbent and the gas at a particular temperature k and n depends upon the nature of gas and the solid x first increases with increase in pressure at low pressure but becomes m independent of pressure at high pressure. Get the Power of Visual Impact on your side Log on to www. topperlearning.

Environmental Education Essay Example for Free

Environmental Education Essay Environmental education and play in Swedish and Australian early childhood curriculum. Environmental education and play are two important facets of both Swedish and Australian early childhood curriculum. Sandberg and Arlemalm-Hagser (2011) provide us with an overview of the Swedish curriculum, the current landscape of environmental education and the place of play in environment curriculum. An Australian perspective is demonstrated by Edwards and Cutter-Mackenzie who examines domestic responses to environment curriculum in early childhood settings and the importance of play in this context. A synthesis of both accounts provides us with an overview of environmental education across the two nations and the way in which place of play in the curriculum. Sandberg and Arlemalm-Hagser (2011) argue that Swedish early childhood education is influenced by sociocultural theory with a child-centred focus. Values of Swedish society are transmitted through the curriculum with sustainable development featured. Children are stakeholders because they are citizens and future leaders. Learning for sustainable development is implemented via the Pedagogical Programme for the Preschool which was adopted in 1987 which aims to promote environmental awareness. A key difference between the Swedish and Australian stances on environmental education is that Swedish curriculum explicitly refers to the concept as â€Å"learning for sustainable development† while the Australian documents use terminology such as â€Å"environmental education. † Sweden makes it clear that the purpose of environmental education is to equip children with tools and dispositions to address sustainability as adults. The Australian perspective may appear to have more emphasis on biodiversity and appreciation of outdoor environments, however Edwards and Cutter-Mackenzie point out that sustainability is dealt with through one indicator of the EYLF’s Learning Outcome Two which states: † (children) develop an awareness of the impact of human activity on environments and the interdependence of living things† (DEEWR, 2009, p. 29). For both Sweden and Australia, play permeates early childhood curriculum and is the basis for learning and development. Play can advance problem solving skills, and provide opportunities to practice creative instincts (Sandberg Arlemalm-Hagser, 2011). With regards to environmental education, both articles point out that many opportunities for environmental education take place during play activities in the outdoor. For Sandberg and Arlemalm-Hagser (2011), the principle of pleasure creates a joyful learning environment where the children are actively engaged. Similarly, Edwards and Cutter-Mackenzie highlight the uniquely Australian environment can be used to engage children with nature. For Edwards and Cutter-Mackenzie, play and environment education in Australia are two key features of the Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations , 2009). The EYLF presents play as a pedagogical tool for connecting learning and environment involves children’s learning spaces. Play in the outdoors is highlighted and educators are encouraged to use the Australian learning environment to offer children groundwork for lifelong environmental education. Also, play develops social skills. Through play, friend making and social interactions take place. â€Å"Children become conscious of themselves through others† (Sandberg Arlemalm-Hagser, 20011, p45) and play promotes awareness of society as children grow to see themselves in relation to others, and as part of a group. Edwards and Cutter Mackenzie suggest that social skills can be developed through play as children begin to take moral standpoints. This dynamic relationship building and social experimentation can, as Mead (1995, in Sandberg Arlemalm-Hagser, 2011) suggests, lay the fundamental groundwork integral for a child’s development. In conclusion, both Swedish and Australian early childhood curriculum approaches environmental education in similar ways. While there are differences in terminology and focus, a key aspect of successful early childhood education is a consideration of context and making curriculum relevant. This accounts for the contrast in environmental education approaches. Play is seen as significant across both nations and creates a pleasurable learning experience that children can actively engage and learn in. In the future, it is likely that a global trend to environmentalise early childhood curriculum will develop as educators see a growing need to develop sustainable thinkers for the future. References: Department of Education, Employment and Workplace Relations. (2009). Belonging, Being Becoming. The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia. Edwards, S. and Cutter-Mackenzie, A. , (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood; v. 36 n. 1 p. 51-59; Retrieved from http://search. informit. com. au/fullText;dn=185912;res=AEIPT ISSN: 1836-9391. Mead, H. G. (1995). Mind, Self and Society. From the standpoint of a social behaviorist. Lund: Argos. (Cited in Sandberg Arlemalm Hagser, et. al. ) Sandberg, A. and Arlemalm-Hagser, E. , (2011). The Swedish National Curriculum : play and learning with fundamental values in focus. Australasian Journal of Early Childhood; v. 36 n. 1 p. 44-50; March 2011. Retrieved from http://search. informit. com. au/fullText;dn=185911;res=AEIPT ISSN: 1836-9391. Tysan Allen: 43053157 ECH120.

