Quantum Numbers and Electron Orbitals

Quantum Numbers and Electron Orbitals Chemistry is mostly the study of electron interactions between atoms and molecules. Understanding the behavior of the electrons in an atom is an important part of understanding chemical reactions. Early atomic theories used the idea that an atoms electron followed the same rules as a mini solar system where the planets were electrons orbiting a center proton sun. Electric attractive forces are much stronger than gravitational forces, but follow the same basic inverse square rules for distance. Early observations showed the electrons were moving more like a cloud surrounding the nucleus rather than an individual planet. The shape of the cloud, or orbital, depended on the amount of energy, angular momentum and magnetic moment of the individual electron. The properties of an atoms electron configuration are described by four quantum numbers: n, â„“, m, and s. First Quantum Number The first is the energy level quantum number, n. In an orbit, lower energy orbits are close to the source of attraction. The more energy you give a body in orbit, the further out it goes. If you give the body enough energy, it will leave the system entirely. The same is true for an electron orbital. Higher values of n mean more energy for the electron and the corresponding radius of the electron cloud or orbital is further away from the nucleus. Values of n start at 1 and go up by integer amounts. The higher the value of n, the closer the corresponding energy levels are to each other. If enough energy is added to the electron, it will leave the atom and leave a positive ion behind. Second Quantum Number The second quantum number is the angular quantum number, â„“. Each value of n has multiple values of â„“ ranging in values from 0 to (n-1).This quantum number determines the shape of the electron cloud. In chemistry, there are names for each value of â„“. The first value, â„“ 0 called an s orbital. s orbitals are spherical, centered on the nucleus. The second, â„“ 1 is called a p orbital. p orbitals are usually polar and form a teardrop petal shape with the point towards the nucleus. â„“ 2 orbital is called a d orbital. These orbitals are similar to the p orbital shape, but with more petals like a cloverleaf. They can also have ring shapes around the base of the petals. The next orbital, â„“3 is called an f orbital. These orbitals tend to look similar to d orbitals, but with even more petals. Higher values of â„“ have names that follow in alphabetical order. Third Quantum Number The third quantum number is the magnetic quantum number, m. These numbers were first discovered in spectroscopy when the gaseous elements were exposed to a magnetic field. The spectral line corresponding to a particular orbit would split into multiple lines when a magnetic field would be introduced across the gas. The number of split lines would be related to the angular quantum number. This relationship shows for every value of â„“, a corresponding set of values of m ranging from -â„“ to â„“ is found. This number determines the orbitals orientation in space. For example, p orbitals correspond to â„“1, can have m values of -1,0,1. This would represent three different orientations in space for the twin petals of the p orbital shape. They are usually defined to be px, py, pz to represent the axes they align with. Fourth Quantum Number The fourth quantum number is the spin quantum number, s. There are only two values for s,  ½ and - ½. These are also referred to as spin up and spin down. This number is used to explain the behavior of individual electrons as if they were spinning in a clockwise or counterclockwise. The important part to orbitals is the fact that each value of m has two electrons and needed a way to distinguish them from one another. Relating Quantum Numbers to Electron Orbitals These four numbers, n, â„“, m, and s can be used to describe an electron in a stable atom. Each electrons quantum numbers are unique and cannot be shared by another electron in that atom. This property is called the Pauli Exclusion Principle. A stable atom has as many electrons as it does protons. The rules the electrons follow to orient themselves around their atom are simple once the rules governing the quantum numbers are understood. For Review n can have whole number values: 1, 2, 3, ...For every value of n, â„“ can have integer values from 0 to (n-1)m can have any whole number value, including zero, from -â„“ to â„“s can be either  ½ or - ½

Management Investigation and report Essay Example | Topics and Well Written Essays - 2500 words

