Racism Black Or White - 949 Words

Black or White? Caucasian, African American, Indian, Asian, Native Hawaiian: together all of these races make up the different racial groups in America. Racism is the belief that race is the reason for human traits and that racial differences cause a race to be inferior or superior to other races. Racism affects how Americans live and work together in America. Recitatif by Toni Morrison published in 1983, fifteen years after the Civil Rights Movement, is an example of fictional writing that addresses the topic of racism that occurred in America. Morrison’s use of main characters with unrealved races in the context of the era of the civil rights movement allows readers to clearly understand her critique on racism: the color of a person’s skin does not matter. Throughout Recitatif Morrison never reveals Twyla s or Roberta’s race to the reader. However, what race they are can be debated, based on information Morrison gives in the story. For example, Roberta smells funny, can’t read, and has big hair. For a reader to come to a conclusion on what race they think Roberta was by those three attributes of her would mean the reader would be relying on stereotypes to help them come to their conclusion. The fact that Morrison never reveals to the reader Twyla’s or Roberta’s race indicates that either Caucasian or African American people are cable of acting or even looking the way Twyla and Roberta did. Morrison wants people to let go of any racial prejudice or stereotypes that theyShow MoreRelatedBlack And White Racism : Racism1189 Words   |  5 PagesName: Course: Tutor: Date: Black and White Racism Introduction For a long time, racism has occurred as a controversial and hotly debated topic in the American society. Racism has infiltrated the way individuals behave, think, and act in different capacities. It is a grievous insult in referring somebody to as a ‘racist’. Black Americans have accused whites, the nation’s ethnic majority for racism, whereas whites have also accused blacks of racism. Widespread uncertainty, disagreement, and confusionRead MoreRacial Racism : Black And White Americans1484 Words   |  6 PagesThere are many layers to American racism. I will break it down to 3 layers and explain the consequences these types of racism have. The first lay is historical racism. Historical racism is what most stereotypes what racism is suppose to be. In this category you would think of things such as lynching, the enslaved people working the fields, use of the word nigger, segregation and Jim Crow laws but that isn’t even the start of it. The first step to suc cessfully enslave a people is to â€Å"keep the mindRead MoreAwareness Of White Privilege : Racism Toward Black Americans1016 Words   |  5 PagesAwareness of White Privilege Effects Racism Toward Black Americans Ongoing research efforts continue to focus on the cognitive processes involved in the perpetuation of intergroup biases as well as techniques that can be used to reduce racial prejudice (Stewart, Latu, Branscombe, Phillips Denney, 2012). Descriptive studies (Neville, Lilly, Lee, Duran Browne, 2000) and experimental investigations (Branscombe, Schmitt Schiffhaurer, 2006) have found a significant relationship between theRead MoreRacism Is Effective At Maintaining Social Distance Between Whites And Blacks1730 Words   |  7 Pagesof initial contact between whites and blacks in the United States, whites have acted as gatekeepers by regulating the degree to which blacks have been allowed or denied access to resources and institutions. The means by which whites have defended their dominant position, however, has changed dramatically over time (Bobo, Kluegel Smith 1997). Overt racism based on â€Å"scientific† classification of blacks as inherently inferior to whites has c eded to covert forms of racism in contemporary America; asRead MoreRacism By Bob Blauner s Article, Blacks And Whites Often Talk Past One Another908 Words   |  4 PagesIn Bob Blauner’s article he quotes, â€Å"Blacks and whites often talk past one another† (Blauner 57). This statement speaks the truth when discussing how the two races view racism. Whites tend to view racism in a narrow perspective, which involves the idea that racism is interpersonal and that it involves discrimination and prejudice. Blacks view racism in a wider perspective, which involves racism as impersonal, unintentional and apart of the institutions in society. Two students in a racial relationsRead MoreBell Hooks Loving Blackness As Political Resistance Analysis1329 Words   |  6 Pagesas Political Resistance† The racism that runs deep in the blood of the United States is a complex issue to tackle. As white supremacy was the foundation on which the country was born, many believe that society breeds this racism and deny the possibility of change. bell hooks eloquently addresses the problems faced by those who seek to make change and establish equality in her essay, â€Å"Loving Blackness as Political Resistance.