Benefits of an Integrated Curriculum

Benefits of an Integrated Curriculum OVERVIEW Integrated curriculum is about making significant connections between subjects or skills that are usually addressing several different subject areas integrating curriculum can also improve learning experiences. An integrated approach to learning is designed to focus learning within the curriculum, setting perimeters and establishes the continuity of learning across the years and levels. Queensland Studies Authority documents contain the content and achievement standards for teachers to exercise within their classrooms, promoting student learning. The planning matrix lesson series relates to learners between year 1 3 as it is a can be integrated to curriculum. It also addresses the learning essentials, objectives, and values, applying differentiation, modifications, outcomes and scope and sequence. This integrated matrix relates to school because in health and nutrition plays a large role within todays society. The issue of health is recognised as an important concern over the last s everal decades. Nutrition is the focal point of health and well-being. Nutrition is related to human development, production and ultimately to the growth. We will discover how the following scenario relates to integrating matrix of being healthy. Consider the skills and knowledge necessary to understand how to eat nutritiously and become healthy citizens. There are some fundamental things that must be know and be able to do. How do you know the difference between nutritional and junk foods? The ability to decide what nutritional choices are available is crucial to being healthy. To choose the correct amount of food that incorporate the food groups. Therefore, given real-life situations make it relevant for the learner focusing on skills that can be used later on in life. The purpose of integrating curriculums is to build the knowledge, skills, creativity, physical, social and intellectual capabilities, as well as strengthening their emotional well-being. As part of the whole, schools play a role in teaching values of being healthy citizens. The citizen role descriptors are designed to be applied across year levels. These descriptors provide students, teachers and parents with a shared understanding of the roles within and across school contexts. (Education Queensland, 2010) Integrated learning contributes to promoting effective healthy practices. Therefore, this integrated lesson matrix promotes health and nutrition by ensuring that children understand that personal identity and relationships are important elements of a persons growth and development, and can demonstrate appropriate skills and strategies to enhance relationships, participate in groups and maintain a sense of healthy self-esteem. Also understands health of individuals, families and communities, and can take actions to promote the health. Along with understanding that active participation in physical activity contributes to a sense of wellbeing, community and social co nnectedness, and can critically evaluate the social and cultural influences that shape behaviours, routines and perceptions of the body. Department of Education and Training, (2008) .framework document states All state schools will provide a curriculum to maximise the capacity of all students to exit from schooling with the capabilities and values to be active and responsible citizens. (Education Queensland, 2010) Informed citizens can apply their learning skills and knowledge, Curriculum refers to everything a school does to support learners learning, and the knowledge and skills acquired by students. Integrating the curriculum maximises the learning experiences engages all students with diverse learning abilities, and challenging learning experiences. This planning matrix has applied the essential learning which describes what students are expected to know and cover the knowledge, skills and other attributes to learning. All schools will build their curriculum around the essential learnings and help students master them. (Education Queensland, 2010). The essential learning practices around Queenslands eight Key Learning Areas; these are The Arts, English, Health and Physical Education, Languages other than English, Mathematics, Science, Studies of Society and Environment, and Technology. The integrated curriculum matrix lesson are used identify those aspects of the essential learnings. The learning descriptions provided in Scope and Sequence Years 1-9 unpack or scaffold the Essential Learnings and support teachers to understand the curriculum (Education Queensland, 2010). These objective or outcomes relate cognitive domains of learning how students can perform or achieve in the areas of knowledge, comprehension, application, analysis synthesis and evaluation. Outcomes or objectives align with the curriculum focusing on the students learning, by evaluating a learners progress. Theses play a part in the affective domains of receiving, responding, valuing, organisation and classification. This evaluation relates to the framework on student learning. Outcomes promote the development of a deeper knowledge, understanding, which build on skills and values. The focus on expected learning sets the conditions for teachers to exercise their professional expertise and judgment about how best to promote