Neutralizing a Base With an Acid

Neutralizing a Base With an Acid When an acid and a base react with each other, a neutralization reaction occurs, forming a salt and water. The water forms from the combination of the H ions from the acid and the OH- ions from the base. Strong acids and strong bases completely dissociate, so the reaction yields a solution with a neutral pH (pH 7). Because of the complete dissociation between strong acids and bases, if youre given a concentration of an acid or base, you can determine the volume or quantity of the other chemical required to neutralize it. This example problem explains how to determine how much acid is needed to neutralize a known volume and concentration of a base: Solving an Acid-Base Neutralization Problem What volume of 0.075 M HCl is required to neutralize 100 milliliters of 0.01 M Ca(OH)2 solution? HCl is a strong acid and will dissociate completely in water to H and Cl-. For every mole of HCl, there will be one mole of H. Since the concentration of HCl is 0.075 M, the concentration of H will be 0.075 M. Ca(OH)2 is a strong base and will dissociate completely in water to Ca2 and OH-. For every mole of Ca(OH)2 there will be two moles of OH-. The concentration of Ca(OH)2 is 0.01 M so [OH-] will be 0.02 M. So, the solution will be neutralized when the number of moles of H equals the number of moles of OH-. Step 1: Calculate the number of moles of OH-.Molarity moles/volumemoles Molarity x Volumemoles OH- 0.02 M/100 millilitersmoles OH- 0.02 M/0.1 litersmoles OH- 0.002 molesStep 2: Calculate the Volume of HCl neededMolarity moles/volumeVolume moles/MolarityVolume moles H/0.075 Molaritymoles H moles OH-Volume 0.002 moles/0.075 MolarityVolume 0.0267 LitersVolume 26.7 milliliters of HCl Performing the Calculation 26.7 milliliters of 0.075 M HCl is needed to neutralize 100 milliliters of 0.01 Molarity Ca(OH)2 solution. The most common mistake people make when performing this calculation is not accounting for the number of moles of ions produced when the acid or base dissociates. Its easy to understand: only one mole of hydrogen ions is produced when hydrochloric acid dissociates, yet also easy to forget its not a 1:1 ratio with the number of moles of hydroxide released by calcium hydroxide (or other bases with divalent or trivalent cations). The other common mistake is a simple math error. Make sure you convert milliliters of solution to liters when you calculate the molarity of your solution!

Show how the state's role in providing welfare and assistance changed Essay

Show how the state's role in providing welfare and assistance changed between 1834 and 1911 and offer reasons for this development - Essay Example The Poor Laws of 1597 and 1601 passed in haste at the end of the Elizabethan era went on to form the basis of social welfare provision for over two hundred years (Hobsbawm, 1962, p. 300). These limited yet frequently required measures were administered with the priority of only assisting the paupers, the old, the unemployed, and the underemployed who were considered to be genuine (Schama, 2002, p. 420). Anybody that the Poor Law administrators believed to be undesearving of assistance had to find work, rely on the charity of others, turn to crime, or face starvation (Hobsbawm, 1975 p. 80). Sometimes to escape poverty in Britain, and to avoid the workhouse people emigrated to British colonies such as Australia, Canada, and New Zealand to build a better live for themselves. The state was content to promote emigration because it strengthened control over colonies whilst reducing the number of poor people in Britain seeking welfare and assistance (Ferguson, 2003 p. 75) The politicians responsible for drafting and then passing the Poor Law Amendment Act in 1834 had the express objective of decreasing the cost of social welfare provision instead of broadening the scale not to mention the scope of the government’s involvement in society (Hobsbawm, 1962, p. 301). The Poor Law Amendment Act provided relief for the poorest and the less fortunate members of society but it came at a price for those people. It came at a price because the state in 1834 right through the rest of the 19th century aimed to tightly limit its role in providing welfare and assistance (Hobsbawm, 1987, p. 40). The restriction of state welfare and assistance measures to only the most desperate cases reflected the strong hold of classical liberal thought that the state should only intervene in economic affairs on a very limited basis (Eatwell & Wright, 2003 p.

"Policy Improvements" Coursework 9 Example | Topics and Well Written Essays - 250 words

"Policy Improvements" 9 - Coursework Example timulus and increase in aggregate demand stabilizes prices and increase effectiveness of monetary policies through: increasing demand for labor and government spending, leading to business growth and economic stimulus. It also leads to lower unemployment rate and thus an increase in income per capita, which raises living standards. Therefore, the curve emphasizes the tradeoff between unemployment and the inflation rate. (Meade, & Thornton, 2011). The curve can hence be used to figure out the optimal level of unemployment that gives the desired inflation rate. The objective function can determine the effective and appropriate monetary policy that will lead to the achievement of target economic goals depending on their effect on inflation and output levels. The Function describes the tradeoff between the output gap and the inflation gap and the economy’s responsiveness to deviations of output levels and the inflation rates from their ideals. The weight attached to the inflation rate in the objective function will represent the responsiveness of the economy to the changes in inflation. The function summarizes the total cost to the economy whenever there is an output gap or inflation gap. The output gap occurs whenever the real output of the economy differs from the potential production of the economy while the inflation gap exists whenever there is a deviation of the inflation rate from the ideal inflation rate (Boivin, & Giannoni, 2006). In such situations, the economy bears costs directly and indirectly in the form of underutilizat ion of resources in the case where the output level is below the potential economy and the usage of resources at an unsustainable rate in the case where production is higher than the ideal. When the inflation rate is unexpectedly high, the costs of goods rise resulting in lower consumptions which ultimately leads to lower output and higher unemployment

