5 Study Secrets to Ace Your Exams

Most students hate tests. They hate the feeling of trying to remember the answer to a question, worrying that they focused on the wrong material, and waiting to receive their results. Whether you learn at a traditional school or study from the comfort of your own home, chances are you’ll have to sit through many test-taking experiences. But there are a few tricks you can learn now to avoid the worry before you’re in the heat of the moment. Give these five proven study tips a try and see how much better you feel during your next exam. 1. Survey your textbook or workbook before you read. Take a couple of minutes to find the glossary, index, study questions and other important information. Then, when you sit down to study, you’ll know where to find the answers you are looking for. Make sure you read any study questions before you read the chapter. These questions let you know what you can probably expect in any upcoming tests, papers or projects. 2. Attack your textbook with sticky notes. As you read, summarize (write down the main points in just a few sentences) each section of the chapter on a post-it note. After you have read the entire chapter and summarized each section, go back and review the post-it notes. Reading the post-it notes is an easy and efficient way to review information and, because each note is already in the section it summarizes, you can easily find the information you need. 3. Use a graphic organizer to take notes when you read. A graphic organizer is a form you can use to organize information. As you read, fill out the form with important information. Then, use your graphic organizer to help you study for the test. Try using the Cornell notes worksheet. Not only does this organizer let you record important terms, ideas, notes and summaries, it also lets you quiz yourself on that information by folding the answers upside down. 4. Make your own practice test. After you finish reading, pretend you are a professor who is writing a test for the chapter. Review the material you just read and make up your own practice test. Include all vocabulary words, study questions (they’re usually at the beginning or end of the chapter), and highlighted words you can find, as well as any other information you think is important. Take the test you’ve created to see if you remember the information. If not, go back and study some more. 5. Create visual flashcards. Flashcards aren’t just for primary students. Many college students find them useful as well. Before you take a test, make flashcards that will help you remember important terms, people, places and dates. Use one 3-by-5-inch index for each term. On the front of the card, write down the term or question you need to answer and draw a picture that will help you remember it. This will help ensure that you grasp the study material as you’ll find that it’s almost impossible to sketch something you don’t really understand. On the back of the card write down the definition of the term or the answer to the question. Review these cards and quiz yourself before the actual test.

Analysis of Working Class Hero by John Lennon - 1085 Words

g ------------------------------------------------- WORKING CLASS HERO: It’s something to be â€Å"Working Class Hero† is a song made for the class split back in the 1940’s and 1950’s. The song is written by John Lennon, who was one of the singers in the old and legendary band, The Beatles, with Paul McCartney, Ringo Starr and George Harrison. He recorded the song between the 26th of September and the 6th of October; the song was though first released in 1971 in the United States and in UK in 1975. The song was on his first post-Beatles album â€Å"Imagine†. John Lennon was a working class hero himself. At least that is what he says in the end of the song; â€Å"If you want to be a hero, well, just follow me.† The theme of the song is most likely†¦show more content†¦The second phrase tells that if you were a smart or clever kid, then people would hate you, and if you were a dumb fool everybody would despise you. This despises and hate comes from the fact, that kids of the working class were accepted by the other kids if they were different. If the kids were not like the others they would faster become outcasts, and then in the end maybe go down mentally (3rd phrase). And the 3rd verse had 3 more phrases: â€Å"When theyve tortured and scared you for twenty odd years. Then they expect you to pick a career, when you cant really function youre so full of fear† Here, John Lennon is saying that after you have been raised like an outcast throughout your whole childhood, all the bravery for a career, which should have been built during your childhood, simply is not there. The way the people gets â€Å"stepped on† can really be demoralizing, and in the worst case scenario it can make your life completely out of function. All of these troubles because you have a fear of being led down or the chance of becoming an outcast. And the refrain appears again. The 4th verse says: â€Å"Keep you doped with religion and sex and TV And you think youre so clever and classless and free But youre still peasants as far as I can see† In this verse John Lennon is saying that all of us are getting â€Å"doped†Show MoreRelatedAnalysis of Working Class Hero by John Lennon1079 Words   |  5 Pagesg ------------------------------------------------- WORKING CLASS HERO: It’s something to be â€Å"Working Class Hero† is a song made for the class split back in the 1940’s and 1950’s. The song is written by John Lennon, who was one of the singers in the old and legendary band, The Beatles, with Paul McCartney, Ringo Starr and George Harrison. He recorded the song between the 26th of September and the 6th of October; the song was though first released in 1971 in the United States and in UK in 1975. The