student learning. (Queensland Studies Authority, 2010) The objectives describe what the student does as a result of the learning opportunities and environments that the teacher presents to them. Hence, they describe the result of the learning process. The objective s are what you want to learners to know or learn, what they are able to do, what resources they will have with each lesson, what connections will students make within their community and how will they demonstrate their learning. Both objectives and outcomes comprise the broader overall achievement within scope and sequence of learning. The learning descriptions that make up the sequences are student-centred. This means that they describe what the student should be able to do as a result of the learning opportunities and environments created and presented to them by the teacher. (Education Queensland, 2010). In todays classrooms as teachers we need to know that learners come to the classroom with a variety of experiences and different skills for learning, and that the lesson plans have to ensure that all the needs of learning is meet Hence, the matrix shows an area of diversity, which it may be required to add support of a lesson or to enhance the lesson for gifted learners, Therefore, a lesson can be adapted to suit the needs of some learners. The modifications or extensions of the lesson do not change the learners outcome. The learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. (Education Queensland, 2010) The approach of values in education is utilised to enrich students intellectually, physically, socially, morally, spiritually and artistically. Therefore, allowing growth to react constructively and positively to a range of challenges. Any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. (Australian Government Department of Education, 2005) All schools provide values that are designed and organized to the framework policy Teachers educate learners these values by using the following guided principles. Helping students understand and apply values, purpose of schooling, values of the school community, whole school environment safe and supportive learning environment, a curriculum which meets individual needs of students. Each individual school adds other values relating to its own environment or community. The main values learners are Care and Compassion, Doing your best, Fair Go, Freedom, Honesty and Trustworthiness, Integrity Respect Responsibility and Understanding, Tolerance and Inclusion. (National Framework of Values Australian Department of Education, 2005) Assessment provides the learners a chance to demonstrate the extent and deepness of their learning. Assessment plays a large role with the curriculum framework; it is an ongoing process in a classroom environment. It gathers evident and information to determine what a learner knows, and understands. Through implementation of the Queensland Curriculum, Assessment and Reporting Framework, teachers will collect evidence of students achievements. (Education Queensland, 2010) Some lesson plans dont necessarily need an assessment, but it should have some sort of evaluation or reflection of that lesson to ensure that objectives or outcomes were reached. In conclusion an integrated matrix requires several factors for organising the content. As teachers we need to consider outcomes, objectives, diversity within the class environment, assessments, and the lesson content itself, what value should be promoted, and which key learning area is best for the lesson outline.. For teaching requires a variety of methods; such organisation involves integration, sequences and focus. (Brady L : Kenndy, 2007) The advantages of an integrated curriculum, can lead to better opportunity for creative teaching and learning activities, time to provide for individual diversity and more opportunity for teacher planning and supportive evaluation, providing strong value foundations, preparing learners for life success through their learning and education. Topics are selected to develop significant understanding and activities are designed to develop planned understandings the integrated matrix unites with the key learning areas of the curriculum. It involves s tudents learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship. (Education Queensland, 2010) As a result the integration of learning is designed to focus learning within the curriculum, integrated curriculum is usually delivered with strategies such as active learning, experiential earning, problem solving, and real-life contexts. References Australian Government Department of Education. (2005). National Framework For Values in Australian Schools. Retrieved April 24, 2010, from Values Education in Australian Schools: http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf Brady L : Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia. Davies, A. Cameron,C. Politano, C.. (n.d). Making themes work. Canada: Peguis Publishers Limited. Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: http://education.qld.gov.au/curriculum/framework/p-12/index.html Education Queensland. (2010). Education Queensland Teaching and Learning. Retrieved April 24, 2010, from Tommorrow Citizens: http://www.learningplace.com.au/deliver/content.asp?pid=45266 Marsh, C. (2001). Key Concepts for understanding cirriculum 2. London: RoutledgeFalmer.

