Guide to IB

This blog is intended to make IB a little less rough. Disclaimer: This blog does not promote plaigerism...that would be wrong I guess.

[ultimateguidetoib]

Hey just letting you know I did IB full diploma programme and passed so if anyone needs help im available!

Wow, congrats! For anyone that needs some extra help ^

[ultimateguidetoib]

SL Economics IA SAMPLE

DISCLAIMER: THIS IS TO BE USED AS AN EXAMPLE ONLY. DO NOT PLAGIARIZE.

American telecommunication companies Sprint and T-Mobile have been volleying back and forth offering lower prices to customers who switch their subscriptions.

These promotions are an effort to raise demand and revenue for each company while decreasing demand for their rival company as the holiday season approaches. Demand is the amount of a good or service that is bought at a particular price over a particular period. The law of demand states that quantity demanded and price share an inverse relationship. If the price of a product rises, then the quantity demanded will decrease. If the price of a product decreases, the quantity demanded will rise, which is what Sprint and T-Mobile are essentially trying to implement. Sprint and T-Mobile’s services are also substitute goods, goods that may be used in place of each other. As the price of one good falls, the demand of the other will also fall, shown by Figure 1.  Since Sprint was offering a lower price to consumers, T-Mobile decided to outdo Sprint’s prices putting Sprint in the position T-Mobile was previously in.                      

Sprint initially reduced its prices because of the anticipated holiday season sales, hoping that the market for their services would be price elastic in demand.  If a product is price elastic in demand then a change in price will lead to a bigger percentage quantity response. Thus if price falls, quantity will increase by more, and total revenue, the income that a business receives from selling its product, will rise. Even though the price per unit is low, consumers are more attracted to them, and this leads to a bigger profit for suppliers. By reducing prices, both Sprint and T-Mobile hoped to increase their overall revenue.

In this kind of situation, the consumer usually benefits from businesses that are competing with each other. Competition is the rivalry among buyers and sellers of output and one of the regulating forces of the market. Following the law of demand, Sprint and T-Mobile are looking to increase quantity demanded by reducing prices and the lower the prices go, the more quantity demanded will increase. This would result in extremely low prices and better deals for consumers.

However, price wars like this one could have a negative effect on consumers as well. If a company large enough is able to reduce prices to a low enough level it could drive other producers out of the market. This means buyers would be left with less choices and ultimately give that one company complete dominance over the market, creating a monopoly. In addition, this would also have a negative effect on suppliers. Not only do price wars have the capability to establish a monopoly, they also drive retailers out of the market. Not all businesses can compete at such low prices because the cost would be outweighing the benefit. Producers would no longer be making a profit and be forced to leave the market. A negative result of price wars on suppliers is that they end up competing against themselves. The competition drives prices so low that often producers back themselves into a corner and are not able to bring prices back to equilibrium, a situation in which the plans of buyers and sellers exactly coincide so that there is neither excess supply nor excess demand.

This is an example of how prices serve as an incentive and signaling function to both consumers and producers. The need for Sprint and T-Mobile to lower the prices of their services showed that the quantity demanded was too low at the price suppliers were selling at because consumers were not willing to buy at that price. This signaled the producers to lower prices of their services and these low prices provided incentive for consumers to increase their quantity demanded for these services.

To avoid the negative effects of a price war, businesses should implement temporary discounts that appeal to customers more rather than a simple price cut, such as bundle offers. Businesses can also choose to retarget the type of consumers they are trying to appeal to. Price wars mean lower prices so businesses are automatically appealing to the lower class and have lost the upper/middle class appeal in the market. Businesses can also take actions such as emphasizing the quality of their product over their rivals’ to make their products seem more attractive to consumers over low prices.

Competition is healthy; however aggressive competition can become deadly for not only producers, but also consumers and the market as a whole.

ARTICLE

[aplusattitude-blog]

Just a reminder to everyone getting their IB and AP scores in the next couple of days! Your scores do not define you! Your scores do not define your success! Just taking and making it through advanced classes is a feat in itself! If you did not do as well on the test as you had hoped that does not mean you don’t have the knowledge and work ethic learned in the class! Exams are not always the best definition of your knowledge and skills!

[emilygoestouni]

Your FREE guide to getting that 5 on the AP Macro exam!!! Good luck all and hope this helps!!! -Emily (ig: @emily_lukas snap: emilylukas98)

Includes websites, PDFs, Practice Quizzes, Youtube Videos and more!

Breakdown of the AP Macro Exam and a Comprehensive list of Past FRQs w/Answers- http://apcentral.collegeboard.com/apc/members/exam/exam_information/2083.html

edX’s AP Macroeconomics Course- https://www.edx.org/course/apr-macroeconomics-davidson-next-macapfull

edX’s AP Macroeconomics: Challenging Concepts Course- https://www.edx.org/course/apr-macroeconomics-challenging-concepts-davidson-next-macapccx

SoftSchools’ AP Macroeconomics Quizzes- http://www.softschools.com/quizzes/ap_macroeconomics/

Econmentor’s AP Macro Guide- http://www.econmentor.com/ap-macro/

Super Helpful Wikispaces- https://jbapecon.wikispaces.com/

AP Macroeconomics Review Materials (1)- https://sites.google.com/a/apps.edina.k12.mn.us/szporn-classroom/macroeconomics-review-materials

AP Macroeconomics Review Materials (2)- https://sites.google.com/site/mrwhitesworld/home/other-courses/advanced-placement-economics

NoBullEconomicLessons’ Top 10 AP Macroeconomics Exam Concepts to Know- https://www.youtube.com/watch?v=v4dmUrUqvWs

NoBullEconomicLessons’ AP Macroeconomics Review Every Graph to Know for the Exam - https://www.youtube.com/watch?v=YOMbRCywqCs

ACDCLeadership’s 15 Minute Macroeconomics Review- https://www.youtube.com/watch?v=e18RXFFoL9c

ACDCLeadership’s AP Macroeconomics Unit by Unit Review Playlists- https://www.youtube.com/user/ACDCLeadership/playlists?view=50&sort=dd&shelf_id=12

Unit 1- https://www.youtube.com/playlist?list=PLD5BC727C84E254E5

Unit 2- https://www.youtube.com/playlist?list=PL11ADD17785C9C9A4

Unit 3- https://www.youtube.com/playlist?list=PLBC35DEA1D1A98034

Unit 4- https://www.youtube.com/playlist?list=PLD7C33AB80B405B9A

Unit 5- https://www.youtube.com/playlist?list=PL04578C46EDAB7734

ACDCLeadership’s Basic Economic Concepts- https://www.youtube.com/watch?v=yjfSGwUcPG8

ACDCLeadership’s 5 Key Graphs to Know for AP Macro- https://www.youtube.com/watch?v=0U54nTggSPE

[acahdemia]