† She discusses these problems through the lens of her instruction by usingRead MoreEssay about Eduardo Bonilla-Silvas Book, Racism Without Racists1653 Words   |  7 Pagesdiscusses the new racism in his book, Racism without Racists. Bonilla-Silva classifies the new racial discrimination as color blind racism. Color blind racism is then structured under four frames (26). Color blind racism is believed to have lead to the segregation of the white race from other minorities called white habitus. Color blind racism and white habitus has affected many people, whom donâ€⠄¢t even realize that they are, have been or will be affected. Color blind racism is an â€Å"ideology,Read MoreRacism Is Not A Thing That You Are Born With Racism1246 Words   |  5 Pagesworld many colours â€Å"Racism is taught in our society; it is not automatic. It is learned behaviour toward persons with dissimilar physical characteristics.† (Alex Haley) Racism is not a thing that you are born with, racism is something which is learnt through the language of the society around you. Harper Lee in her book To Kill a Mockingbird explores with the irrationality of adult attitudes to race and class in the Deep South of the 1930s. In this novel it is seen that racism is taught it is notRead MoreThe Hard Times of Blacks in the South in the 1940s624 Words   |  3 PagesThe Hard Times Of Blacks In The South In The 1940’s Racism was a big issue in the south in the 1940’s. Racism was a major issue in the south back then because of all kind of reasons for example the KKK, and the laws that would make the blacks inferior to the whites in the southern society. The author Richard Wright wrote the book Black Boy about his own childhood. Richard Wright’s writing was influenced by his experiences with racism, Jim Crow laws, and segregation in the south in the early 1940’sRead MoreTwo Colors One Land1881 Words   |  7 Pagesthat people are assumed. When one takes one slice of the big cake he or she can realize that the taste of the cake is not same for all races in U.S. There is a non ignorable categorization between the races in U.S. Jefferson M. Fish defines racism: â€Å"Treating people unfairly because of their group membership†. (2011) There are many advertisements that introduce U.S as the land of opportunities and land of freedom. U.S is one of the most developed countries about economic conditions and

Weight Debate The Freshman Twenty - 1314 Words

Kaitlynn Beaulieu Professor Healy English 123 17 April 2015 Weight Debate: The Freshman Fifteen Every college student knows about the midnight pizza runs, unlimited food in the dining halls, the ice cream bar, the two-in-the-morning cravings, and that plethora of snacks in the dorm room. In college, students get to make their own life choices, do whatever they want to do, and eat whatever they want to eat. Unfortunately, many college students make poor choices when it comes to their eating habits. A large majority of college students gain weight over the course of their freshman year, and the fact that such an extreme weight gain happens is so significant that it has earned itself a lasting name: the â€Å"Freshman Fifteen.† The freshman fifteen is a title used to describe the excessive amount of weight gained during the course of a college student’s freshman year. In actuality, the freshman â€Å"fifteen† is a misnomer; the name stuck because it is alliteration and it happens to be a catchy name. The number fifteen is al so a fairly daunting number when talking about weight-gain, though there are a number of people that have gained fifteen pounds during the course of their freshman year. When incoming college students gain weight, they can gain anywhere from five to twenty pounds, but most students only rack up enough to physically show that they’ve gained weight. According to a report made by the Journal of American College Health in 2005, Jim Dryden states â€Å"70% of collegeShow MoreRelatedNational Collegiate Athletic Association1726 Words   |  7 Pagesathletes across the United States of America. (Jcoram) Others that should join the cause are university presidents, athletic departments, sport commissioners, and coaches as well. When it comes to the world of sports, all sports, many topics come into debate when discussing the day to day issues facing athletes and their chosen careers. Many concerns with athletes are usually two sided and are black and white arguments without much gray area in between. Most of these