A Christmas Carol :: English Literature

A Christmas Carol Christmas CarolA secular story of Christmas time in an urban setting, With a Christmas carol in mind, dickens set out to create a process in the minds of the Americans imagination. As a result of the industrial evolution and the growth of the families who were forced from their homes in the country and into the city, a whole new lifestyle for them? And as industrialization continued for many people in the city, working conditions got no better. As this increased, the social concern for reform also did. After the publication of the ‘Christmas Carol’ the ideas and concerns for many reform bills, sparked and increased debate over political and social issues. Whether or not dickens has a Christmas carol in mind for this, but it is however clear that the ‘industrial evolution’ has a greater part in making this story a tale for the times. Dickens was concerned with the working conditions of the people who suffered whilst trying to make a living; this is reflected upon the character of Ebenezer scrooge, a ghastly, old and mean owner who is hated by almost everybody, even by his workers. He did not care for them, or show them pity, he paid them minimum wage and if they didn’t like it, it wouldn’t matter, they would resign and there would be a queue for people wanting to work there as a replacement, scrooge therefore saw it as no loss. He knew this because during the industrial evolution there were more people than their were jobs, and people back them had to grab anything they could get, whether or not they would suffer or die earning their money, there were a limited amount of jobs. We also see scrooge making a rather harsh remark on the lives of the poor, where we see two men knocking on scrooge’s door for donations. He says that it would be alright for them to die as it would help the population problem. Also we focus upon the character of Bob Cratchit, who is one of scrooge’s workers. He is paid a meagre salary and can barely afford to feed and care for his own family, his son is dieing and he is too poor to afford proper medication for him. Even through all this, he still manages to have a Christmas dinner with his family and not let his situation destroy the spirit of Christmas. Bob Cratchit represents the working class that do their best to live on what they get paid and are thankful for their health. While some still argue to this day that dickens motivation for the

Child Abuse: An Inexcusable Crime Essay -- Violence Against Children

Child abuse occurs in families of all different social classes and of all different cultures. According to the Heritage Foundation, abuse and neglect of American children has increased 134% since 1980 ("The Child Abuse Crisis†). No excuse for child abuse exists. Children are among the most defenseless group of people in society, and to harm those who are defenseless is simply unacceptable. Abusers may make excuses for their actions or even deny they are harming the child, but they are wrong. Child abuse causes significant damage to the victim’s physical and psychological health, the victim’s behavior and social skills, and society as a whole. The most obvious form of child abuse is physical abuse, which involves physical harm or injury to a child (Smith and Segal). While physical abuse can come through the form of neglect, inaction on the parent’s part is not the only issue. Other common examples of physical abuse include actions such as the following: Chocking, shoving, pinching, spitting, hair pulling, arm twisting, pushing into or pulling out of a car, banging someone’s head, pinning against a wall, punching, attacking, and even harming to the point of death. According to Dr. James Kent, there are four different categories of physical abuse; these categories are termed â€Å"flashpoint,† â€Å"spare the rod,† â€Å"you asked for it,† and â€Å"who needs it.† The term â€Å"flashpoint† refers to the parent’s need for psychotherapy to address the root of the problem. The â€Å"term spare the rod† refers to the parent’s need for help in learning altern ative discipline methods. The term â€Å"you asked for it† refers to the parent’s need for help in actually managing the child’s behavior and the need to address the parent’s or parents’ lack of economic stability.... ...buse Suffer Long-Term Consequences." Family Violence. Ed. Dedria Bryfonski. Detroit: Greenhaven Press, 2013. Current Controversies. Rpt. from "Long-Term Consequences of Child Abuse and Neglect." 2008. Opposing Viewpoints in Context. Web. 5 Dec. 2014. "Emotional Abuse." Emotional Child Abuse – Definitions of Child Neglect and Other Emotionally Abusive Behavior. N.p., n.d. Web. 03 Dec. 2014. Grapes, B. . Child Abuse: Contemporary Issues Companion. Greenhaven Press, Inc., Print. National Coalition for Child Protection Reform. "Poverty Is the Leading Cause of Child Abuse." Child Abuse. Ed. Louise I. Gerdes. San Diego: Greenhaven Press, 2004. Opposing Viewpoints. Rpt. from "Child Abuse and Poverty." Opposing Viewpoints in Context. Web. 5 Dec. 2014. Smith, Melinda, and Jeanne Segal. Ed. Lawrence Robinson. â€Å"Help Guide,† Aug. 2013. Google. Web. 6 Nov. 2014.