Group Communication for Participation- MyAssignmenthelp.com

Question: Discuss about theGroup Communicationfor Motivation and Participation. Answer: Introduction Group communication is the exchange of message between group members. These messages might verbal or non-verbal and help the group members to keep the group intact, through motivation, participation, determine goals and maintain the group identity. The communication also helps in making and deliberating on decisions(Goldberg, Larson, 2015). The purpose of communication within a group is to help spread ideas knowledge, information, build relationships and spreads and feelings (Rizzo, Fdida, 2014). Communication plays a key role in changing the attitude of members within the group since informed members have a more positive attitude than the less informed. Moreover, communication in a group helps to socialize and hence establish values in which the members share(Applbaum, 1979). Key Concepts of Communication The communication process in a group takes place when one party codes a message and sends it to the other party. This process follows a concept that involves: The sender, who is the person sending the message. The sender determines the kind of information to be sent, encode the information, which involves transforming the thoughts into a message that can be sent (Burtis, Turman, 2016). The channel of communication which involves the manner in which the message is sent: Channels of communication that are normally used include non-verbal communication, which is body language, audio transmission, video transmission, writing, and speaking (Derick, 2017). The one who receives the message is known as the receiver. The receiver decodes the message, which involves a process of mentally processing the message into a way that it can be understood. In some cases, the sent message fails to be decoded by the receiver due to barriers in communication. Such barriers may involve language (Cathcart, Samovar, 2014). Feedback is the last stage of the communication process; it may be given as a reaction or action, question or eve compliment, message feedback is very crucial in-group communication as it helps to make sure that the whole group is on the same page (Hirokawa, Poole, 2013). The concepts mentioned above will be used to analyze the group communication regarding on how well each stage is utilized to deliver the message between parties. For instance, the case of group 1 whose leader,for the purpose of understanding the concept, will be referred to as leader A,' communicates to the group members. This communication involves setting agendas and ways to execute them. The setting of agendas involves coding the message by encoding it from its thought form in a way that it can be transmitted (University, 2017). The message communicated by leader A involves visual aids and body language. The receiver of the message, which is the group gives, feedbacks through suggestions, questions, and compliments. The communication process conducted within this group portrays the efficiency in communication, as the sender and receiver are both participating ad also shows that the message is well understood. The other group which will be referred to as group 2, which is headed by leader B seem to be relying on oral communication only to discuss its agendas and the ways of executing them. The leader of this message communicates orally to t he group. Furthermore, it is observed that there is scattered feedback from the group, which is the receiver. This shows that the group leader does not adequately encode the information into the required message, the leader also fails to identify the mist appropriate channel to use in conveying the message and there is no reasonable follow-up to identify why the group fails to give a response(Ingram, 2017). Detailed Comparison of the ObservedGroups Group 1 Group 2 Information sharing High rate of information sharing among the members during discussions as well as during non-group activities Member rarely exchange information, and when the exchange of information takes place, it only revolves around group activities Relations Members of this group are observed to have a good relation such that they help each other even at a personal level, there is a lot of cohesion observed as consultation is very high among members during group discussion. The group members do not seem to relate freely with each other during group discussions as well as at personal level. Discussions During group meetings, discussions are observed to be lively and heated up among the members of this group. Also, a lot of questions and suggestions pop out all around the group during presentations. The group discussion rarely last for more than three minutes; it is also observed that only a few section of the group members seems to participate in the discussion. Suggestions and questions in the group are very few, and members seem not to take any initiative Division of tasks The division of responsibilities within the group are clearly defined, and cases of replication of tasks are absent The majority of the group members do not understand their roles and most of them are observed to be doing similar tasks. Most of the tasks are rarely completed in this group. Execution of agendas The group takes a short time to execute its agendas and performs them fully with few hiccups. The group activities take a lot of time to be executed, and it is filled with a lot of disagreements among the members. Some members of the group rarely participate in executing these agendas. Unity The members of this group are highly united and conduct activities together being group duties or individual duties Members are rarely seen to be working together either in group activities or personal activities. Proactivity This group is highly proactive and works to its best to deliver the best in their activities The members and the group at larger are not as active and rarely strives in executing its duties. Effectiveness of Group Communication Group communication helps the development of values, which promotes group culture, which helps identify each group. This culture is helpful in delivering messages to the group members since it defines a way in which messages are transmitted among the group members (Derick, 2017). Proper group communication also makes the group members respect each other. The respect observed on members is since members can express themselves (Jensen, Chilberg, 2016). Etiquette is also one of the results observed once there is effective group communication. This arises due to shared goals and agendas (Goldberg, Larson, 2015). Group Analysis Strong communication areas Group members can communicate fluently and deliver the message to the group members Members are also able to use various communication channels, such as audio, visual and body language in delivering the message. here is group cohesion, which has been brought about by proper group communication. Weaknesses in-group communication Some members of the group are yet to perfect the group communication process. The group communication within the members has not yet fully addressed all the agendas that the groups require to address. References Applbaum, R. (1979).The Process of group communication(1st ed.). Chicago: Science Research Associates. Burtis, J., Turman, P. (2016).Group communication pitfalls(1st ed.). Thousand Oaks, Calif: SAGE. Cathcart, R., Samovar, L. (2014).Small group communication(1st ed.). Dubuque, Iowa: W.C. Brown Pub. Derick, W. (2017).The Communication Process.Cliffsnotes.com. Retrieved 11 May 2017, from https://www.cliffsnotes.com/study-guides/principles-of-management/communication-and-interpersonal-skills/the-communication-process Goldberg, A., Larson, C. (2015).Group communication(1st ed.). Englewood Cliffs, N.J.: Prentice-Hall. Hirokawa, R., Poole, M. (2013).Communication and group decision-making(1st ed.). Beverly Hills: Sage Publications. Ingram, D. (2017).Effective Group Communication Processes.Smallbusiness.chron.com. Retrieved 11 May 2017, from https://smallbusiness.chron.com/effective-group-communication-processes-3187.html Jensen, A., Chilberg, J. (2016).Small group communication(1st ed.). Belmont, Calif.: Wadsworth Pub. Co. Rizzo, L., Fdida, S. (2014).Networked group communication(1st ed.). New York: Springer. University, C. (2017).How Can I Monitor Groups?-Teaching Excellence Educational Innovation - Carnegie Mellon University.Cmu.edu. Retrieved 11 May 2017, from https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/monitor.html