IB Economics Resource Masterpost - Past Papers Included

General

Economics Guide 

Level-7 Tips

Revision

Study Tips for SL 

Last Minute Revision Tactic - video 

Exam Tips

General Exam Tips

Exam Tips for SL - downloadable link

More General Exam Tips

Exam Tips from Students

How to Structure your Essays 

Essay Writing Tips for Paper 1

Paper 1 Tips

More Paper 1 Tips

What the Mark Scheme looks for in Paper 1 - sorted by topic - SL and HL

Exam Practice Questions for Paper 1 - SL and HL  

Data Response Strategies

Worked Response for Paper 2 No. 1 - Video

Worked Response for Paper 2 No. 2 - Video

Exam Practice Questions for Paper 2 - SL and HL

Paper 3 Tips

Formulae for Paper 3 

Exam Practice Questions for Paper 3 

Internal Assessment 

The IA Explained

Information about the IA

IA FAQ + do’s and don’t’s + marking criteria 

How to Structure the IA 

Potential Articles you can use for your IA 

More Potential Articles you can use for your IA

Getting Started on your IA

IA Planning Sheet

How to write a Level-7 Macroeconomics IA in 2 Hours - Video 

How to write a Level-7 Microeconomics IA in 2 Hours - Video

Sample IA #1

Sample IA #2 

Sample IA #3

Sample IA #4, HL - only previews 1st page, but good introduction 

Cover Sheet

Past Papers

Past Papers and Mark Schemes for HL and SL, 2000 May - 2013 November

May 2014 Paper 1 TZ1 - SL 

May 2014 Paper 1 TZ1 Mark Scheme - SL

May 2014 Paper 1 TZ2  - SL

May 2014 Paper 1 TZ2 Mark Scheme - SL

May 2014 Paper 2 TZ0 - SL 

May 2014 Paper 2 TZ0 Mark Scheme - SL

May 2014 Paper 1 TZ1 - HL

May 2014 Paper 1 TZ1 Mark Scheme - HL

May 2014 Paper 1 TZ2 - HL

May 2014 Paper 1 TZ2 Mark Scheme - HL

May 2014 Paper 2 TZ0 - HL

May 2014 Paper 2 TZ0 Mark Scheme - HL 

May 2014 Paper 3 TZ0 - HL

May 2014 Paper 3 TZ0 Mark Scheme - HL

November 2014 Paper 1 TZ0 - SL

November 2014 Paper 1 TZ0 Mark Scheme - SL

November 2014 Paper 2 TZ0 - SL 

November 2014 Paper 2 TZ0 Mark Scheme - SL

November 2014 Paper 1 TZ0 - HL

November 2014 Paper 1 TZ0 Mark Scheme - HL

November 2014 Paper 2 TZ0 - HL 

November 2014 Paper 2 TZ0 Mark Scheme - HL

November 2014 Paper 3 TZ0  - HL

November 2014 Paper 3 TZ0 Mark Scheme - HL

[ultimateguidetoib]

Inflation Notes

I. Inflation – a rise in the general level of prices

   a. Disinflation – is a reduction n the rate of inflation.

   b. Deflation – is a sustained downward movement in the average level of prices

   c. Inflation reduces the purchasing power of money

   d. CPI – measures the amount of inflation in an economy

      i. Inflation is measured by an index; index’s measure price level

      ii. Inflation rate = 

(current year’s price level – last years price level)/last year’s price level

   e. Rate of inflation is calculated with percent changes

   f. Problems of measurement

      i. Arrival and disappearance of goods

      ii. Quality of goods

      iii. Choice of weight

II. Types of inflation

   a. Demand-Pull Inflation

      i. A change in total spending beyond the economy’s capacity to produce

      ii. Excess demand bids up the prices of the limited output – too much spending chasing too few goods

   b. Cost-Push Inflation

      i. This is when inflation rises on the cost, or supply side

      ii. When per-unit production costs rise, we have cost push inflation

      iii. Per-unit prod. Cost = total input/units of output

      iv. Called supply shocks

III. Redistribution effects of Inflation

   a. Some people are hurt and some are actually helped by inflation

   b. The amount of real income will determine how inflation truly effects people

   c. Anticipated inflation can lessen the burden

   d. Fixed Income Receivers

      i. Nominal income stays the same, so real income decreases – HURT

      ii. These are people like the elderly on fixed incomes or pension payouts

   e. Savers

      i. As prices rise, the real value, or purchasing power, of an accumulation of savings deteriorates– HURT

   f. Creditors

      i. As prices go up, the value of the dollar goes down.  So borrowers pay back less valuable dollars than those received – HURT

   g. Flexible-Income Receivers

      i. Demand-Pull inflation can cause income to rise at a faster rate than inflation, therefore, increasing real income

      ii. If product prices rise faster than resource prices, business revenues will increase – CAN BENEFIT

   h. Debtors

      i. Have to pay back dollars that are worth less due to unanticipated inflation – BENEFIT

      ii. The burden of the government debt has decreased over time because of inflation

IV. Effects of Inflation on output

   a. Cost-Push

      i. Output goes down and unemployment goes up

   b. Demand-Pull

      i. Economists do not fully agree on the effects of inflation on output

      ii. Inflation is seen by most as a by product of strong spending

      iii. Most agree to err on the side of strong spending, full employment, economic growth, and mild inflation

[ultimateguidetoib]

Respiration Notes

Explain aerobic respiration including oxidative decarboxylation of pyruvate, the Krebs cycle, NADH + H+, the electron transport chain, and the role of oxygen.

Aerobic respiration strictly refers to the steps of cellular respiration known as the Krebs cycle, electron transport chain, and oxidative phosphorylation. These steps normally occur in eukaryotic cells after glycolysis has been carried out. The 3-carbon end products of glycolysis, pyruvate, are the starting points for aerobic respiration. Pyruvate first has its carboxyl group removed, creating CO2 gas as a waste product. Next, it is oxidized by NAD+, forming acetate (a C2 compound) and NADH + H+. The acetate is attached to coenzyme A to form the complex acetyl CoA. Acetyl CoA enters the mitochondrial matrix and is fed into the Krebs cycle.

In the first step of the Krebs cycle, Acetyl CoA gives its acetate away to combine with oxaloacetate, a C4 compound left over from the last cycle, to form citrate, a C6 compound. Coenzyme A exits the cycle to be recycled for further use. Citrate is converted to isocitrate, which then loses a CO2 and is then oxidized, reducing NAD+ to NADH + H+, and forming α-ketoglutarate (C5). This in turn loses another CO2, is oxidized, reducing NAD+ to NADH + H+, and then the remaining molecule is attached to Coenzyme A to form succinyl CoA. Succinyl CoA is then used to phosphorylate a GDP to GTP. The GTP then phosphorylates an ADP to ATP. The remaining C4 compound, succinate, is oxidized yet again, this time reducing FAD to FADH2, and with the addition of water, forms malate. Malate is oxidized one last time, reducing NAD+ to NADH + H+, and forming oxaloacetate, the C4 compound that started off the cycle. The Krebs cycle in total yields 2 CO2, 1 ATP, 3 NADH + H+, and 1 FADH2 per pyruvate. The NADH + H+ and FADH2 go on to participate in the electron transport chain. The electron transport chain takes place in multiprotein complexes imbedded within the phospholipid bilayers of mitochondria’s inner membranes. In the electron transport chain, NADH + H+ is oxidized back to NAD+, giving two electrons to a flavoprotein, the first molecule in the complex. The flavoprotein then passes the electrons to ubiquinone (Q), which carry them to the first of many proteins in the cytochrome family that make up the rest of the electron transport chain. FADH2 actually gives its two electrons to Q (via an iron-sulfur protein), not the flavoprotein. The last step in the electron transport chain is when cytochrome a3 gives the electrons to oxygen. Oxygen, then, is the final acceptor of electrons in the chain, and once it is reduced, it quickly picks up two hydrogen ions and forms water, a waste product of aerobic respiration. At three points along the electron transport chain, the protein complexes use the energy provided by the electrons (via redox reactions) to pump H+ ions from the mitochondrial matrix to the intermembrane space. One of these points is the flavoprotein, before the electrons are handed off to Q. Therefore, for every NADH + H+ that is oxidized, 3 H+ ions are pumped across the membrane, and for every FADH2 that is oxidized, only 2 H+ are pumped across.

The final stage of aerobic respiration is oxidative phosphorylation, which is made possible by the electron transport chain. All of the H+ ions pumped into the intermembrane space create a concentration and charge gradient across the inner membrane of the mitochondria. The H+ ions want to diffuse back into the matrix. Through chemiosmosis, the diffusion of H+ back into the matrix through specialized channel proteins provide the energy for ATP synthase to phosphorylate ADP to ATP. For every H+ that diffuses back into the matrix, one ADP is phosphorylated to ATP.

Explain oxidative phosphorylation in terms of chemiosmosis.

Electrons are given to proton pumps that are embedded in the membrane between the matrix and inner membrane/cristae of the mitochondrion. The pumps are reduced, giving them energy to pump protons into the inner membrane space. The electrons are transferred along a chain of pumps, continuously losing energy. The proton pumps create a high concentration gradient of protons (H+)inside the inner membrane space. Thus, protons diffuse back into the matrix through facilitated diffusion of ATP synthase (channel protein and enzyme). As the protons pass along this protein channel, the kinetic energy of the protons causes the ATP synthase molecule to turn slightly, exposing active sites that create ATP by binding ADP with inorganic phosphate molecules. The result is 34 ATP produced by oxidative phosphorylation.

