Best Way to Learn Organic Chemistry

Best Way to Learn Organic ChemistryIf you have always wanted to be a chemist, but had no idea on how to do so then the best way to learn organic chemistry is to take a chemistry course in college. These courses are going to give you the most common knowledge that you will need for your professional career.If you are going to be in the field of organic chemistry, you will have to know a lot of different processes and ingredients which are used in a chemical laboratory. You will need to know about all the different chemical formulas which are being used in different lab experiments.It will be really useful if you take a course which will cover the basics. When you get into a college classroom, you might not be able to get everything that you need from the lectures because you will be able to use more information from your notes. Using this method you will be able to learn what you need to know about the basic concepts of organic chemistry.The best way to find out about this kind of cou rse is to look on the internet. There are lots of different online chemistry colleges that offer an organic chemistry course.You will be able to study for this course from home which is a great thing, as you don't have to worry about making it to a lecture. This is because you can do all your work at home and this gives you time to go and shop.On top of this, when you take this course you will have to submit a college grade. This is something that you have to think about very carefully because the college grade determines whether or not you are able to continue in your graduate studies.It is important that you find the best way to learn organic chemistry. If you find the best course that you can take, you will be able to move forward in your career.

TESL Canada Innovation Award

TESL Canada Innovation Award On June 9th, 2017, TESL Canada awarded my  Actively Engaged Series of ESL textbooks with the TESL Canada Innovation Award. See my other awards here. The Awards Committee said this about my  three books: The Actively Engaged series for intermediate level students in academic preparation and college level English courses integrates reading and listening activities with grammar lessons, card games, information gaps, simulations, and writing projects. Throughout the books, language structures are taught and practiced step-by-step for meaningful use in the complex speaking and writing tasks required at the intermediate level and above. The varied activities are interactive and motivating. The books themselves are easy to navigate and well designed. Nicholas Walker with his Actively Engaged Series and the 2017 TESL Canada Innovation Award Please follow and like us:

Critical Reasoning Question 16-Editorials - Private Tutoring

Critical Reasoning Question 16-Editorials BobbiM Feb 17, 2014 This editorial cannot be a good argument because it is barely literate.  Run-on sentences, slang, and perfectly dreadful grammar appear regularly throughout.  Anything that poorly written cannot be making very much sense. Which of the following identifies an assumption in the argument above? A.  This editorial was written by someone other than the usual editor. B.  Generally speaking, very few editorials are poor in style or grammar. C.  The language of an argument is indicative of its validity. D.  Generally speaking, the majority of editorials are poor in style and grammar. E.  The author of the editorial purposely uses poor grammar to disguise what he knows is a bad argument. Think you know the answer? The correct answer is C. The authors claim that the editorials argument is no good because it is poorly written depends on the assumption hat an arguments validity is related to its use of language.  After all, if an arguments language didnt indicate its validity, the authors argument wouldnt make any sense at all. (A)s not assumed because the argument doesnt concern whos to blame for the bad editorial.  (B) and (D) fail because the argument addresses this editorial only, so theres nothing assumed about what happens generally.  And (E) goes too far: The author neednt assume that the writer deliberately wrote badly to hide a bad argument, just that, as (C) says, the poor writing indicates a poor argument.

My Summer Memories in Elementary School

My Summer Memories in Elementary School As a child, I remember that summer was not much different from the regular school year for my family and I. My parents would still wake me up at 6:30 in the morning and take me and my brother to summer school so that they could go to work. I was raised in a middle, working class environment, so this is what I was used to doing. I didn't know any different anyways. Many of my friend's families were the same way, so, for many years, summer just felt like a season where it was hot and we didn't have to do as much homework as the regular school year. Looking back on it now though, I realize that those summers that I spent in summer school benefited me in a way that not even my parents could understand it.I remember that many kids in my class would return to the classroom in late August and joke around about how they had forgotten how to write because it had been so long since they had actually done any schoolwork. On the other hand, I had spent the majority of my summer practicing my pen manship, working on my times tables, doing cool science experiments, reading books and presenting book reports about them, and even going on educational field trips. We never necessarily learned anything new during summer school, but it did help me reinforce what we had learned the previous school year. I remember coming into the new school year prepared to tackle whatever was going to be thrown at me in the coming nine months.Now, I understand that nowadays, many families and parents have the privilege to stay home with their kids whenever they have breaks from school and I think that is fantastic! I am not trying to convince you to send them off to summer school for the entire break because it will make them smarter. No. I am just trying to get across that when students take long breaks from education, sometimes they can stray off the tracks and start to fall behind. I encourage you to take just a few hours a week with your students over the summer and give them a refresher on wha t they have already learned. You can do things like take them to museums, art galleries, and even the local library to have them pick out a book or two to ready over the summer. The internet is also a wonderful source where you can print out times tables for them to practice or educational programs you can download to keep them up to speed. If you are a high school or college student, I encourage you to do the same thing and keep up to date on everything that you have studied. Happy Summer everyone and Good Luck on the rest of the school year that is remaining :)-Michael Minkoff