Management Investigation and report - Essay Example head-quarters only. At the end of the study, the project draws a conclusion on oil and gas companies and its response to the complex and urgent sustainability issues. This report will be a crucial one to understand the future energy supply-demand balance.The report is prepared on the basis of consumer view-point, the catastrophes’ caused and data analysis. Firstly, the project makes an analysis of the three companies holding the leading positions in the market. Following this the macroeconomic analysis has been provided which is a reflection of PESTEL. An analysis has also been done with regards to the present financial performance of the three companies. PESTEL demonstrates the political, economic, socio-cultural, technological, environmental and legal factors which influence the companies. Finally, an analysis of the internal strengths, weaknesses, threats and opportunities are some of the factors based on which the strategies have been recommended for the three companies. I ntroduction Oil and natural gas account for one of the major requirements in the daily lives of people. More than 60% of a nation’s energy is provided by natural gases and oil. ... Since 2005 February, the world supply of oil has been flat. There has been 1.4% increase in its production since December 2007 (Arup, â€Å"Introduction†). Firstly the project analyses the position of the three leading oil and natural companies namely, Shell, BP, Exxon-Mobil. Firstly the macroeconomic analysis is done using PESTEL and then based on this analysis the respective strengths, weaknesses, opportunities and threats are determined. The three companies are analysed with respect to their financial performance and how the present global scenario has impacted that performance. Following from the research it aims to make a comparative analysis of the positions of the three companies in the market. About the Companies Exxon Mobil operates in about 41 countries and is one of the renowned Energy and Technology sources, striving to meet the increasing demand. The company claims, that it can opt for many challenges to meet the requirements of the evolving new supplies, intensif ying efficiency yet preserving the environment. Technology will play a critical role in meeting these challenges. The company keeps an eye of various magazines trend analysis that’s required to figure out the global energy demand and supply in the future years. Also, it increases the global demand and supplies, keeping in mind the environmental hazards. Thus, by energy efficiency technique one can utilise the energy obtained and diminish the greenhouse gas emissions at a very manageable cost (Exxon Mobil, â€Å"Energy & Technology†). BP is operating in almost every continent, across 80 countries. It offers a variety of products and is best known for fuel and energy. The company boasts of building a hefty and robust

Analyzation of literary devices as demonstrated in the lyrics of a Essay

Analyzation of literary devices as demonstrated in the lyrics of a song - Essay Example You just need to find that moment to shine.† In his review of the song, Lamb clearly explains what it is that influenced the song and how amazing it was that Katy Perry was able to take a complex passage from a Jack Kerouacs novel The Road and turn it into a song that transcends all generations and eras of time. He describes the song in great detail and analyzes both the pros and cons of the song. Songfacts takes a behind the scenes look of the making of the song â€Å"Firework† and the inspiration behind the song and music video. It features interviews with the song composer, Katy Perry herself and the director of the music video. In this article, we get a glimpse into the idea and personal reason behind the song and why the song has become an anthem for most people. The article takes a close look at the family background and struggle towards success of Katy Perry. It gives us a glimpse of her failures and her successes on the way to becoming the number one pop icon that she is today. A listing of all the important events that occurred in the life of Katy Perry from the day she was born, her career struggles, and eventual success in the music field. It is an article that pays attention to the little known facts about Ms. Perry that have influenced the singer that she has become. Source for the lyrics to the song â€Å"Firework†. It has a section where readers can leave comments about how the song has affected them or their lives. It helps one truly understand the figurative meaning that the song carries for the common folk. Seeing a firework going off during celebrations gives us a sense of hope and happiness and that is exactly what the song â€Å"Firework† by Katy Perry is all about. Born Katheryn Hudson on October 25, 1984 in California, Katy was the middle daughter of 2 devout Christian minister parents. (Mock and Wang, 2012). The child who showed a love for singing was taken by her parents to Nashville in the