History of Juvenile Justice Essay Example | Topics and Well Written Essays - 750 words

History of Juvenile Justice - Essay Example Several factors facilitated the passage of the 1899 Illinois Juvenile Court Act and they are the child saver movement and the creation of children’s tribunals (Martin 43; Siegel). The child saver movement refers to the acts of wealthy person who donated money for others to create informal networks of social service agencies that helped needy children. These networks opposed jailing delinquent or runaway children and put them in refuge houses instead (Siegel). They taught children remedial skills, so that they could work and earn money in legitimate ways (Siegel). These houses, however, received criticism for their harsh disciplinary rules and methods (Siegel). Though they had these weaknesses, the movement increased support for treating children differently when they have conducted different kinds of crimes (Siegel). Another factor that resulted to the passage of the 1899 law is the development of children’s tribunals (Martin 43). In 1874, Massachusetts passed legislati on that required separate court hearings for children, called children’s tribunals (Martin 43). In 1877, New York passed legislation that separated adult and juvenile offenders (Martin 43). These laws became the forerunners of the 1899 Illinois Juvenile Court Act. The purpose of the 1899 Illinois Juvenile Court Act is to establish a formal juvenile court system that reflected the parens patriae doctrine (Siegel). The parens patriae doctrine asserts that the state must take care of the country’s children.

Statement of Philosophy of Education Essay -- My Philosophy of Educati

Statement of Philosophy of Education My philosophy of teaching and education in general is very broad at this stage in my career. I am sure that as I teach in future years, my philosophy of teaching will change as I gain experience. As for now though, the following paper will describe the way I feel about teaching, learning and education in general. First, I view learning as a journey the students take throughout their school careers and throughout life. I feel that on this journey, teachers are placed in the position to help guide these students to their destination, or at least help them on their way. This journey would include hurdles and obstacles that would be overcome and some that would be left for later teachers to try to help the students past. I know that as a teacher, it is important for me to help the students to truly understand concepts being taught that will help them in later mathematics classes and in their lives in the future. I also feel that a good basic tool for teachers to help provide students with that will enable them to be more prosperous in life is the concept of problem solving. This tool reaches far past mathematics. I believe that students are not just buckets that we, as teachers, are to pour knowledge into hoping that none leaks out. I do believe though that the teacher should r each for opportunities to help connect the content material to previous knowledge and experiences of the students. As for the teacher’s role in the students’ lives, I feel again that he/she should be a guide for the students in their journey through mathematics. I feel that the teacher should help the students in their problems in the content and also be creative in teach... ... the students’ lives. I know too many people who never feel that their life will amount to anything, and if I can affect just one life and make a difference in that one, I will be satisfied. I had many teachers in my school career, but I can honestly say that my mathematics teachers had the greatest affect on my life. I see this in my personal life and in the way I teach and feel that teaching math should be handled. One of my favorite statements about education is â€Å"Education is what survives when what has been learnt has been forgotten,† by B.F. Skinner. I feel that this is such a valid statement and one of the main reasons I feel that by teaching a child to truly learn and as they travel on their journey in life to pick up tools that will not only help them in their classes in school, but those that will help them be productive and happy adults.

Descartes “I Think Therefor I Am” Essay

-A statement by the seventeenth-century French philosopher Renà © Descartes â€Å"I think; therefore I am† was the end of the search Descartes conducted for a statement that could not be doubted. In the beginning, Descartes was in the process of figuring out his nature, using reasoning instead of experience. He had to start with a first premise which was indubitable. He found that â€Å"I exist† is something that is certain, and what follows must be certain as well. In the meditator’s search for certainty, he had to discard anything that was false or even open to the slightest doubt. He had to tear away all that was previously known to him, and with a new, stronger foundation, start anew. Descartes had conceded that he has no senses and no body. He also noted that the physical world does not exist, which might also seem to imply his nonexistence. Yet, to have these doubts, he must exist. He found that he could not doubt that he himself existed, as he was the one doing the doubting in the first place. For an evil demon to mislead him in all these insidious ways, he must exist in order to be misled. There must be an â€Å"I† that can doubt, be deceived, and so on. He then formulates the famous cogito argument, saying that he concludes the â€Å"proposition I am, I exist is necessarily true whenever it is put forward by me or conceived in my mind.† He then questions what the â€Å"I† that exists is. He first thought that he had a soul, by means of which he was nourished, moved, could sense and think; and also that he had a body. All these attributes can be doubted, except the fact that he thinks. He can exist if any of the other attributes are not there, but cannot exist if he does not think. Further, he states that he exists as long as he is thinking. The meditator then concludes that in the strict sense, he is only a thing that thinks. In this statement, the Meditator finds his first grip on certainty after the radical skepticism he posited in the first meditation.