Titration Lab Report Sample

Titration Lab Report Paper Write the experiment report according to the primary record and turn in. Laboratory safety regulations 1) Corrosive acids and alkali must be treated carefully, and be sure not to splash on clothes, skin and eyes. While diluting strong sulfuric acid, the acid should be poured slowly into the water with stirring, but not water into the acid. 2) Its not allowed to handle solid drugs with the hand directly. Dont mix different kinds of chemicals arbitrarily, Basic operations in chemical experiment 1. Get knowledge of all kinds tot common glassware, grasp the names and uses of them such as l) Beaker, prepare solution, when heated, it must be putted n the asbestos gauze. 2) Erlenmeyer atlas. Heat samples or titration. When heated, must open the stopper. putted on the asbestos gauze, 3) Rounded(flat)- Bottom flask. Heat liquid or for distillation. It can be heated in the heating jacket. 4) Washing bottle, filled with distilled water or washing liquid, S) Measuring cylinder. It is mainly used to measure liquid roughly. 6) Volumetric flask. Repaper accurate volume standard solution or unknown concentration to be determined. It can not be heated directly, it must be heated by hot avatar bath 7) Weighing bottle. Determine water content of sample or oven dry, weigh primary standard substance. 8) Reagent bottle. Narrow- necked bottle store liquid. Wide-mouthed bottle store solid reagents. Brown bottle easy to decompose When seeing light. Can not be heated. Don* store basic solution for lo ng time. 9) Dropping bottle. The solution need to drowses. 10) Separating funnel. Operate two mutual non-homogeneous liquids. Check leak I I) Condenser. Distillation. Coiled shape condensing low boiling point liquid. From the bottom up. 12) Filter flask. Receive filtrate when suction filtration. 13) Watching glass. Over beaker or other containers. 14) Desiccators, dry small amount of samples. Bottom placed by silicone. Blue turn to red when absorb water. 15) measuring pipette. Transfer accurately a certain quantity of liquid. It has scale, 16) transfer pipette. Transfer accurately a certain quantity of liquid , no scale. 17) Burette. Titration. Check leak. Acid solution with stopcock, basic solution with rubber pipe. 2. Practice the use of the glassware provided in the plastic box, with a focus on Practicing operation tot measuring pipette, transfer pipette, Volumetric flask and Burette, l) use of measuring pipette ND transfer pipette. Transfer pipette has no scale, there is a bulb in the middle of it. Measuring pipette has scale division Firstly, wash. Washed by tap water and then by distilled water. Keep it level, Rotate. Hold the pipette by right hand and suction ball by left hand. We will write a custom essay sample on Titration Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Titration Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Titration Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Secondly, rinse. Pour some solution into a beaker, draw the solution and rinsed three times. Draw the solution to the level beyond the scale and press the mouth Of the pipette with first finger Of right hand immediately. Wipe dry. Thirdly, adjust the solution level. Hold a beaker vita left hand and lean the beaker against the pipette. Eager 450 , pipette vertical. Loosen finger slowly, rotate the pipette until the lowest surface of solution drop to the same level as the scale. 