Language teaching methods

Language teaching methods Language teaching methods The debate concerning language teaching methods has a long tradition. Although there is language teaching in all countries, many countries developed their own language pedagogy.   For many years English as a foreign language (EFL) teachers used the same language pedagogy everywhere namely Communicative Language Teaching. CLT is now the ruling, central paradigm in language teaching, which has shaped the thinking of the teachers. Teachers usually use CLT as a language teaching method; however, I think that this is not the only way to learn a language properly. First of all, the CLT method neglects the context in which the language teaching takes place. For example, there was a native speaker of English who travelled to Japan. He did not know anything about the culture and their language pedagogy, but he thought that CLT is the only way to teach a language, so it proved him that the other ways of teaching a language are failing (Bax, 2003). I disagree with him because I think if there is an emphasis laid on context, it leads the teachers to a more effective teaching. Secondly, teachers in the teacher trainings are taught to use methodology and to not to take into account what the context is. A teacher, who did a teacher training course, stated, The context of things was basically up to the teacher to try and apply the methodology to contexts (Bax, 2003, p. 282). It is stated, that methodology is only one factor of the successful language learning (Bax, 2003). If a teacher is taught and encouraged to use only the methodology, he or she reduces the chances of the learner in successful language learning. In my opinion, cultural specificity should not be neglected on the teacher training courses. To summarise, teachers should be taught to take context into account. Thirdly, some people say that methodology is essential to learning a language, but in my opinion the needs of the students are more important. Many people learn a language properly with other methods in those countries where teachers do not use CLT. There is the perfect example of the teacher who teaches in the Czech Republic, where not CLT is the used language pedagogy, and she did not understand how the students were able to learn to speak English quite well without it. However, on the other hand I have to assume that CLT is used world-wide, and it seems to be very successful. As Harmer (2003) points out, Methodology is fundamental to the learning of language classrooms where teachers are working (p. 24). It is true that teachers have to plan their classes, and they cannot only rely on the context in which the teaching takes place. I do not deny the importance of the CLT, but I think that other approaches may be more successful. In conclusion, I have to admit that not only CLT is the best solution when learning a language. Teachers have to take into consideration the context in which the language teaching takes place, and they cannot neglect the students needs and wishes. As I have mentioned, teachers do not really pay attention to the context because they were taught to use methodology. In short, the needs of the students are substantial, but the students also have to play an active role in their own language learning. (553 words) References : Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278-287. Harmer, J. (2003). Popular culture, methods, and context. ELT Journal, 57(3), 288-294. Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282-289.

What aspects of your life would you most like to keep and why

There are many aspects of my life which have become important to me and the way I live day to day. Many of the things which I include myself I can easily live without and are merely acts of procrastination which I would be better of abandoning, yet there are some things which improve me as a person and are vital to my well being. The first and most important of aspect of my life which every person needs to have, for a secure and happy way of life is family; and our ability to rely upon our family to always love and care for us. It is my parents who raised me and cared for me when no one else would they are the reason I am living the way of life I am today. Family is important because they give us the significance that we need to feel. They act as our own group of loyal supporters which we all crave to have. In a world that never stops moving for anyone, those closest to will, they will share in my sorrows and be joyous in my success. Our parents, siblings and relations are all that we have and they are who mould us into great people and the provide us the motivation to do great things and make the positive influence on society that keep the human race moving forward. Another aspect of our aspect of my life which I would want to keep is my religion. Islam was too first given to by my family, yet now it has become a complete way of life for me. It gives us humans the sense of purpose which we strive for and it instructs us on how we should act and behave to not only others around us but ourselves. Religion also has the ability to unite billions of people around the world to one common belief, and this common ground which we share with each other is invaluable because too much now days people focus on our differences yet fail to acknowledge the similarities; the belief in God. Religion is a central part of my life and makes up part of my identity, without which I am nothing. The internet is an aspect of my life which over the years has become a pivotal part of my life. It is a treasure trove of information that can provide you up to date news as well is an encyclopaedia of knowledge about history and connects people worldwide. The internet has revolutionised my way of life, and the fact that it has been phased into my life does mean that with time one could become used to living without it again. I use the internet in all aspects of my life and it comes to use from being used for school work and keeping connected with friends and family living too far away to contact any other way. The final part of my life which I would like to hold onto until I am old and grey is my participation in sports; sport is beneficial to my mind and body in so many ways; from the obvious facts of reducing body fat and increasing stamina to its ability to help me fight away depression and anxiety. Sports gives us a sense of belonging and helps us fit in with other people who we may not normally meet or talk to. If I am able to continue my involvement in sports then in the future it would lower the chances of me suffering from illnesses and diseases and also continue to give me that competitive edge over others who I may meet in the world of work. Participation in sport gives me that sense of achievement and confidence which is not always found in other aspects of life and therefore I will continue my affiliation with it for as long as possible. We as a human race must strive to maintain the ability to celebrate and learn from the past, for if men and women are freed from tradition and the experiences of history and the family environment, we will be but clueless beings; making the same mistakes of those who have already come before us and be moulded by eccentrics and maniacs, which would only be detrimental to the development of the humanity.