issues with sport revolve around theRead MoreMental Illness And Seeking Help1896 Words   |  8 PagesMental Illness and Seeking Help Over twenty one million adults in america battle some sort or form of mental illness. Fifteen million of those adults suffer from depression. The other six million of those have to deal with some sort of other psychotic disorder, such as schizophrenia, and bipolar disorder (Bernstein 1). In a country where mental illness is widely known about and accepted as a problem, why are there so many who still do not seek treatment and help for their condition, and what canRead MoreWhy The Food Is The United States1929 Words   |  8 Pagespeople. The reason that it is like that is because the people who live in the United States are free to do to themselves as they please. This is what makes, in my opinion, America one of the greatest countries in the world. This isn’t a political debate so I am not going to get very deep into it, but I do not believe that the government has the right to tell its citizens what they can and cannot put in their bodies. In the United States you can eat anything you pretty much want. However, there areRead MoreThe Effects Of Homework On The American Educational System1804 Words   |  8 Pages Since the introduction of homework into the American educational system, the debate over how much work should be given to students has been constant. This debate has led to research being done on the nature of homework in schools, as well as explanations for why homework amounts vary among students. Currently, many scholars and researchers have conducted studies pointing towards the negative impacts of homework on students, particularly those in high school. One of the major side effects of homeworkRead MoreAnalysis Of The Underwear Essay1817 Words   |  8 Pagesmemorization and formal speech. I could not find the bridge between comfort on the stage in performance and confidence in everyday life regarding my own notions. As a band student, the choir teacher habitually pestered me to join choir throughout all of freshman year, and I continually rejected his invitations because of the negative connotation that choir possessed in my high school. On the first day of sophomore year, I walked into my advisory, and it was the choir room. It was no ordinary advisory eitherRead More Race and Affirmative Action Essay2807 Words   |  12 Pagesthe different minorities and ethnic groups must be treated fairly. Affirmative action is a recent attempt to solve the discriminations produced by racial inequality. However, affirmative action is also being scrutinized as scholars and the public debate the benefits and harms of affirmative action. A Historical View Throughout the past 30 years, affirmative action has been the answer to racial inequality. The policy began in 1965 under President Johnson. It was used to redressRead More The Legitimacy of Electronic Scholarly Publishing Essay example3539 Words   |  15 Pageselectronic submissions of manuscripts(Harder H467). As scholarly electronic publishing develops as complement and competition to traditional publishing, the promotion and tenure boards at all universities will have to decide on the weight that electronic publishing will carry in annual evaluations; in essence, are electronic publications as respectable and credible as traditional publications? A number of factors determine the credibility of any publication, ranging from somethingRead MoreTexas and the Death Penalty Essay5886 Words   |  24 Pagesmembers. This was also in response to the U.S Supreme Court’s decision in Furman v. Georgia which leaned on the unconstitutionality of the current capital punishment laws and eventually annulled nationwide death penalty sentences. This half-new freshman legislature revised the criminal laws of capital punishment in a few ways: One was by implementing a bifurcated trial process. This process was designed to separate the guilt-innocence and punishment phases of the cri minal trial. The second revisionRead More65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 PagesWhile confidence...inspiring, these decisive actions had an undesired consequence: I discouraged my team from providing their input. My actions indicated that I had already made all of the deci... sions, and that the teams suggestions would carry no weight. I had to change my leadership approach to focus on facilitating collaboration rather than dictating a course of action. Because our consultants present information in a systematic and analytical fash... ion when communicating with our clients, IRead MoreCorporate Finance174197 Words   |  697 Pagesframework of stock valuation explicitly includes these. At the other extreme, we could argue that these are non-economic phenomena and are best handled through the political process. A classic (and highly relevant) thought question that illustrates this debate goes something like this: â€Å"A firm has estimated that the cost of improving the safety of one of its products is $30 million. However, the firm believes that improving the safety of the product will only save $20 million in product liability claims