Explain the relationship between the structure of mitochondrion and its function.

Mitochondrion have a large inner matrix, allowing for the Krebs cycle to occur. After the Krebs Cycle is complete, the mitochondria has a fairly small inner membrane space where protons are pumped into. Due to its size, diffusion of protons back into the matrix occurs quickly, resulting in ATP produced at a faster rate. The inner membrane contains many electron transport chains of proton pumps and ATP synthase enzymes, allowing for much ATP to be produced. The membranes are also structured to prevent the protons from diffusing though the membrane, forcing them to enter the matrix only through ATP synthase molecules.

Describe the central role of acetyl CoA in carbohydrate and fat metabolism.

Both carbohydrate and fat metabolism is accomplished by splitting the molecules into 2 carbon structures. These structures are then attached to Coenzyme A, creating Acetyl CoA and allowing the molecules to pass into the inner matrix of the mitochondrion in order to complete the Krebs Cycle and chemiosmosis.

What happens that causes NADH to change to NAD+ and FADH2 to change to FAD?  

The electron carriers give up their high energy electrons to the carrier proteins on the electron transport chain.

What happens to those electrons?

They are passed on from one carrier protein to the next.

Where does the energy come from that moves hydrogen ions into the intermembrane space?

The energy comes from the electrons moving down the ETC.

How is the difference in charge on either side of the membrane used to produce ATP molecules?

The charge differences cause H+ ions to pass through ATP synthase in the membrane, and the enrgy released during the passing converts ADP molecules into ATP.

[ultimateguidetoib]

Land Bridge to the American Revolution (Pre Columbian Era to 1775)

The Americas were populated by people from Asia thousands of years ago. The people separated into diverse groups throughout the continents. Eventually, Europeans arrived and began to settle in the hemisphere. The countries of Spain, England, and France fought for dominance in the new world. The French and Indian War was the biggest manifestation of the struggle. The English won and began to tax the fledgling American Colonies to replenish the imperial coffers. The colonists disliked the taxes and began to protest, which would have significant ramifications in the 1770’s.

Thousands of years ago, no humans lived in the Americas. The accepted, though not only, theory is that the first arrivals walked across a frozen land bridge for Asia. Their progeny quickly adapted to the surroundings and blossomed into the many different native tribes, including our own mighty Caloosa. Christopher Columbus’ arrival in 1492 changed everything. The transition of goods, food, ideas, and diseases is called the Columbian Exchange. The natives had no resistance to the European diseases and died by the thousands. The Spanish quickly claimed large parts of the New World. The French and English struggled to get their fledging colonies going as well.

The first permanent English Colony was Jamestown in 1607 (and no, there weren’t any talking rodents), set up to find gold. Plymouth in 1620 was next, established by Separatists from the Anglican Church followed by Puritans in 1636 who would come to Mass Bay colony. The English colonists eventually established 13 colonies. Religion was a major reason for migration, but the colonists didn’t allow religious freedom for new arrivals and dealt harshly with heretics. They kicked out Roger Williams and Anne Hutchinson for that very reason. Later, a religious movement called the Great Awakening caused a renewed interest in religion, although proponents of the Enlightenment movement challenged some religious beliefs.

They let the colonists have a great deal of economic and political independence under a policy called Salutary Neglect. England wanted the colonies to provide raw materials and become a marketplace for finished goods, under a policy known as Mercantilism. Indentured servants were the first laborers. This changed when Nathaniel Bacon led a rebellion of former servants against the government in 1676. The elite turned to a more controllable force of labor in slaves, which had first been brought to Virginia in 1619.

Britain challenged France for possession of North America in the French and Indian War of 1756-1763. The British defeated the French and reigned supreme “over” North America. The enormous cost of the war caused the British to begin taxing the colonists. The colonists resented this intrusion immensely. The Stamp Act was the first of many taxes that caused outrage and protest amongst the colonists. A group of rebels known as the Sons of Liberty stoked colonial passions until war flared up between the ill-prepared colonists and the mighty British military machine. The first battles at Lexington and Concord become known as “the shot heard around the world.”

[ultimateguidetoib]

Bartlett (1932) Study

Aim: To investigate the effects of schemes on participants recall. Schemas include prior expectations, attitudes, prejudices, and stereotypes.

Procedures: 20 English participants took part in the experiment. They were shown a range of stimuli including different stories and line drawings. A repeated reproduction method was used as participants were asked to reproduce the stimulus they had seen repeatedly at different time intervals.

The story was from another culture and conflicted with the English participants schemas.

Their final stories were then analyzed to assess the distortions.

Findings: He found considerable distortions in the recollections. These reflected attempts from the participants to make them fit in with their own culture. He found a failure to recall unfamiliar details and elaboration of certain content. The changes made the story easier to remember.

Conclusions: Bartlett concluded that the accuracy of memory is low. The participants were actively reconstructing the story to fit their existing schemas, so his schema theory was supported.

He also concluded that memory was forever being reconstructed because each reproduction showed more changes.

Criticisms: Some of the first evidence that what we remember depends on our prior knowledge in the form of schemas.

Higher ecological validity because schemas play a role in everyday memory.

He presumed that distortions in recall were due to genuine problems with memory, however his instructions were vague.

Bartlett assumed that schemas influence what happens at the time of retrieval but no effect on what happens at the time of comprehension of a story. Other sources suggest they have an impact at encoding, storage and retrieval.

[ultimateguidetoib]

Loftus and Palmer (1974) Study

Aim: To test their hypothesis that the language used in eyewitness testimony can alter memory. Thus, they aimed to show that leading questions could distort eyewitness testimony accounts and so have a confabulating effect, as the account would become distorted by cues provided in the question.

To test this Loftus and Palmer (1974) asked people to estimate the speed of motor vehicles using different forms of questions. Estimating vehicle speed is something people are generally poor at and so they may be more open to suggestion.

 Experiment One

Procedure: Forty-five American students formed an opportunity sample. This was a laboratory experiment with five conditions, only one of which was experienced by each participant (an independent measures experimental design).

7 films of traffic accidents, ranging in duration from 5 to 30 seconds, were presented in a random order to each group.

After watching the film participants were asked to describe what had happened as if they were eyewitnesses. They were then asked specific questions, including the question “About how fast were the cars going when they (smashed / collided / bumped / hit / contacted) each other?”

Thus, the IV was the wording of the question and the DV was the speed reported by the participants.

Findings: The estimated speed was affected by the verb used. The verb implied information about the speed, which systematically affected the participants’ memory of the accident.

Participants who were asked the “smashed” question thought the cars were going faster than those who were asked the “hit” question. The participants in the “smashed” condition reported the highest speed estimate (40.8 mph), followed by “collided” (39.3 mph), “bumped” (38.1 mph), “hit” (34 mph), and “contacted” (31.8 mph) in descending order.

Conclusion: The results show that the verb conveyed an impression of the speed the car was travelling and this altered the participants' perceptions. In other words, eyewitness testimony might be biased by the way questions are asked after a crime is committed. Loftus and Palmer offer two possible explanations for this result:

Response-bias factors: The misleading information provided may have simply influenced the answer a person gave (a 'response-bias') but didn't actually lead to a false memory of the event. For example, the different speed estimates occur because because the critical word (e.g. 'smash' or 'hit') influences or biases a person's response.

The memory representation is altered: The critical verb changes a person's perception of the accident - some critical words would lead someone to have a perception of the accident being more serious. This perception is then stored in a person's memory of the event.

If the second explanation is true we would expect participants to remember other details that are not true. Loftus and Palmer tested this in their second experiment.

Experiment Two

Procedure: 150 students were shown a one minute film which featured a car driving through the countryside followed by four seconds of a multiple traffic accident.

Afterwards the students were questioned about the film. The independent variable was the type of question asked. It was manipulated by asking 50 students 'how fast were the car going when they hit each other?', another 50 'how fast were the car going when they smashed each other?', and the remaining 50 participants were not asked a question at all (i.e. the control group).