The Human Quest to Belong is Characterized by Both Belonging and Alienation

Belonging involves triumphing over failure to belong. This is seen in Peter Skrzynecki’s anthology Immigrant Chronicle. The poem St Patricks College explores the persona’s struggle to overcome alienation in his search for belonging. The poem Feliks Skrzynecki explores the persona witnessing his fathers triumph to belong. The picture book The Lost Thing by Shaun Tan explores the things initial failure to belong, which is then overcome. St Patricks College explores the personas failure to belong into the school society.The imagery â€Å"our lady watched/ with outstretched arms† gives the persona hope that he will belong in this school. This gives an early sense of triumph in his quest to belong. This is then inverted when the statues face is seen to be â€Å"overshadowed by clouds†. This use of pathetic fallacy gives early warning that the school will not be a place where he belongs, but a place were he will fail to belong and become out casted. The personif ication heightens this feeling of exclusion by having a personal bond created between the two, which is then broken by the clouds.This gives a further feeling of isolation from the school. The persona then tells of his exclusion from the school when he reminisces on his bus trips. â€Å"caught the 414 bus/ like a foreign tourist/ uncertain of my destination†, in this line the simile is coupled with the use of tautology. The simile of the persona being a foreign tourist gives him a lack of permanence in society, that he is a nomad with no sense of place. This is then contrasted with the repetition of â€Å" eight years† which shows how in this time he should have found a sense of belonging.The persona referring to himself as a tourist, also shows how he is out casted from society and not accepted. This also gives a feeling of exclusion faced by the persona. The tautology of â€Å"foreign tourist† is used to increase the feeling of exclusion. At the end of the per sonas schooling he reflects on his time at the school and the effort that his parents had gone though to get him through it. He still feels that it had not been a worthwhile sacrifice, but hopes that after school he could o something to make it worthwhile for them. that the darkness around me /wasn’t â€Å"for the best†/ before I let my light shine†. This line uses the imagery of darkness surrounding the persona to show his regret and alienation that he faced from his schooling. He then repeats his mother’s line of â€Å"for the best† but this time showing her how she had been wrong. This puts a negative tone on the line. Hope is then gained for the persona when he states, â€Å"before I let my light shine†, which indicates that in the future he will triumph and belong into society.Feliks Skrzynecki explores the personas failure to belong in society, and his father triumph over belonging. The father is seen to have â€Å"kept up only with th e Joneses/ of his own minds making†, the alliteration of â€Å"minds making† helps add emphasis to he line. This reinforces the feeling of his belonging in is own mind due to the added emphasis now placed on â€Å"mind†. The quote also utilises the cliche of â€Å"keeping up with the Joneses† as a metaphor for people conforming to societies expectations in a search for belonging. Feliks however, chooses to belong only within his own mind, and not conform to society.This shows how he has a sense of belonging within his own mind. Feliks is seen to have â€Å"loved his garden like an only child†. This quote utilises the simile to portray the message of his belonging within the garden. Comparing the garden to an only child turns Feliks’ instincts to love and protect onto the garden. This is then reinforced later in the stanza when he is seen to walk around the garden from â€Å"sunrise to sleep†. The quote also utilises the high modality w ord love which gives added depth to just how strong the connection between the two are.A father and son share a unique bond, utilised in this line, where father and son belong together, this is now placed on the father and garden. This also acts to create a sense of jealousy between the son and the father, as the father cares for the garden not his son. This shows how the son has failed to belong with the father. â€Å"like a dumb prophet/ watched me pegging my tents/ further and further south of Hadrian’s wall†, this quote uses the extended metaphor of Hadrian’s Wall as his old culture. The persona is seen to be moving away from his old culture as he attempts to embrace the Australian Culture.The paradox of the father being a dumb prophet indicted not him being stupid, but silent as he watches his son move further away from him and their Polish heritage. By using the word â€Å"tents†, the persona describes himself as unsettled and impermanent, this give s the impression that he still belongs nowhere. The repetition of further and further indicate that the father and son are growing apart and will never return to their previous feelings of belonging. The Lost Thing by Shaun Tan explores the journey of the â€Å"thing† as it attempts to find a place of belonging.Initially, it is seen to be alienated from the rest of society by a high angle shot of it at the beach. This shot allows for the whole scene to be viewed and for greater contrast to be made. The thing is seen I the middle of the beach, however it stands out from the rest of the beach goers. Its bright red colour is in contrast to the rest of the grey people and grey city. The high angle shot is able to show the hundreds of people who all belong together in grey clothing, while also showing the insignificance of the thing as it sits alone.The thing is then later seen walking through the streets. All of the people surrounding it are the same height and wearing the same b lack suits, showing how they all belong to this conformist society. The thing however is seen at least three times as tall as the people, and in bright red, completely opposing the people of the city. This flat angle shot shows how the thing is still alienated from society. In the final pages of the book the thing triumphs over its quest to belong when it finds its new home.The low angle shot of the area shows the size and excitement of the place. It shows for the first time in the book colours, which give the thing a sense of belonging, as it now no longer stands out. The sky is seen to be blue and sunny, giving the place a feeling of happiness. The thing is seen to finally have triumphed over its quest for belonging. Belonging involves triumphing over failure to belong. This is seen in Skryzynecki’s anthology Immigrant Chronicle and Shaun Tan’s The Lost Thing.