Organization of Study Time Free Essays

string(66) " is simply a case of getting your head down and working at these\." Study and revision skills INFO This section covers the following ideas and material: An introduction to revision methods, including †¢ concept mapping, ? ow charts and mind maps †¢ planned revision timing †¢ practising examination technique. General study methods Organisation of study time The examinations are looming large. Suddenly you realise that you do need your notes and experimental work from the last year or two. We will write a custom essay sample on Organization of Study Time or any similar topic only for you Order Now Are they in good shape? Well†¦! It is worth remembering that revision is just that. It shouldn’t be the first time that you have tried to get to grips with a subject. Organisation of study habits over a whole course is a vital part of being successful. This certainly means practical things, such as making sure that your notes are intact and readable. But it also includes making sure that you have understood the ideas and connections as you have covered a topic. Nothing can be worse than trying to learn masses of material that you don’t understand. The best preparation for an examination begins a long time before it! This spreads the load and lessens the tension as the examination approaches. Figure 1 summarises various aspects of preparing for examinations. The coursework ‘arm’ emphasises not only the collection of good notes directly from class, but also the need to look at and use material from outside. Reading reference material and taking useful notes from it is a skill in itself. Table 1 outlines different methods of reading and their purpose. The first three methods are more appropriate to using books for reference. However, there is an increasing number of popular science books and magazines for which the last two methods are appropriate. In addition, there is an increasing amount of reference material now available on CD-ROM and, most significantly, the internet. You should find ways of using this material, as it provides a more interactive presentation of the material. The ability to make notes and topic summaries as you work through a course is important, as they can then be used as a starting point for revision. You should not think of practical work in chemistry as separate from other classwork. The ideas and detailed information from the practicals are important in reinforcing your understanding of a topic. Indeed, a particular experiment may help you to remember and understand a crucial idea – giving you a visual clue on which to ‘hang’ the idea in your memory. Cambridge University Press IGCSE Chemistry Study and revision skills 1 reading CD-ROM practical work classnotes COURSEWORK review cards summary sheets Information how much? when? spider diagrams Or gan isin topic lists mind maps gn ote s O n rga g isin tim e take breaks REVISION SKILLS use a timetable u St sk ill key words and ideas s dy bi ha stick to timetab le or y ts M em suitable place regular reviews use summaries, spider diagrams and mind maps Figure 1 Revision involves organisation and the development of particular skills. alone or with a friend ime of day Type of reading skimming scanning reflective reading detecting bias reading for pleasure Method looking for the main topics looking for specific information reading carefully and thoughtfully, with attention to detail separating fact from opinion reading at own pace Purpose to gain an overall impression to find particular facts or conclusions to obtain a thorough understanding of a topic to form a decided impression of a controversial area to gain a feel for a subject, and for enjoyment Table 1 Different methods of reading and their purpose. This book, and the accompanying materials, are aimed specifically at students taking the Cambridge IGCSE Chemistry course. This is a course and qualification with a very high international reputation. 