One week later the dependent variable was measured - without seeing the film again they answered ten questions, one of which was a critical one randomly placed in the list: “Did you see any broken glass? Yes or no?" There was no broken glass on the original film.

Findings: Participants who were asked how fast the cars were going when they smashed were more likely to report seeing broken glass.

Conclusion: This research suggests that memory is easily distorted by questioning technique and information acquired after the event can merge with original memory causing inaccurate recall or reconstructive memory.

The results from experiment two suggest that this effect is not just due to a response-bias because leading questions actually altered the memory a participant had for the event.

The addition of false details to a memory of an event is referred to as confabulation. This has important implications for the questions used in police interviews of eyewitnesses.

One limitation of the research is that it lacked mundane realism / ecological validity. Participants viewed video clips rather than being present at a real life accident. As the video clip does not have the same emotional impact as witnessing a real-life accident the participants would be less likely to pay attention and less motivated to be accurate in their judgments.

A further problem with the study was the use of students as participants. Students are not representative of the general population in a number of ways. Importantly they may be less experienced drivers and therefore less confident in their ability to estimate speeds. This may have influenced them to be more swayed by the verb in the question.

A strength of the study is it's easy to replicate (i.e. copy). This is because the method was a laboratory experiment which followed a standardized procedure.

[democraticsenator]

It’s Ya Girl’s College Scholarship Masterpost

Hello internet civilians! As some of you may or may not know, my name is Dana and I am a high school senior that is ALWAYS on the prowl for trying to get to college for as cheap as possible. I’ve come across 1000′s of scholarships that I simply don’t qualify for, so I thought “hey, why not share these with random people on the internet that don’t know where to start?” You asked the question and only answers you shall receive.

Please remember to credit me for this masterpost because I spent a lot of time and energy on it :)

PLEASE ALSO REMEMBER THAT A SCHOLARSHIP IS WORTHLESS IF YOU DO NOT APPLY FOR IT. 

SO DO NOT JUST SAVE THIS POST IN YOUR DRAFTS AND NEVER USE IT. ACTUALLY WRITE AN ESSAY OR FOUR

Scholarship Databases:

fastweb.com

cappex.com

http://www.uncf.org/

http://schoolsoup.com/

http://www.tuitionfundingsources.com/

http://hsf.net

https://www.collegeboard.org/

http://apiasf.org/

http://hispanicfund.org

www.maldef.org

www.supercollege.com

www.finaid.org

www.collegeispossible.org

www.mach25.com

http://chegg.com

www.HBCUmentor.org

“Big” Scholarships That Cover: Tuition, Room Board, Books, or Full Scholarships

Gates Millenium

Posse Foundation

Coca-Cola Scholarship

AXA Scholarship

Dell Scholars Application

Ron Brown Scholarship Program

Burger King Scholars 

Horatio Alger Scholarship

Questbridge

Voice of Democracy Scholarship

Chick Evans Caddie Scholarship

Hertz Foundation Graduate Scholarship

+ 111 Full Tuition Scholarships to Universities!

Scholarships

(**Some May “Prefer” Minorities, But That Does Not Mean You Should Still Not Try For It**)

http://blackstudents.blacknews.com/

May/June 2015 Scholarships

http://www.fastweb.com/college-scholarships/articles/the-2015-scholarships

http://blackstudents.blacknews.com/opportunities/

Scholarships for Minorities: White House Edition

LGBT Scholarships

Buick Achievers Scholarships

Cultural Diversity Scholarships

50 LGBT Scholarships - 1 Application

50 Top Scholarships for 2014/2015

National Association of Black Journalists

7 Prestigious Undergrad Scholarships

The Jackie Robinson Foundation

500+ Scholarship List

Masterlist of College Minority Scholarships

4 Scholarships That Are Easy To Apply For

Do Something Campaigns

Need help on Scholarship Motivation?

HOW TO WIN A SCHOLARSHIP: FROM A GIRL WHO’S APPLIED FOR 300+ AWARDS

12 Tips on Winning Scholarships

Skip these 6 Scholarship Errors

Students with Average Grades Can Win Scholarships!

4 Ways To Make Your Scholarship Essay Stand Out

Get Rid of Student Loans!

How I Got Rid of 60k Student Loans in 3 years By Living in a Hotel

10 Steps To Minimize Loans

Minimize Student Loans

Know How Much Student Loans To Take 

Paying For College

Miscellaneous Articles That Are Good Reads

Out-of-State Colleges That Offer In-State Tuition

5 Myths About Financial Aid

How To Negotiate A Better Financial Aid Package

How To Read A Financial Aid Letter

How To Deal With A Low SAT Score

Great Schools That Accept Low SAT Scores

How To Demonstrate Interest in a College

I Told Harvard I Was An Undocumented Immigrant. They Gave Me A Full Scholarship.

Credit: @jesussbabymomma

[sociopathick]

NOBODY SKIP THIS REBLOG AS MUCH AS POSSIBLE IT MAY NOT HELP YOU BUT IT CERTAINLY HELPED ME I ALMOST SKIPPED OUT ON COLLEGE ENTIRELY !!

PLEASE REBLOG REBLOG REBLOG!!!!

[carolinestudyblr]

Best Apps for Students

Hey guys! These are a few some of my favorite apps for studying and staying organized for school. I linked the websites for each app. Hope you enjoy!

1. Quizlet -free

Most of you probably have heard of quizlet. Its great because you can find premade flashcards, play study games, and save paper.

2. PhotoMath - free

This app allows you to take a photo of a math problem, then it solves it and shows you steps. This is great to understand problems you missed.

3. College Interactive -free

Helps you find colleges by location, or selecting your preferences such as GPA, student population, and campus settings. Great alternative to spending lots of money on a college book.

4. ACTPhoto -free

Allows you to send a photo in for your ACT ID picture

5. Duolingo - free

This app is great for learning a language and actually being able to speak it.

6. Calander5 - 2.99

This app is perfect fro creating a study schedule, or fitting in all of your extra circular activities.

[ultimateguidetoib]

SAT Essay Example

Sample prompt

Think carefully about the issue presented in the following quotation and the assignment below. Although we seek the advice of others, we seldom follow it—unless, of course, it coincides with what we wanted to do in the first place. Perhaps we are just looking for reinforcement of our own choices. At any rate, I believe this is a good thing. Advice-givers may be well-intentioned, but they are always wrong. Christine Roberts Hale, adapted from Seeking Our Own Way

Assignment: Are people who offer advice usually wrong? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Sample SAT® Essay using the template:

Paragraph 1 – Introduction 3 Sentences: 1. Rephrase the prompt. “Many people think that the suggestions others make about their lives are not generally helpful.” 2. Agree or disagree. “However, guidance counselors, coaches, and parents who offer advice are usually right because they have experience and training.” 3. Tell the reader what category the three examples you are going to use are in (current events, literature, history, personal experiences, popular culture, and/or sports). “Personal experiences, professional sports, and popular culture provide excellent examples of helpful advice.”

Paragraph 2 -1st example 5 Sentences: 1. Use a transition word or phrase like “To begin,” and then introduce your example. “To begin, my guidance counselor, Mr. Barton, at Coral Reef Academy, has helped me in my college application process.” 2 – 4. Explain the details of your example using specific dates and people “When I was just a freshman, Mr. Barton told me to start looking at colleges so that by the time I was in my junior year, I would already know where I would want to apply. In between my freshman and sophomore year, my family and I traveled to college campuses across America so I could see what I liked. I had so much time to decide that by junior year when I needed to narrow down my choices, I was able to make an educated decision based on firsthand experience, like the way campuses look, how friendly the undergraduate communities are, and the strength of the college curriculum.” 5. Tell the reader how your example proves that your ONE side of the argument is true. “Mr. Barton went to the University of Arizona for his Master of Arts degree in Education, so he knew exactly how to help me so don’t have to stress out like most people my age.”