Lost Generation Theme - 745 Words

The Lost Generation and Camaraderie Created by War Rats scuttling around. Lice crawling everywhere. Diseases spreading like wildfire. Imagine living in conditions like this for weeks on end. Add bullets constantly whizzing past, bombs being dropped, poison gas permeating the air, and this is the reality for soldiers in the trenches, and the men in All Quiet on the Western Front. Paul, the narrator and a German soldier, along with fellow classmates, join the army after being persuaded by their teacher. Based on their teachers description of war, they enter believing war will be a glorious experience. Their beliefs are quickly shattered by the first death they witness. Throughout the novel Paul loses many of his friends and sees†¦show more content†¦The theme helps illustrate the power of war in irreversibly changing men, and making them feel uncomfortable or lost in previously familiar places. Before the war the young men did not have roots in the community, and after the w ar they have nothing to go back to. Remarque transmits the theme that the generation after the war feels foreign and uncomfortable in their environments with the motif of the lost generation. The use of comradeship emphasizes the importance of a brotherhood that comforts each other, and makes each other feel safe. Paul explains, They are more to me than life, these voices, they are more than motherliness and more than fear; they are the strongest, most comforting thing there is anywhere: they are the voices of my comrades (212). Paul shows that camaraderie in the war is of utmost importance to the soldiers. The close relationships and strong bonds developing during the war enable the soldiers to remain hopeful and sane. Comradeship motivates the men to keep going, especially when they want to give up. While explaining how war created comradeship, Paul says, What does he know of me or I of him? Formerly we should not have had a single thought in common—now we sit with a goose between us and feel in unison, are so intimate that we do not even speak (94). In the novel Paul and Kat share a goose. He explains that Wessinger 3 before the war they did not know each other, but sharing the experiencesShow MoreRelatedThemes Of The Lost Generation794 Words   |  4 Pagesfor the United States. After seeing countless deaths of soldiers in a war many didn’t believe in, the years after World War I were times when people lost hope in classic principles such as bravery and courage. The â€Å"Lost Generation† were people who saw the horrors of the war throughout their life. Ernest Hemingway shows major themes of the â€Å"Lost Generation† through his stories after the war; he shows the pursuit of decadence in â€Å"Hills of White Elephants,† impotence through â€Å"Soldier’s Home,† and idealismRead MoreTaking a Look at the Jazz Age1600 Words   |  6 Pagesof the Jazz Age, was Ernest Hemingways The Sun Also Rises. The novel is about a young soldier, who returned from the War, and went to work as a journalist in Paris. â€Å"Less than ten years after the end of World War I, the novel helped define his generation: disillusioned young people whose lives were profoundly affected by the war.† (Hemingway) The Sexual Revolution of the 1920s impacted novels like Married Love by Marie Stopes, and The Constant Nymph by Margaret Kennedy. (Ayers) Both of these novelsRead MoreEssay on Disillusionment in Hemingway ´s The Sun Also Rises1433 Words   |  6 Pagesfeeling of disenchantment dwells in the mind. Hemingway’s novel, The Sun Also Rises, grasps this very subject in a subliminal way; one must accurately analyze Hemingway’s somber tone and sparse writing style in order to find the hidden symbolism and themes captured within this literary work. His protagonist, Jake Barnes, has certainly experienced prodigious pain, but according to Hemingway, he must heal himself fully in order for the pai n he endured to be worth it whatsoever. Through its contrastingRead MoreThe Lost Generation By F. Scott Fitzgerald974 