2  © Cambridge University Press IGCSE Chemistry Study and revision skills INFO There is an excellent website for Cambridge IGCSE students, at: www. cambridgestudents. org. uk/subjectpages/chemistry/igcsechemistry Do take a good look at this website. You will ? nd copies of past papers, model answers to past questions, some simulations, and revision checklists based on the syllabus. The tips from examiners are there to help you do well in the exam and are certainly worth taking note of. The website is worth visiting regularly, as new material and up-to-date papers are added to it. Getting started We have said it earlier, and it can be boring to repeat it, but it remains true all the same: to make sure of a high grade in your final examinations you will need to work hard throughout your course. Here are some tips to help you make the best use of the time you put in on your work in chemistry. Make sure you have a copy of the IGCSE Chemistry syllabus. There is one provided on this CD which also gives you guidance as to where in the book the different topics are covered. It is important you know the course you are taking and the way in which you will be assessed. IGCSE exams aren’t just about learning facts. You need to be able to understand your work and become sufficiently confident in your understanding to answer questions about things you have never met before. You need to be able to transfer your knowledge in a particular area to an example that will be unfamiliar to you. The IGCSE examiners will be setting questions to test three sets of skills (they are known as Assessment Objectives). These are: †¢ Skill A: knowledge with understanding †¢ Skill B: handling information and solving problems †¢ Skill C: experimental skills and investigations. About 50% of all the marks in the exam are for skill A, 30% for skill B and 20% for skill C. Skill A is about learning and understanding all the facts and concepts in the syllabus. These are covered in your textbook, and your teacher will make sure you have met them all in class as your course progresses. There are no crafty shortcuts, it is simply a case of getting your head down and working at these. You read "Organization of Study Time" in category "Papers" Skill B is about using these facts and concepts and applying them to an unfamiliar context. It’s important that you become confident in tackling questions that, at first sight, look completely new. The workbook will give you lots of practice at this. Trying past question papers will also help to test this skill, but there will still be unusual material that you will meet for the first time in the exam. The following ‘model exam question’ is similar to the type of question found on an extended paper and will give you some idea of what to expect. Cathodic protection of steel objects is not mentioned in the syllabus whereas sacrificial protection is. Yet here you are asked to compare the two using your knowledge and understanding of electrolysis. Skill C is about practical skills. You should have plenty of opportunity to do experiments in a laboratory throughout your course. The workbook also has exercises that will help you to improve your skills at handling and interpreting data obtained from experiments, and designing experiments. But make sure you gain the most you can from your practical sessions. Chapter 12 gives you clear guidance about what is involved in the assessment of your practical work.  © Cambridge University Press IGCSE Chemistry Study and revision skills 3 Model Q Questions For relevant material, see Chapter 9. Titanium is very resistant to corrosion. One of its uses is as an electrode in the cathodic protection of large steel structures from rusting. + power – steel oil rig which is cathode titanium anode seawater contains H+(aq), OH–(aq), Na+(aq), Cl –(aq) a Define oxidation and reduction in terms of electron transfer. Oxidation is the loss of electrons Reduction is the gain of electrons HINT: Remember OIL RIG – to help remember ‘oxidation is loss; reduction is gain’ [2] b The steel oil rig is the negative electrode (cathode) in this protective electrolytic arrangement. Name the gas formed at this electrode. Hydrogen HINT: Discharge of H+ ions from the seawater. [1] c Name one of the two possible gases formed at the titanium anode. Oxygen (or chlorine) HINT: Discharge of OH? ions or Cl? from the seawater. [1] d Explain why the oil rig does not rust. T oil rig legs are the cathode in the cell that is set up (see diagram)he and oxidation does not take place at the cathode (electrons are moving towards the cathode, not away from it). HINT: See Chapter 4 – oxidation takes place at the anode in electrolysis; reduction takes place at the cathode. Do not confuse this with sacri? cial protection. [2] e Another way of protecting steel from corrosion that involves using another metal is sacrificial protection. Give two differences between sacrificial protection and cathodic protection. Cathodic protection involves electrolysis and needs electricity; it uses an inert electrode (here made