Paragraph 3 – 2nd example 5 Sentences: 1. Use a transition phrase like “Also,” and then introduce your example. Also, other types of people with helpful expertise like sports coaches can offer advice to help their players. 2 – 4. Explain the details of your example using specific dates and people. “Serena Williams is a famous tennis player who was once known for her inconsistency on the court. Her fans couldn’t count on her to win because she was too unpredictable. All of that changed when professional sports coach and trainer Mackie Shilstone was hired to work with Serena in 2008. Mackie taught Serena discipline on and off the court, which helped Serena to control her weight, her nutrition, and her now-famous winning record.” 5. Tell the reader how your example proves that your ONE side of the argument is true. “Mackie Shilstone has helped over 3,000 athletes to improve their game, so instead of floundering around on the court, Mackie’s training conditioned Serena into a controlled, impressive, and most importantly, winning force.”

Paragraph 4 – 3rd example 5 Sentences: 1. Use a transition phrase like “Also,” and then introduce your example. “In addition to professional athletes, celebrities like Britney Spears need to listen to people who can offer support and encouragement.” 2 – 4. Explain the details of your example using specific dates and people. “Since Britney Spears is a celebrity who is always in the tabloids, she has had to rely on her family for advice to keep her focused on her dream of becoming a famous singer. When Britney released her first single ‘…One more time’ in 1998 she became an instant hit. However, many parents of her young fans criticized her for wearing a skimpy Catholic school girl outfit in the accompanying music video. Britney’s family, especially her mom, urged her to continue her career despite the complaints.” 5. Tell the reader how your example proves that your ONE side of the argument is true. “Since Britney’s mom had more life experience regarding perseverance and tenacity, Mrs. Spears influenced Britney to become one of the most successful music artists of all time.”

Paragraph 5 - Conclusion 1. Use a transition word or phrase like “In conclusion,” and then restate your side of the argument. “It is clear that the advice that guidance counselors, coaches, and relatives offer is usually very helpful.” 2. Say how your three examples prove your argument. “Serena Williams, Britney Spears, and I were all given suggestions that helped us to make good decisions.” 3. Conclude with a general statement about the topic. “In all, if advice comes from a reliable source you trust, like people who are in positions of authority, it is wise to listen to it.”

[ultimateguidetoib]

Organic Chemistry FRQ’s

1. All living things are made of carbon-based molecules. These molecules have different structures and functions. Explain how the atomic structure and covalent bonding properties of carbon atoms allow carbon to form many different types of molecules with many different functions. In your answer: - define covalent bond (1 mark) - explain how carbon-based rings and chains can form very large molecules (1 mark) - name the four main types of carbon-based molecules in organisms and describe one function of one type (1 mark)

ANSWER 

- 1 credit for defining a covalent bond as a bond that forms when two atoms share at least one pair of electrons.

- 1 credit for explaining that carbon can form covalent bonds with up to four other atoms, including other carbon atoms, to form rings and chains of molecules. These rings and chains can bond with each other to form very large molecules.

- 1 credit for naming carbohydrates, lipids, proteins, and nucleic acids, and describing carbohydrates as molecules that can be broken down to provide a source of usable chemical energy for cells or used to build cell walls in plants; lipids as molecules that may be part of a cell's structure or may be broken down as a source of energy; proteins as parts of cell structure, in transport (hemoglobin), or as enzymes; or nucleic acids as molecules that store genetic information used to make proteins.

2. State the significance of the “R” group in an amino acid.

ANSWER

The “R” group represents the different side groups that occupy the fourth covalent bond of the carbon atom in amino acids. Each different amino acid has a different R group. These differences determine the biological properties of the different amino acids and as a result of the different kinds of proteins.

3. Explain why vegetarians often use beans and rice as complementary foods. How does this combination compare as a source of amino acids with steak and eggs?

ANSWER

In order to obtain the right balance of amino acids from plants certain food must be combined to avoid nutritional deficiencies.  Rice combined with beans provides a perfect protein menu while separating neither provides all of the essential amino acids needed.

4. Using sucrase as an example, explain how enzymes work.

ANSWER

Sucrase is an enzyme that catalyzes the hydrolysis of sucrose. First, sucrose enters the active site on the sucrase molecule. The active site distorts the sucrose, allowing it to react with water. The resulting products, glucose and fructose, are then released.

[ultimateguidetoib]

Water FRQ

Many organisms prefer to live in environments where temperature is moderate.

A. Explain where in the United States this moderation of temperature may occur.

B. Discuss, at a molecular level, why this temperature moderation occurs.

C. Explain the phenomenon of lake or sea effect snow and why it may occur in these locations.

 Answer to FRQ

PART A (MAX 1)

Identification of an area NEAR a large body of water (i.e. ocean, lake)

The greater the distance from a body of water, the drier the air.

PART B (MAX  7 )

Water has a high specific heat.

Definition of specific heat: the amount of heat that must be absorbed     or lost for 1 g of that substance to change its temperature by 1º C.

Identification of hydrogen bonding as the molecular cause.

Definition of hydrogen bonding:  bond between a hydrogen atom and another electronegative atom (in this case oxygen)

Heat must be absorbed in order to break hydrogen bonds, and heat is released when hydrogen bonds form.  

A calorie of heat causes a relatively small change in the temperature because most of the heat energy is used to disrupt hydrogen bonds before the water molecules can begin moving faster.  

When the temperature of water drops slightly, many additional hydrogen bonds form, releasing a considerable amount of energy in the form of heat.

Condensation is an exothermic process.

Water vapor absorbs heat.

Water vapor releases heat slowly.

Water takes longer than air to increase in temperature

Water takes longer than air to cool down.

Other plausible explanations.

PART C (MAX 4)

Air passing over water picks up moisture forming clouds that produce snow.

A greater temperature difference between the air and water enhances the process.

Wind also intensifies the snow production.

Large bodies of water are able to produce more snow

[ultimateguidetoib]

Properties of Water Notes

2.3. Chemistry of Water            1.   The shape of water and of all organic molecules is necessary to the structural and functional roles they play in living things.            2. A hydrogen bond is the attraction of a slightly positive hydrogen to a slightly negative atom in the vicinity.   A. Hydrogen Bonding            1. A hydrogen bond is a weak attractive force between the slightly positive charge of the hydrogen atom of one molecule and slightly negative charge of another atom (e.g., oxygen, nitrogen) in another or the same molecule.            2. Many hydrogen bonds taken together are relatively strong.            3. Hydrogen bonds between and within complex biological molecules (e.g., DNA, proteins) help maintain their proper structure and function.

  B. Nonpolar and Polar Covalent Bonds            1. In nonpolar covalent bonds, sharing of electrons is equal, i.e., the electrons are not attracted to either atom to a greater degree.            2. With polar covalent bonds, the sharing of electrons is unequal.                a. In a water molecule (H2O), sharing of electrons by oxygen and hydrogen is not equal; the oxygen atom with more protons attracts the electrons closer to it, and thus dominates the H2O association.                b. Attraction of an atom for electrons in a covalent bond is called the electronegativity of the atom; an oxygen atom is more electronegative than a hydrogen atom.                c. Oxygen in a water molecule, more attracted to the electron pair, assumes a partial negative charge.

  C. Properties of Water              1. Water has a high heat capacity                a. The temperature of liquid water rises and falls more slowly than that of most other liquids.                b. A calorie is the amount of heat energy required to raise the temperature of one gram of water 1º C.                c. Because the hydrogen bonds between water molecules hold more heat, water’s temperature falls more slowly than other liquids; this protects organisms from rapid temperature changes and helps them maintain homeostatic temperature.            2. Water has a high heat of evaporation.                a. When water boils, it evaporates, or vaporizes into the environment.                b. Hydrogen bonds between water molecules require a relatively large amount of  heat to break.                c. This property moderates Earth’s surface temperature; permits living systems to exist.                d. When animals sweat, evaporation of the sweat removes body heat, thus cooling the animal.   3. Water is a solvent.                a. Water dissolves a great number of substances (e.g., salts, large polar molecules).                b. A solution contains dissolved substances called solutes.                c. Ionized or polar molecules attracted to water are hydrophilic (“water loving”).                d. Nonionized and nonpolar molecules that cannot attract water are hydrophobic (“water fearing”).   4. Water molecules are cohesive and adhesive.                a. Cohesion allows water to flow freely without molecules separating.                b. Adhesion is ability to adhere to polar surfaces; water molecules have positive and negative poles.                c. Water rises up a tree from roots to leaves through small tubes.                    1) Adhesion of water to walls of vessels prevents water column from breaking apart.                    2) Cohesion allows evaporation from leaves to pull water column from roots.               d. Water has a high surface tension and is relatively difficult to break through at its surface.                   1) This property permits a rock to be skipped across a pond surface, and supports insects walking on surface.   5. Unlike most substances, frozen water (ice) is less dense than liquid water.               a. Below 4º C, hydrogen bonding becomes more rigid but more open, causing expansion.               b. Because ice is less dense, it floats; therefore, bodies of water freeze from the top down.               a. If ice was heavier than water, ice would sink and bodies of water would freeze solid.               b. This property allows ice to act as an insulator on bodies of water, thereby protecting aquatic organisms during the winter.