Anaheim Physics Tutor Tip What is a Joule - TutorNerds

Anaheim Physics Tutor Tip What is a Joule - TutorNerds Anaheim Physics Tutor Tip: What is a Joule? A Better Understanding of Energy Anaheim Physics Tutor Tip: What is a Joule? A Better Understanding of Energy A common difficulty for physics students is conceptualizing new measures and what they represent.   It’s easy enough to understand meters and seconds since we’re used to these concepts of distance and time.   Other units, however, that aren’t as common in our day-to-day can be harder to understand.   As an Anaheim physics tutor and physics teacher, I’ve found that if students have a strong understanding of units and learn to trace and connect different units, that it dramatically in both their physics understanding and their physics grades. We have already discussed this concept when reviewing the concept of the Newton.   Now, we will be discussing another common contributor to physics confusion: the Joule. The joule is a measure of energy.   This is probably a concept you are familiar with, but not in specific scientific terms like it is used in physics.   Here, energy is the unit that is transferred in order to do work on something or to heat something.   However, this definition is not usually very helpful in helping students understand what one joule is.   Instead, let’s try to get a better picture by looking at some of the equations that include it: Our first equation is one that you will work with often in introductory physics classes which is the equation for kinetic energy.   Here, kinetic energy is defined as one-half of the mass times the velocity squared.   This represents the energy that a moving object has.   That’s why our only variables are mass and velocity.   The heavier a moving object is, the more energy it has; and the faster an object is, the more energy it has.   Now, let’s break these variables down into their units: As we just discussed, the unit for energy (including kinetic energy) is the joule.   The unit for mass is kilograms, and velocity is meters per second.   By squaring the velocity units like in the equation, we get to this simplified unit definition of joules (note that the “one half” isn’t a variable and doesn’t have units â€" it’s just a number). We’ve now seen one explanation of the joule as it’s used in kinetic energy.   However, in physics, we use lots of equations for joules.   If a joule is always a unit of energy, then it should be the same regardless of which equation we use.   Let’s try again with another common introductory physics equation: potential energy. Potential energy is determined by the weight of an object and how far it is from the ground.   Specifically, this is called gravitational potential energy â€" it’s the energy caused from separating objects with mass from each other where there is a force from gravity.   In most introductory physics applications, the gravity we are talking about is from the earth, which is approximately 9.8 meters per seconds squared. Again, our unit of energy is the joule, mass is kilograms, the acceleration from gravity (“g”) is meters per seconds squared, and height is measured in meters.   Again, we only care about the units, so we’ll drop the 9.8 and multiply the units to get our simplified definition: Notice that we got the same answer when using both kinetic energy and potential energy: even though they’re different equations, they lead to the same definition.   Let’s try one more time with a different equation. Remember that energy can be defined as the ability to do work.  As such, we often use equations that involve equating work and energy.   So, we may have an object with a starting kinetic energy, but some of that energy is lost when it does work.   This means that work is measured in joules, but how can that be if the equation looks so different?   Work is the applied force multiplied by the distance it is applied for (specifically the displacement).   Let’s see what happens if we break it down into the units. Work is measured in joules, force is in newtons, and distance is in meters.   However, we already learned that newtons can be broken into its definition in basic units (***see here again for newton post*****). Newtons are now written as kilogram*meters per seconds squared.   This clears up our equation a lot, because now if we multiply by the last unit of meters we get our simplified equation: Which is the same as our definition that we found when using the kinetic or potential energy equations. For fun, you can also think about the famous physics equation (that is not often used in introductory physics classes) of E=mc2.   This equation is also for energy, and is measured in joules.   Here, “c” is the speed of light, which â€" since it’s a speed â€" is measured in meters per second.   See what you get if you break this equation into its fundamental units and if it is the same as our definitions above. Learning how these new units can be broken down into fundamental units can help with your understanding of physics and your execution of equations when taking tests or solving problems.   Take the time to break up your equations into fundamental units and you may be surprised at how related many of them are. Book your private Anaheim physics tutor today! Michael C. is currently a private math, science, and standardized test tutor with TutorNerds in Irvine and Anaheim. All blog entries, except for guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