Blake :: essays research papers

A rebel all of his life, Blake was once arrested on a trumped up charge of sedition. Of course, he was a complete sympathizer with the forces of revolution, both in America and France. He was a personal friend of Thomas Paine and made the American War of Independence and French Revolution parts of his grand mythology in his America: A Prophecy and Europe: A Prophecy. Blake is frequently referred to as a mystic, but this is not really accurate. He deliberately wrote in the style of the Hebrew prophets and apocalyptic writers. He envisioned his works as expressions of prophecy, following in the footsteps (or, more precisely strapping on the sandals) of Elijah and Milton. In fact, he clearly believed himself to be the living embodiment of the spirit of Milton. Most of Blake's paintings (such as "The Ancient of Days" above, the frontispiece to Europe: a Prophecy) are actually prints made from copper plates, which he etched in a method he claimed was revealed to him in a dream. He and his wife colored these prints with water colors. Thus each print is itself a unique work of art. As an artist Blake broke the ground that would later be cultivated by the Pre-Raphaelites. His work is for the most part done on a very small scale. His illuminated works and engravings are all only inches in size, yet they are meticulous in detail. And each of them is, in a sense, merely a part of a titanic whole. A special note for students: Since we began The William Blake Page in 1994, we have received hundreds of emails from students asking (sometimes demanding in very rude language) that we provide literary criticism on our site or else personally write back with an analysis of one or more poems or themes in Blake's work so that they can use it to fulfill one of their classroom assignments. On occassion these emails have been so insulting that we have considered closing the site. The William Blake Page is NOT intended to replace the library. The Internet is a great place to research where to buy your next car or what they are wearing this year in Paris. But it not the best place to find literary criticism. For one thing anyone can post anything here, without benefit of editors or any other kind of check or balance to maintain reasonable accuracy.

Pips changing character Essay

Explore how dickens builds atmosphere and reveals aspects of Pips changing character in three scenes of your choice. A Great Expectation is considered by many to be Charles Dickens greatest novel. Dickens wrote the book from the first person perspective so when reading the book Pip is telling the story after it actually happened. The story is about the life of Phillip Pirrip (Pip). We follow the growth of Pip. The story follows Pips formation from childhood to adulthood. The story shows us how events in his life change his attitudes. Unfortunately instead of growing up to be a gentleman he turns out a snob. The story is based on how the older generation uses the younger generation to get back at society. We see this when Miss havisham says to Estella ‘Well, you can break his heart’. She said this when Estella was complaining about having to play cards with Pip. Miss Havisham wants Estella to break Pips heart because once she had her heart broken . Pip was also being used by Magwitch. Magwitch uses Pip by bringing him to London and bringing him up to be a gentleman. This is getting back at society because society looked down at Magwitch. When Pip visits Miss Havisham for the first time Dickens gives us lots of clues to what she will be like before he actually meets her. Firstly her house is called Satis house which Estella says ‘Its other name was Satis which is Greek or Latin or Hebrew or all 3 or one to me – for enough’. This is a warning that Miss Havisham is fed up and had enough of life. Also upon arriving at Miss Havisham’s house Dickens builds up the atmosphere by writing ‘The cold wind seemed to blow colder there than outside the gate and it made a shrill noise in howling in and out at the open sides of the brewery. Like the noise of wind in the rigging of a ship at sea’. This creates a gloomy atmosphere and makes the reader think something bad is inside. Once Pip enters Miss Havisham’s room Dickens writes a paragraph describing Miss Havisham. HE writes about how she is dressed. ‘She was dressed in rich materials – satins and lace and silks all of white. ‘ ‘Some bright jewels sparkled on her neck and on her hands†¦. ‘ This gives us a good impression of her but then Dickens writes ‘but I saw that everything within my view which ought to be white had been white long ago and had lost its lustre, and was faded and yellow’. These represents that she was once happy but mow her life has gone sour and she is bitter. The room in which Miss Havisham was had no source of daylight it was lit by the odd candle. This shows us that there is no light left in her life.