2.4. Acids and Bases   1. When water ionizes or dissociates, it releases a small (1 x 107 moles/liter) but equal number of hydrogen (H+) ions and hydroxide (OH-) ions;  H – O –H   →   H+ + OH .   2. Acid molecules dissociate in water, releasing hydrogen (H+) ions: HCl → H+ + Cl .   3. Bases are molecules that take up hydrogen ions or release hydroxide ions. NaOH → Na+  +  OH .   4. The pH scale indicates acidity and basicity (alkalinity) of a solution.            A. pH is the measurement of free hydrogen ions, expressed as a negative logarithm of the H+ concentration ( log [H+]).            B. pH values range from 0 (1 x 100 moles/liter; most acidic) to 14 (1 x 10-14 moles/liter; most basic).                1) One mole of water has 1 x 10-7 moles/liter of hydrogen ions; therefore, has neutral pH of 7.                2) An acid is a substance with pH less than 7; a base is a substance with pH greater than 7.                3) Because it is a logarithmic scale, each lower unit has 10 times the amount of hydrogen ions as next higher pH unit; as move up pH scale, each unit has 10 times the basicity of previous unit.   5. Buffers keep pH steady and within  normal limits in living organisms..          a. Buffers stabilize pH of a solution by taking up excess hydrogen (H+) or hydroxide (OH ) ions.          b. Carbonic acid helps keep blood pH within normal limits:  H2CO3  →  H+ +  HCO3 . A. The Harm Done by Acid Deposition (Ecology Focus box)   1. Acid deposition is rain or snow with pH < 5.0, and dry acidic particles that settle on the Earth from the atmosphere.   2. The burning of fossil fuels increases the amount of acid deposition that falls from the atmosphere to the Earth.   3. Impact of Lakes       a. Aluminum is leached from the soil converts mercury deposits to methyl mercury, which is toxic and accumulates in fish.   4. Impact on Forests       a. Acid rain damages plant leaves so they cannot conduct photosynthesis.       b. Acid rain stresses plants and they are then more susceptible to disease and pests.       c. When toxins are leached into the soil, the toxins can kill vital soil fungi that help roots absorb nutrients.   5. Impact on Humans and Structures       a. Inhaling dry acidic particles can increase the chance of respiratory illnesses such as asthma.

[ultimateguidetoib]

Water Properties Quiz

____ 1. In a single molecule of water, the two hydrogen atoms are bonded to a single oxygen atom by a. hydrogen bonds. b. nonpolar covalent bonds. c. polar covalent bonds. d. ionic bonds. e. van der Waals interactions.

____ 2. The slight negative charge at one end of one water molecule is attracted to the slight positive charge of another water molecule. What is this attraction called? a. a covalent bond b. a hydrogen bond c. an ionic bond d. a hydrophilic bond e. a hydrophobic bond

____ 3. An example of a hydrogen bond is the bond between a. C and H in methane (CH4). b. the H of one water molecule and the O of another water molecule. c. Na+and Cl- in salt. d. the two hydrogen atoms in a molecule of hydrogen gas (H2). e. Mg+and Cl- in MgCl2.

____ 4. Water is able to form hydrogen bonds because a. oxygen has a valence of 2. b. the water molecule is shaped like a tetrahedron. c. the bonds that hold together the atoms in a water molecule are polar covalent bonds. d. the oxygen atom in a water molecule has a weak positive charge. e. each of the hydrogen atoms in a water molecule is weakly negative in charge.

____ 5. What determines the cohesiveness of water molecules? a. hydrophobic interactions b. nonpolar covalent bonds c. ionic bonds d. hydrogen bonds e. both A and C

____ 6. What do cohesion, surface tension, and adhesion have in common with reference to water? a. All increase when temperature increases. b. All are produced by ionic bonding. c. All are properties related to hydrogen bonding. d. All have to do with nonpolar covalent bonds. e. C and D only

____ 7. Which of the following is possible due to the high surface tension of water? a. Lakes don't freeze solid in winter, despite low temperatures. b. A water strider can walk across the surface of a small pond. c. Organisms resist temperature changes, although they give off heat due to chemical reactions. d. Water can act as a solvent. e. The pH of water remains exactly neutral.

____ 8. Which of the following is true when an ice cube cools a drink? a. Molecule collisions in the drink increase. b. Kinetic energy in the drink decreases. c. A calorie of heat energy is transferred from the ice to the water of the drink. d. The specific heat of the water in the drink decreases. e. Evaporation of the water in the drink increases.

____ 9. Which of the following is a correct definition of a calorie? a. the amount of heat required to raise the temperature of 1 g of water by 1°F b. the amount of heat required to raise the temperature of 1 g of water by 1°C c. the amount of heat required to raise the temperature of 1 kg of water by 1°F d. the amount of heat required to raise the temperature of 1 kg of water by 1°C e. the amount of heat required to raise the temperature of 1,000 g of water by 1°F

____ 10. The nutritional information on a cereal box shows that one serving of a dry cereal has 200 kilocalories. If one were to burn one serving of the cereal, the amount of heat given off would be sufficient to raise the temperature of 20 kg of water how many degrees Celsius? a. 0.2°C b. 1.0°C c. 2.0°C d. 10.0°C e. 20.0°C

____ 11. Water's high specific heat is mainly a consequence of the a. small size of the water molecules. b. high specific heat of oxygen and hydrogen atoms. c. absorption and release of heat when hydrogen bonds break and form. d. fact that water is a poor heat conductor. e. inability of water to dissipate heat into dry air.

____ 12. Which bonds must be broken for water to vaporize? a. ionic bonds b. nonpolar covalent bonds c. polar covalent bonds d. hydrogen bonds e. covalent bonds

____ 13. Desert rabbits are adapted to the warm climate because their large ears aid in the removal of heat due to the a. high surface tension of water. b. high heat of vaporization of water. c. high specific heat of water. d. buffering capacity of water. e. dissociation of water molecules. ____ 14. The formation of ice during colder weather helps moderate the seasonal transition to winter. This is mainly because a. the breaking of hydrogen bonds absorbs heat. b. the formation of hydrogen bonds releases heat. c. the formation of hydrogen bonds absorbs heat. d. there is greater evaporative cooling of lakes. e. ice is denser than liquid water.

____ 15. Temperature usually increases when water condenses. Which behavior of water is most directly responsible for this phenomenon? a. the change in density when it condenses to form a liquid or solid b. reactions with other atmospheric compounds c. the release of heat by the formation of hydrogen bonds d. the release of heat by the breaking of hydrogen bonds e. the high surface tension of water

____ 16. At what temperature is water at its densest? a. 0°C b. 4°C c. 32°C d. 100°C e. 212°C

____ 17. Ice is lighter and floats in water because it is a crystalline structure in which each water molecule is bonded to a maximum of four other water molecules by which kind of bond? a. ionic b. hydrogen c. covalent d. A and C only e. A, B, and C

____ 18. Why does ice float in liquid water? a. The liquid water molecules have more kinetic energy and thus support the ice. b. The ionic bonds between the molecules in ice prevent the ice from sinking. c. Ice always has air bubbles that keep it afloat. d. Hydrogen bonds stabilize and keep the molecules of ice farther apart than the water molecules of liquid water. e. The crystalline lattice of ice causes it to be denser than liquid water.