The Underworld Adventure of Aeneas in The Aeneid

Virgil imbues his Hades, as well as his Elysium, with a substantiated and understandable raison detre , and in the process corrects the notions of his predecessor [Homer in the Odyssey]. For Virgil, the Underworld must be categorized and organized as well as justified: thus the grouping of the souls of his Hades by reason or nature of punishment.Interaction and Reaction in Virgil and Homer Underworld Issues Here are some of the unanswered questions about the mythology of the Underworld that are left at the end of the nekuia (Underworld scene) of Book XI of the Odyssey, by Homer: Why was Elpenor upset that he hadnt been buried?Why was it said that Tiresias, of all mortals, was permitted to keep a clear head about mortal matters?Why were the shades of the eternally tortured, Sisyphus, Tityos, and Tantalus, near each other? The view of the Underworld presented in the nekuia is alien from modern views of death. Its hard to understand what went on when one adheres strictly to Judaeo-Christian visions of Hell. On this page and the next are some insights into the Homeric Underworld, based on references to Vergil. The Aeneid, by Vergil (or Virgil), was written many centuries after Homers Odyssey. Despite a few centuries, Vergil is chronologically closer to Homer than we are. Vergil is a good model also because he deliberately patterned his work on Homer and elaborated on it, and he lived in a milieu where Homers writing was still very much a part of the common culture since Homer was at the heart of the routine education of children. Therefore, Vergil tells us something about the Greco-Roman (pagan) Underworld that we should know to understand Homers nekuia. The striking similarities and close contrasts between the Underworlds of the two poets make it painfully obvious that Virgil was strongly affected by the ideas instilled in Homers text. How exactly he reacted to this burden, however, and how he attempted to justify his own work and separate it from that of Homer: these are the difficult yet ever-important questions. In re-creating Homers Hades, and in the process facing up to his predecessor, Virgil exhibits clearly his desire to re-work Homer, to complete and perfect the vision of the earlier poet.Interaction and Reaction in Virgil and Homer Reasons for Going to the Underworld HomerOdysseus goes to the Underworld for help getting home.VergilAeneas goes to pay a duty call on his dead father Anchises. Underworld Guidance HomerThe help Odysseus seeks comes from the prophet, Tiresias, in the Underworld and the sorceress, Circe, among the living.VergilAmong the living, Aeneas seeks the guidance of the Sibyl at Cumae, a priestess of Apollo who speaks inspired prophetic utterances. Among the dead, he seeks the counsel of his father. Warnings HomerCirce calms his fears and instructs Odysseus on how to travel.VergilThe Sibyl tells Aeneas how to proceed but warns him that while the trip to Hades is easy, the return voyage is limited to the select favorites of Jupiter. Aeneas must be divinely chosen if he is to return. This isnt all that terrifying a caveat, however, since he will know in advance whether he will be able to make the trip. In order to start the journey, the Sibyl says he must find a golden bough sacred to Proserpine. Should the gods not want him to proceed, he will fail to find it, but he does find it. In the guise of two doves, Venus, Aeneas mother, guides him. Unburied Dead Like Odysseus, Aeneas has a dead companion to bury, but unlike his predecessor, Aeneas must bury him before proceeding to the Underworld because the death has contaminated Aeneas fleet (totamque incestat funere classem). Aeneas does not initially know which of his companions has died. When he finds Misenus dead, he performs the necessary ceremonies. Misenus lay extended on the shore;Son of the God of Winds: none so renowndThe warrior trumpet in the field to sound;With breathing brass to kindle fierce alarms,And rouse to dare their fate in honorable arms.He servd great Hector, and was ever near,Not with his trumpet only, but his spear.But by Pelides arms when Hector fell,He chose Æneas; and he chose as well.Swoln with applause, and aiming still at more,He now provokes the sea gods from the shore;With envy Triton heard the martial sound,And the bold champion, for his challenge, drownd;Then cast his mangled carcass on the strand:The gazing crowd around the body stand.162-175 Slightly different from Odysseus, Aeneas has 2 men for whom he must provide funeral rites, but he doesnt find the second until the Sibyl has taken him to the shores of the River Styx, past the companions of Death: Famine, Pestilence, Old Age, Poverty, Fear, Sleep, and Disease (Curae, Morbi, Senectus, Metus, Fames, Egestas, Letum, Labos, and Sopor). There, on the shore, Aeneas finds his recently deceased helmsman, Palinurus, who cannot cross over until he is given a proper funeral rites. Proper burial is impossible since he was lost at sea.