of titanium). Sacrificial protection needs a more reactive metal; this metal corrodes instead of the steel. Sacrificial protection does not need electricity. f What is the name of the method of rust protection that uses zinc? Galvanisation [2] [1] 4  © Cambridge University Press IGCSE Chemistry Study and revision skills Keeping up progress During the course you will be given work to do. Try to work steadily through all the necessary material throughout your course. It is really important that you keep up with this. Don’t set out to make life difficult for yourself. Do make sure that you understand each piece of work you do. Research shows that we find it much easier to learn and remember things if we understand them. If there is something you don’t understand, make sure you do everything you can to put this right straight away. Quite often working through a topic with a friend will help. Use your school library or the internet. Be careful of the internet, though, as many chemistry sites are written for other courses in different countries. These can use different approaches and it is difficult to apply the explanations you see. Ask your teacher for a (short) list of reliable sites you can go to regularly. Strategies of study Your study sessions should use a variety of techniques to aid your understanding and learning of the material. Simply reading over your notes is not a particularly productive strategy. Try to summarise topics as you read, then shorten the summary down to a set of key words. Having learnt these, try to reconstruct notes on the topic. Your learning and understanding can also be checked and developed by answering questions from past examination papers. Keep the length of time taken to answer questions in mind when testing yourself. There is no point in preparing over-elaborate answers to short questions. An important aspect of understanding a topic is to ‘see the connections’ between the ideas involved. Establishing these links makes it so much easier to remember the details of a topic. Pictorial methods of linking ideas can be very useful for this. INFO The methods available include: †¢ †¢ †¢ †¢ ?ow charts concept maps Venn diagrams mind maps. The importance of all these methods is that they force us to sort out the material into key ideas, and then to establish the links between them. It is useful to draw up the diagrams for yourself. Remember that your ‘maps’ may well differ from other people’s. Comparing notes with others, or even drawing them up together as a group, can also be very useful. Sharing ideas and comparing maps helps you to think things through. As you use these methods, you will develop greater skill in drawing them up. Flow charts are linear in their approach and work down from a major idea by a series of subdivisions. They are useful for emphasising the different types of chemical substance, for example (see examples of charts in Chapters 2 and 3 in the textbook). Concept maps and mind maps are particularly useful for helping you to see the flow of ideas. In a concept map (Figure 2), the interlinking idea is written alongside the connecting arrow.  © Cambridge University Press IGCSE Chemistry Study and revision skills 5 a combustion neutralisation precipitation synthesis redox are types of a catalyst speeds up a chemical reaction can be written down as a word or symbol equation word n tio equa sym bo equa l tion example: zinc + oxygen zinc oxide 2Zn + O2 2ZnO these are elements this is a compound this means this means 2 atoms of zinc 1 molecule of oxygen is the process that positive ions undergo at the cathode during is the gain of ELECTROLYSIS transferred during ELECTRONS is the loss of is the opposite process to is the process that negative ions undergo at the anode during process used to extract metals in the BLAST FURNACE REDUCTION REDOX OXIDATION is a special form of is the opposite process to is the removal of is the addition of COMB USTION OXYGEN element removed from metal ores by carbon in Figure 2 a Spider diagrams, and b concept maps involve organising ideas and their connections. reactions in which substances react with Venn diagrams are useful for showing where different categories overlap. For example, the different ways in which we categorise reactions can result in overlaps. Figure 3 shows this. It also shows how the term ‘redox reaction’ covers a wide range of reactions. 