The picture below illustrates a solute molecule surrounded by a hydration shell of water. Use it to answer the following question.

____ 19. Based on your knowledge of the polarity of water molecules, the solute molecule is most likely a. positively charged. b. negatively charged. c. without charge. d. hydrophobic. e. nonpolar.

____ 20. Hydrophobic substances such as vegetable oil are a. nonpolar substances that repel water molecules. b. nonpolar substances that have an attraction for water molecules. c. polar substances that repel water molecules. d. polar substances that have an affinity for water. e. charged molecules that hydrogen-bond with water molecules.

____ 21. One mole (mol) of a substance is a. 6.02 x 10^23 molecules of the substance. b. 1 g of the substance dissolved in 1 L of solution. c. the largest amount of the substance that can be dissolved in 1 L of solution. d. the molecular mass of the substance expressed in grams. e. A and D only

____ 22. How many molecules of glucose (C6H2O6 molecular mass =180 daltons) would be present in one mole of glucose? a. 24 b. 342 c. 23 x 10^14 d. 180 x 10^14 e. 6.02 x 10^23

____ 23. How many molecules of glycerol (C3H8O3) would be present in 1 L of a 1 M glycerol solution? a. 1 b. 14 c. 92 d. 1 x 10^7 e. 6.02 x 10^23 ____ 24. Recall that when sodium chloride (NaCl) is placed in water the component atoms of the NaCl crystal dissociate into individual sodium ions (Na+) and chloride ions (Cl-). In contrast, the atoms of covalently bonded molecules (e.g, glucose, sucrose, glycerol) do not generally dissociate when placed in aqueous solution. Which of the following solutions would be expected to contain the greatest concentration of particles (molecules or ions)? a. 0.5 M NaCl b. 0.5 M glucose c. 1.0 M NaCl d. 1.0 M glucose e. 1.0 M MgCl2

____ 25. When sodium chloride (NaCl) is placed in water the component atoms of the NaCl crystal dissociate into individual sodium ions (Na+) and chloride ions (Cl-). In contrast, the atoms of covalently bonded molecules (e.g., glucose, sucrose, glycerol) do not generally dissociate when placed in aqueous solution. Which of the following solutions would be expected to contain the greatest number of particles (molecules or ions)? a. 1 L of 0.5 M NaCl b. 1 L 0.5 M glucose c. 1 L of 1.0 M NaCl d. 1 L of 1.0 M glucose e. C and D only

____ 26. The molecular mass of glucose is 180 g. To make a 1 M solution of glucose, you should do which of the following? a. Dissolve 1 g of glucose in 1 L of water. b. Dissolve 180 g of glucose in 1 L of water. c. Dissolve 180 g of glucose in 100 g of water. d. Dissolve 180 mg (milligrams) of glucose in 1 L of water. e. Dissolve 180 g of glucose in water, and then add more water until the total volume of the solution is 1 L.

____ 27. The molecular mass of glucose (C6H12O6) is 180 g. To make a 0.5 M solution of glucose, you should do which of the following? a. Dissolve 0.5 g of glucose in a small volume of water, and then add more water until the total volume of solution is 1 L. b. Dissolve 90 g of glucose in a small volume of water, and then add more water until the total volume of the solution is 1 L. c. Dissolve 180 g of glucose in a small volume of water, and then add more water until the total volume of the solution is 1 L. d. Dissolve 0.5 g of glucose in 1 L of water. e. Dissolve 180 g of glucose in 1 L of water.

Use the figure below to answer the following questions:

____ 28. How many grams of the molecule in the figure above would be equal to 1 mol of the molecule? (Carbon = 12, Oxygen = 16, Hydrogen = 1) a. 29 b. 30 c. 60 d. 150 e. 342

____ 29. How many grams of the molecule in the figure above would be required to make 1 L of a 0.5 M solution of the molecule? (Carbon = 12, Oxygen = 16, Hydrogen = 1) a. 29 b. 30 c. 60 d. 150 e. 342

____ 30. How many grams of the molecule in the figure above would be required to make 2.5 L of a 1 M solution of the molecule? (Carbon = 12, Oxygen = 16, Hydrogen = 1) a. 29 b. 30 c. 60 d. 150 e. 342

____ 31. Which of the following ionizes completely in solution and is considered to be a strong acid? a. NaOH b. HCl c. NH3 d. H2CO3 e. CH3COOH

____ 32. Which of the following ionizes completely in solution and is considered to be a strong base? a. NaCl b. HCl c. NH3 d. H2CO3 e. NaOH

____ 33. Which of the following statements is completely correct? a. H2CO3 is a weak acid, and NaOH is a weak base. b. H2CO3 is a strong acid, and NaOH is a strong base. c. NH3 is a weak base, and H2CO3 is a strong acid. d. NH3 is a weak base, and HCl is a strong acid. e. NH3 is a strong base, and HCl is a weak acid.

____ 34. A given solution contains 0.0001(10-4) moles of hydrogen ions [H+] per liter. Which of the following best describes this solution? a. acidic: H+ acceptor b. basic: H+ acceptor c. acidic: H+ donor d. basic: H+ donor e. neutral

____ 35. A solution contains 0.0000001(10-7) moles of hydroxide ions [OH-] per liter. Which of the following best describes this solution? a. acidic: H+ acceptor b. basic: H+ acceptor c. acidic: H+ donor d. basic: H+ donor e. neutral

____ 36. What would be the pH of a solution with a hydroxide ion [OH-] concentration of 10-12 M? a. pH 2 b. pH 4 c. pH 10 d. pH 12 e. pH 14

____ 37. What would be the pH of a solution with a hydrogen ion [H+] concentration of 10-8 M? a. pH 2 b. pH 4 c. pH 6 d. pH 8 e. pH 10

____ 38. Which of the following solutions has the greatest concentration of hydrogen ions [H+]? a. gastric juice at pH 2 b. vinegar at pH 3 c. tomato juice at pH 4 d. black coffee at pH 5 e. household bleach at pH 12

____ 39. Which of the following solutions has the greatest concentration of hydroxide ions [OH-]? a. lemon juice at pH 2 b. vinegar at pH 3 c. tomato juice at pH 4 d. urine at pH 6 e. seawater at pH 8

____ 40. If the pH of a solution is decreased from 9 to 8, it means that the a. concentration of H+ has decreased 10 times what it was at pH 9. b. concentration of H+ has increased 10 times what it was at pH 9. c. concentration of OH- has increased 10 times what it was at pH 9. d. concentration of OH- has decreased 10 times what it was at pH 9. e. B and D are correct.

____ 41. If the pH of a solution is increased from pH 5 to pH 7, it means that the a. concentration of H+ is 2 times greater than what it was at pH 5. b. concentration of H+ is 2 times less than what it was at pH 5. c. concentration of OH- is 100 times greater than what it was at pH 5. d. concentration of OH- is 100 times less than what it was at pH 5. e. concentration of H+ is 100 times greater and the concentration of OH- is 100 times less than what they were at pH 5.

____ 42. One liter of a solution of pH 2 has how many more hydrogen ions (H+) than 1 L of a solution of pH 6? a. 4 times more b. 400 times more c. 4,000 times more d. 10,000 times more e. 100,000 times more

____ 43. One liter of a solution pH 9 has how many more hydroxide ions (OH-) than 1 L of a solution of pH 4? a. 5 times more b. 100 times more c. 1,000 times more d. 10,000 times more e. 100,000 times more

____ 44. Which of the following statements is true about buffer solutions? a. They maintain a constant pH when bases are added to them but not when acids are added to them. b. They maintain a constant pH when acids are added to them but not when bases are added to them. c. They maintain a constant pH of exactly 7 in all living cells and biological fluids. d. They maintain a relatively constant pH. e. They are found only in living systems and biological fluids.