Words   |  4 Pagesexplain the struggles that people have to deal with. Both Fitzgerald and Hemingway were part of what is called the Lost Generation. The Lost Generation was a group of American writes who moved to Europe because they believed that America had lost all hope and could never be fixed. In the â€Å"Lost Generation† by Kate O’ Connor, she says that, â€Å"The accusation, ‘You are all a lost generation,’ referred to the lack of purpose or drive resulting from the horrific disillusionment felt by those who grew upRead MoreAnalysis Of The Idiot And The Idiot By Ernest Hemingway958 Words   |  4 Pagesdifferences include contextual experiences by the author and time period differences (in both relative society and location) which reflect differences in the setting of the two novels, differences in writing styles, and drastic differences In overall theme. Both in A Farewell To Arms and The Idiot, the protagonists (lieutenant Frederic Henry and Prince Lev Nikolayevich Myshkin, respectively) share common character traits with their respective authors. Like Dostoevsky, Nikolayevich suffers from epilepsyRead MoreThe House of Mirth and Babylon Revisited Novel Comparisson1167 Words   |  5 Pages an author can create an immediate connection between the reader and the story through use of tragedy. Both The House of Mirth by Edith Wharton and â€Å"Babylon Revisited† by F. Scott Fitzgerald use the main characters, Lily and Charlie, to portray a theme of tragedy brought about by fate, which is relatable to every person who has experienced loss in their life. In The House of Mirth Lily Bart, the main character is a society miss at the mercy of the world that she lives in. Lily’s main problem isRead MoreThe Great Gatsby By F. Scott Fitzgerald1625 Words   |  7 PagesWorld War I and â€Å" The Lost Generation†: These two historical ideas are significant to the novel because â€Å" the Lost Generation† is the generation that became adults during the time of war, which includes F. Scott Fitzgerald, the author of the novel. Authors born in this time tended to write themes that represented their experiences in the war. For example, the death of the American Dream was mostly referenced in The Great Gatsby, by the narrator Nick Carraway. Roaring 20’s: This is a historicalRead MoreThe Death Of Franz Ferdinand Of Austria1736 Words   |  7 Pagesat the end of World War I and, allegedly, the inspiration for British VAD Catherine Barkley in his romantic war novel, A Farewell to Arms (1929)† (Martin). As part of the Lost Generation, â€Å"a group of men and women who came of age during World War I and who felt disillusioned in this unfamiliar post-war world† (The Lost Generation) documenting their stories (or versions of it in this case) helped them to cope with pain, suffering, and other â€Å"ailments† accrued during the 1910s and 1920s. America wasRead MoreThe Great Gatsby By F. Scott Fitzgerald1567 Words   |  7 Pagescheaper† (Fitzgerald 112, My Lost City). The 1920s was an innovated evolution, away from traditional morals of many Americans to those values less conservative and open-minded. F. Scott Fitzgerald’s, The Great Gatsby, and Ernest Hemingway’s, The Sun Al so Rises, act as an exploration of Americans’ shift in values, post-World War One (WWI). These authors do so by commenting on the excessive partying and drinking, the falsification of relationships, and the lost generation of the veterans who fought inRead MoreThe Sun Also Rises : The Loss Of God And Religion Essay1671 Words   |  7 PagesHemingway’s greatest literary works as it is the â€Å"quintessential novel of the Lost Generation.† Its strong language and subject matter portray a powerful image of the state of disenchantment felt in the 1920’s after the war. The interactions between the characters in this novel display a society living without convictions, affirming Gertrude Stein’s quotation at the beginning of the novel, â€Å"You are all a lost generation.† To paint this vivid picture of discontentment and disillusionment Hemingway