6  © Cambridge University Press IGCSE Chemistry Study and revision skills NEUTRALISATION acid + base/alkali salt + water ONLY PRECIPITATION forming an insoluble solid by a chemical reaction sodium thiosulfate + hydrochloric acid REDOX Synthesis Decomposition to elements Electrolysis Displacement Figure 3 A Venn diagram showing various types of reaction. Can you think of examples to ? ll each space? (One has been done for you. ) Figure 4 shows a mind map covering aspects of the nature of atoms and molecules. This particular map covers a wide range of ideas – radiating from the central idea that matter is made up of very small particles (atoms or molecules, depending on the substance being talked about). The interconnections of ideas are emphasised. Putting the map on paper helps you to sort out your ideas! There are obviously overlaps between different topics. There are various pieces of mind-mapping software available (one was sed to construct Figure 4) and you can find these on the internet. However, it is important not to get over-involved in the processes of a particular IT package. In many ways the important thing about ‘mind-mapping’ is that it can be practised quite casually, and frequently, simply on a piece of ‘rough’ paper. Sketching different ‘mind maps’ on different topics is a way of looking at the subject from different angles to aid the memory. The main point is the thinking that is done while constructing the ‘map’.  © Cambridge University Press IGCSE Chemistry Study and revision skills 7 escribes the states of matter and the movement of particles in these states the particles in matter are moving all the time ion init de f different substances contain different types of particles, e. g. atoms, ions or molecules Kinetic theory all matter is made up of very small particles the higher the temperature, the higher the average energy of the particles Diffusion does not take place in solids heavier particles move more slowly than lighter particles at the same temperature much slower in liquids than gases often energy given out various types, e. g. synthesis and decomposition usually not easily reversible ATOMS AND MOLECULES new chemical substances formed Chemical reactions e. g. melting or dissolving Physical changes Dalton’s idea easily reversible, e. g. by cooling or evaporating no new chemical substances made Atomic theory atoms of different elements can combine to make the molecules of a compound a pure element contains only atoms with the same number of protons in the nucleus atoms of an element are each given their own symbol atoms are the smallest particles that take part in a chemical reaction the atoms of the different elements differ in size Figure 4 A mind map on ‘atoms and molecules’.  © Cambridge University Press IGCSE Chemistry Study and revision skills (isotopes) (nucleus) (nuclear reactions) (balanced equations) physical properties depend on how the atoms are linked together (atoms can be subdivided) everything is made from about 100 elements, each made up of different atoms everything is made of invisibly small atoms, linked together in differen t patterns everything can be made from a few substances combined in different ways structures weigh the same as the total mass of their parts the total amount of matter stays the same (by mass) during chemical changes mount of matter stays the same (by atom count) during chemical changes chemical combinations of substances have different properties visible objects may be made of large numbers of very small invisible particles substances have physical properties magnifiers and microscopes often show that objects are made of smaller parts small parts can be put together in different ways to make different things water evaporates into the air all materials come from somewhere and must go somewhere PROPERTIES OF SUBSTANCES COMMON ELEMENTS ATOMS ARE INVISIBLY SMALL CONSERVATION OF MATTER KEY Scientific ideas More general notions Storylines Figure 5 The different ‘storylines’ behind the maps branch into each other. Figure 5 shows how several ‘storylines’ can be linked together. This type of diagram can help you see the overall pattern of a section of the course you are taking and begin to see the ‘connections’ between ideas. The more connections, or associations, you can make between ideas, the more likely you are to understand and remember them. When a particular part of a course, or a particular topic, is finished it can be useful to produce a diagrammatic summary. This helps reinforce the linked ideas while they are still fresh in your mind. The charts can provide a useful ‘checklist’ when it comes to revision. The next three charts (Figure 6a,b,c) show how parts of a course can be summarised. Figure 6a summarises a great deal of the material covered in Chapters 2 and 3, and Figures 6b and 6c flow into each other and show how much of chemistry develops from a consideration of the Earth’s resources. This ‘map’ of chemistry provides a context for your studies.  © Cambridge University Press IGCSE Chemistry Study and revision skills 9 a SOLIDS LIQUIDS GASES CHEMISTRY SECTION ONE PARTICLES ATOMS MOLECULES IONS ATOMIC STRUCTURE proton number Z – mass number A PROTONS ELECTRONS ORBITS (2,8,8) PROTONS +NEUTRONS NEUTRONS = A–Z p + 1 n o 1 e – EQUATIONS and CALCULATIONS Balancing Mr from Ar + % Quantities from equations Solids and gases Formulae from % Data Book FORMULAE 1 1840 CHEMICAL BONDS FORMING IONS Metals lose electrons Non-metals gain electrons GROUP 1 THE ALKALI METALS Reaction with Water Storage Variation down group Density m. p. IONIC COVALENT SHARING ELECTRONS GROUP 7 THE HALOGENS Reaction with iron Displacement Colour Variation down group m. . TRANSITION METALS Coloured compounds Catalysts High m. p. s NOBLE GASES No reactions Coloured lights METALS NON-METALS PHYSICAL PROPERTIES Malleable Conductors Strong High m. p. Shiny Alloys BURNING IN AIR and OXYGEN PHYSICAL PROPERTIES Brittle Poor conductors Low m. p. Dull REACTIVITY OF METALS BASIC OXIDES ACIDIC OXIDES Figure 6 a, b, c Flow charts can show very clear ly the links between different areas of chemistry and help provide an overall pattern to a course. 10  © Cambridge University Press IGCSE Chemistry Study and revision skills b CHEMISTRY SECTION TWO ALKALIS Basic Oxides + Water CHEMICAL REACTIONS ACIDS Acidic Oxides + Water REACTIVITY SERIES OF METALS AIR NEUTRALISATION H + +OH – H2O BONDS BREAK and FORM WATER ACID POTASSIUM SODIUM 14 pH WEAK WEAK STRONG pH STRONG NEW SUBSTANCES 8 6 1 Rapid Rapid BANG! ENERGY CHANGE CALCIUM  © Cambridge University Press IGCSE Chemistry MAGNESIUM Quite Quick Rapid WATER pH7 SALT ALUMINIUM ZINC SULFATE Sulfuric Acid CHLORIDE Hydrochloric Acid NITRATE Nitric Acid Slow React with Steam Slow IRON ENDOTHERMIC Energy used and taken in EXOTHERMIC Energy produced and given out COPPER No Very Slow REVERSIBLE REACTIONS Can go both ways SILVER No GOLD No N2 + 3H2 2NH3 DISPLACEMENT REACTIONS RATE(Speed) OF REACTION Reactions happen when particles collide. BUT they must collide hard enough. More collisions or harder collisions = Faster reaction. More reactive metals displace Less reactive metals from their compounds. BIG DIFFERENCE = FAST REACTION TEMPERATURE ALL REACTIONS Higher Temp Faster Particles Harder Collisions Faster Reaction Faster Reaction More Collisions More Particles More Conc REACTIONS WITH SOLUTIONS REACTIONS WITH SOLIDS Small Pieces More Surface More Collisions Faster Reaction CONCENTRATION SURFACE AREA CATALYST SOME REACTIONS Catalyst not used up. Less energy needed More collisions succeed Study and revision skills ENZYMES Special Biological Catalysts in Living things. 11 c 12 BAUXITE ROCK Crust HEMATITE REDUCTION MALACHITE BLAST FURNACE ELECTROLYSIS OF MOLTEN OXIDE ALUMINIUM IRON LIME O2 STEEL CHEMISTRY SECTION THREE THE EARTH RAW MATERIALS N2 AIR O2 CO2 WATER H2O Photosynthesis Breathing IGNEOUS LIMESTONE HE AT  © Cambridge University Press IGCSE Chemistry S U N SEDIMENTARY BLAST FURNACE + PURIFICATION BY ELECTROLYSIS Decay ering Erosion eat W sport Deposi an nta tio Tr Ceme tion n PLANTS Cooling Heat Pressure COPPER ANIMALS Death MAGMA METAMORPHIC M elti n g HALITE RockSalt NITRIC ACID LIME CEMENT GLASS SLAKED LIME CO2 O2 FOSSIL FUELS NITRATES IN SOIL NATURAL GAS AMMONIUM NITRATE N2 ELECTROLYSIS OF SOLUTION HABER PROCESS AMMONIA NITRIC ACID FERTILISER COAL PETROLEUM COKE HYDROGEN Fuel CHLORINE Water Treatment SODIUM HYDROXIDE Soap. BLEACH FUEL +or ELECTRICITY FRACTIONAL DISTIL LATION ALKENES GAS PETROL NAPHTHA KEROSINE DIESEL LUBRICATING OIL FUEL OIL BITUMEN CRACKING PLASTICS Study and revision skills The glossary – words are important Chemistry can be said to have a language of its own. As for the other sciences, there are special terms that need to be understood and remembered – an ‘atom’ is not the same thing as an ‘ion’ or a ‘molecule’. There are also some words that have a different slant on their meaning in chemistry. For example, saying that ethanol is ‘volatile’ does not mean that it is about to ‘freak out’, simply that it evaporates easily. Throughout the textbook, you will find words that have been highlighted in red bold type. It would be useful to make a note of these and make sure that you are clear about their meaning. A glossary of these important chemical terms is also provided at the end of the book. The same glossary is also provided on this CD. If your first language is not English – and possibly even if it is – it would be useful to keep your own ‘chemical vocabulary’ book to help you to learn and understand the terms used in this subject. This should help you to understand questions clearly and not get tied up in confusing ‘waffle’ in your answers.  © Cambridge University Press IGCSE Chemistry Study and revision skills 13 How to cite Organization of Study Time, Papers