____ 45. Buffers are substances that help resist shifts in pH by a. releasing H+ in acidic solutions. b. donating H+ to a solution when they have been depleted. c. releasing OH- in basic solutions. d. accepting H+ when the are in excess. e. both B and D

____ 46. One of the buffers that contribute to pH stability in human blood is carbonic acid (H2CO3) Carbonic acid is a weak acid that dissociates into a bicarbonate ion (HCO3-) and a hydrogen ion (H+) Thus, H2CO3   HCO3- + H+ If the pH of the blood drops, one would expect a. a decrease in the concentration of H2CO3 and an increase in the concentration of HCO3-. b. the concentration of hydroxide ion (OH-) to increase. c. the concentration of bicarbonate ion (HCO3-) to increase. d. the HCO3- to act as a base and remove excess H+ with the formation of H2CO3. e. the HCO3- to act as an acid and remove excess H+ with the formation of H2CO3.

____ 47. One of the buffers that contribute to pH stability in human blood is carbonic acid H2CO3. Carbonic acid is a weak acid that when placed in an aqueous solution dissociates into a bicarbonate ion (HCO3-) and a hydrogen ion (H+) Thus, H2CO3 <--> HCO3- + H+

If the pH of the blood increases, one would expect a. a decrease in the concentration of H2CO3 and an increase in the concentration of H2O. b. an increase in the concentration of H2CO3 and a decrease in the concentration of H2O. c. a decrease in the concentration of HCO3- and an increase in the concentration of H2O. d. an increase in the concentration of HCO3- and a decrease in the concentration of H2O. e. a decrease in the concentration of HCO3- and an increase in the concentration of both H2CO3and H2O.

____ 48. Assume that acid rain has lowered the pH of a particular lake to pH 4.0. What is the hydroxide ion concentration of this lake? a. 1 x 10^-10 mol of hydroxide ion per liter of lake water b. 1 x 10^-4 mol of hydroxide ion per liter of lake water c. 10.0 M with regard to hydroxide ion concentration d. 4.0 M with regard to hydroxide ion concentration e. both B and D

____ 49. Research indicates that acid precipitation can damage living organisms by a. buffering aquatic systems such as lakes and streams. b. decreasing the H+ concentration of lakes and streams. c. increasing the OH- concentration of lakes and streams. d. washing away certain mineral ions that help buffer soil solution and are essential nutrients for plant growth. e. both B and C

____ 50. Water's surface tension and heat storage capacity is accounted for by its a. orbitals. b. weight. c. hydrogen bonds. d. mass. e. size.

____ 51. What property of water is responsible for water transport in plants? a. moderation of temperature b. insulation c. its versatility as a solvent d. cohesion e. its role as a buffer

____ 52. When does a hydronium ion form? a. when two water molecules bind b. when a water molecule gains an hydrogen ion from another water molecule c. as a product of evaporation d. when a hydrogen ion binds with a hydroxide ion e. when a water molecule splits in half

____ 53. About ____ molecules in a glass of water are dissociated. a. 1 in 1,000,000,000 b. 1 in 1,000,000 c. 1 in 5,000,000 d. 1 in 2 e. 1 in 500,000,000

____ 54. In a neutral solution the concentration of a. hydrogen ions is equal to the concentration of hydroxide ions. b. water molecules is less than the concentration of hydrogen ions. c. hydrogen ions is less than the concentration of hydroxide ions. d. water molecules is less than the concentration of hydroxide ions. e. hydrogen ions is greater than the concentration of hydroxide ions.

____ 55. What is the best explanation of the phrase "fitness of the environment" as used in this chapter? a. Earth's environment is constant. b. It is the physical environment, not life, that has changed. c. The environment of Earth has adapted to life. d. Life as we know it depends on certain environmental qualities on Earth. e. Water and other aspects of Earth's environment exist because they make the planet more suitable for life.

____ 56. Many mammals control their body temperature by sweating. Which property of water is most directly responsible for the ability of sweat to lower body temperature? a. water's change in density when it condenses b. water's ability to dissolve molecules in the air c. the release of heat by the formation of hydrogen bonds d. the absorption of heat by the breaking of hydrogen bonds e. water's high surface tension

____ 57. For two bodies of matter in contact, heat always flows from a. the body with greater heat to the one with less heat. b. the body of higher temperature to the one of lower temperature. c. the denser body to the less dense body. d. the body with more water to the one with less water. e. the larger body to the smaller body.

____ 58. A slice of pizza has 500 kcal. If we could burn the pizza and use all the heat to warm a 50-L container of cold water, what would be the approximate increase in the temperature of the water? (Note: A liter of cold water weighs about 1 kg). a. 50°C b. 5°C c. 10°C d. 100°C e. 1°C

____ 59. The bonds that are broken when water vaporizes are a. ionic bonds. b. bonds between water molecules. c. bonds between atoms within individual water molecules. d. polar covalent bonds. e. nonpolar covalent bonds.

____ 60. Which of the following is an example of a hydrophobic material? a. paper b. table salt c. wax d. sugar e. pasta

____ 61. We can be sure that a mole of table sugar and a mole of vitamin C are equal in their a. mass in daltons. b. mass in grams. c. number of molecules. d. number of atoms. e. volume.

____ 62. How many grams of acetic acid (C2H4O2)would you use to make 10 L of a 0.1 M aqueous solution of acetic acid? (Note: The atomic masses, in daltons, are approximately 12 for carbon, 1 for hydrogen, and 16 for oxygen.) a. 10.0 g b. 0.1 g c. 6.0 g d. 60.0 g e. 0.6 g

____ 63. Acid precipitation has lowered the pH of a particular lake to 4.0. What is the hydrogen ion concentration of the lake? a. 4.0 M b. 10^-10 M c. 10^-4 M d. 10^4 M e. 4%

____ 64. What is the hydroxide ion concentration of the lake described in question 9? a. 10^-7 M b. 10^-4 M c. 10^-10 M d. 10^-14 M e. 10 M

Answers

1. ANS: C TOP: Concept 3.1

2. ANS: B TOP: Concept 3.1

3. ANS: B TOP: Concept 3.1

4. ANS: C TOP: Concept 3.1

5. ANS: D TOP: Concept 3.2

6. ANS: C TOP: Concept 3.2

7. ANS: B TOP: Concept 3.2

8. ANS: B TOP: Concept 3.2

9. ANS: D TOP: Concept 3.2

10. ANS: D TOP: Concept 3.2

11. ANS: C TOP: Concept 3.2

12. ANS: D TOP: Concept 3.2

13. ANS: B TOP: Concept 3.2

14. ANS: B TOP: Concept 3.2

15. ANS: C TOP: Concept 3.2

16. ANS: B TOP: Concept 3.2

17. ANS: B TOP: Concept 3.2

18. ANS: D TOP: Concept 3.2

19. ANS: A TOP: Concept 3.2

20. ANS: A TOP: Concept 3.2

21. ANS: E TOP: Concept 3.2

22. ANS: E TOP: Concept 3.2

23. ANS: E TOP: Concept 3.2

24. ANS: E TOP: Concept 3.2

25. ANS: C TOP: Concept 3.2

26. ANS: E TOP: Concept 3.2

27. ANS: B TOP: Concept 3.2

28. ANS: C TOP: Concept 3.2

29. ANS: B TOP: Concept 3.2

30. ANS: D TOP: Concept 3.2

31. ANS: B TOP: Concept 3.3

32. ANS: E TOP: Concept 3.3

33. ANS: D TOP: Concept 3.3

34. ANS: C TOP: Concept 3.3

35. ANS: E TOP: Concept 3.3

36. ANS: A TOP: Concept 3.3

37. ANS: D TOP: Concept 3.3

38. ANS: A TOP: Concept 3.3

39. ANS: E TOP: Concept 3.3

40. ANS: E TOP: Concept 3.3

41. ANS: C 

42. ANS: D 

43. ANS: E 

44. ANS: D 

45. ANS: E 

46. ANS: D 

47. ANS: A 

48. ANS: A 

49. ANS: D 

50. ANS: C 

51. ANS: D 

52. ANS: B 

53. ANS: E

54. ANS: A 

55. ANS: D

56. ANS: D

57. ANS: B

58. ANS: C

59. ANS: B

60. ANS: C

61. ANS: C

62. ANS: D

63. ANS: C 64. ANS: C