Mistakes are the portals of discovery - ALOHA Mind Math

Mistakes are the portals of discovery All parents have different ways of dealing with children’s mistakes. One of the common approaches nowadays it to make light of them, so as not to affect the child’s psyche by pointing them out too much. It is debatable whether this is the best way to prepare a child to face the future and bigger challenges in life. Experts in child development suggest that it is better to let children understand mistakes and figure out a way to resolve the issue themselves. We as parents would probably be surprised by the inventive problem solving skills that this leads to. It is also a great natural method of improving the intelligence and IQ of a child, since it helps the child figure what the problem is all about, rather than just learning from rote. Once such an outlook is fostered in the child, give him a math problem, and he will strive at arriving at the solution despite making mistakes. Such a practice enables children to be more independent with their homework. Along with encouraging a child to be independent and learn from their mistakes, it is also equally important to praise their efforts. Developmental theories show that children may have different learning styles, and each one may take their own time to handle such an approach.By enabling your child’s self-efficacy, you will be preparing and encouraging him/her to be his/her own person and handle even high-stress situations with confidence. When faced with a situation such applying for as a scholarship, such a child will not back away or be worried about failure, but will think of applying multiple times to succeed. To put all that in a nutshell, we need to Give children the space to learn from their own mistakes and not jump in to do everything for them. Not harp on earlier mistakes, but discuss the one at hand and what might have gone wrong, so that the child gets a hint of what went wrong and to correct themselves. Encourage and praise children when they solve problems on their own. Support their independence by letting them treat their mistakes as stepping stones. Abacus is a great way to improve your child’s confidence and to improve his mental math abilities which in turn will have a positive impact on his attitude to learning too. For more information visit:http://www.aloha-usa.com For more updates on your child’s learning development, follow us on Facebook at: https://www.facebook.com/aloha.usa

Language Teachers Improved Courses and Scheduling

Language Teachers Improved Courses and Scheduling Over the last few months, weve taken in feedback from both students and teachers about how the Language Teachers and Language Courses work. Were now releasing a set of changes, based on your feedback, to make the system easier and more useful. In the next two blog posts well tell you what you need to know about these changes. New Scheduling System We have made a number of changes to the scheduling system with the goal of making it easier for students and teachers to match up. When requesting a session, students are required to select an available time from the teachers calendar. Teachers now set a schedule which shows when they are available. When students try to book a session with the teacher, they must choose from those times. This helps avoid the situation where students schedule a lesson for a time when the teacher is asleep. Therefore, it is critical that teachers update their calendars with all possible available times. If a teacher has no available times, students will not be able to request a lesson with them. In addition, students must request sessions at least 24 hours in advance. This gives teachers enough time to respond and prepare for a lesson. Teachers will allow be able to set vacation times, or dates when they know they will not be able to teach classes. (We will be sending a message to your inbox with a full list of changes.) Language Courses We have also made some initial changes to the way Language Courses are handled. Eventually, we hope Language Courses will give teachers a way of showing off specific classes or skills that they can teach. Likewise, we hope it is a way for students to find a specific teacher or structured teaching plan that fits their goals. Notably, if a student wants help on test preparation, translation, or business vocabulary, this would be the place for students to browse. We are still making many improvements, and we are definitely interested in hearing your suggestions about how to improve Language Courses, the scheduling system, or anything else about the website. Please feel free to send us ideas through our feedback form or via email at (feedback at italki dot com). Language Teachers Improved Courses and Scheduling Over the last few months, weve taken in feedback from both students and teachers about how the Language Teachers and Language Courses work. Were now releasing a set of changes, based on your feedback, to make the system easier and more useful. In the next two blog posts well tell you what you need to know about these changes. New Scheduling System We have made a number of changes to the scheduling system with the goal of making it easier for students and teachers to match up. When requesting a session, students are required to select an available time from the teachers calendar. Teachers now set a schedule which shows when they are available. When students try to book a session with the teacher, they must choose from those times. This helps avoid the situation where students schedule a lesson for a time when the teacher is asleep. Therefore, it is critical that teachers update their calendars with all possible available times. If a teacher has no available times, students will not be able to request a lesson with them. In addition, students must request sessions at least 24 hours in advance. This gives teachers enough time to respond and prepare for a lesson. Teachers will allow be able to set vacation times, or dates when they know they will not be able to teach classes. (We will be sending a message to your inbox with a full list of changes.) Language Courses We have also made some initial changes to the way Language Courses are handled. Eventually, we hope Language Courses will give teachers a way of showing off specific classes or skills that they can teach. Likewise, we hope it is a way for students to find a specific teacher or structured teaching plan that fits their goals. Notably, if a student wants help on test preparation, translation, or business vocabulary, this would be the place for students to browse. We are still making many improvements, and we are definitely interested in hearing your suggestions about how to improve Language Courses, the scheduling system, or anything else about the website. Please feel free to send us ideas through our feedback form or via email at (feedback at italki dot com).