2) use of volumetric flask. We can dilute the concentrated solution to a certain volume or prepare a certain volume solution of some solids. Leakage check: fill in tap water, stopper and press the stopper with first finger of the left hand; right hand hold the bottom; turn it up-side-down. Turn the stopper 180, repeat. Washing. Washed by tap water and distilled water. Transfer, Precisely weigh the solid, dissolve it in beaker and transfer the solution o the volumetric flask. Insert a glass rod into the flask and pour the solution into flask along the rod. Rinse the beaker with distilled water 3-5 times, transfer the rinsing solution to the flask. Dilution. Add distilled water till 3/4 volume, shake. Continue adding distilled water near the scale; use a dropper to drip till the lowest point of the solution rises to the scale. Cover it tightly. Shaking. Press the stopper with right hand and hold the flask with fingers of left hand. Turn around the flask Up side down. 3) Use of burette(see also experiment two) Experiment Two Acid-base titration Objectives 1. Prepare the solution with certain concentration. . Practice the operation of titration. 3. Grasp the choice of indicator and judge the equivalence point. Principle With the volume of the base added Vi and the original volume Of the acid Va and the concentration Of acid Ca already known, we can calculate the concentration of base Cb. Ca Va = Cb Vi. We can titrate the HCI Of coarsely known concentration With Noah solution, then Canal can be obtained, phenolphthalein as indicator. Equiv alence point: colorless to pink. We can also titrate the Noah Of coarsely known concentration With HCI solution, so CHI can be obtained, methyl orange as indicator. Equivalence point: yellow to orange. Equipment Burette, pipette.. and so on Chemicals Noah(solids, HCI(37%, 1. Egg/CM) , phenolphthalein and so on Procedures 1. Coarsely prepare solutions of 0. MM HCI and 0. MM Noah. Noah: Weigh an empty beaker, object left, weight right. Adjust balance fernier, pointer, balanced, Put solid Noah into beaker by spoon, weigh g Noah, dissolve by distilled water, dilute to mm in a big beaker. Pour to reagent bottle. Label. HCI: get ml concentrated HCI in measuring cylinder, Dilute with distilled water to mm. Pour to Reagent bottle. Label. 2. Titrate the 0. MM HCI with Noah solution, then Canal can be obtained, phenolphthalein as an indicator. Equivalence point: colorless to pink. Firstly, wash burette. Washed by water, keep it level, rotate and release water _ rinsed by distilled water several times, basic burette, with the same operations as acidic. @ Leakage check. Take out the paper in the stopcock, flexible rotation, if it necessary, paint baseline, cannot block the hole. Bind the stopper with rubber ring. Add distilled water till U scale; place the burette vertically for 2 min to observe whether the water face will drop. For base burette, check whether the glass bead and rubber tube can flexibly control the water dropping. Check rubber aging for basic O Solution filling. Rinse the burette with the solution to be added 3 times and let the solution flow out through the stopcock. For acidic burette, quickly open the stopcock and wash the bubble out. For basic, bend the rubber tube 450 upward with left hand. Press and squeeze the point over glass bead With left hand to expel the bubble out of the tip. After that, fill Noah solution into it, drive away the air bubble in the rubber tube and its tip, then adjust the place Of the liquid level to O. 00. Add 0. MM 20. Ml HCI solution with transfer pipette to Erlenmeyer flask, then add 2-3 drops of phenolphthalein indicator, shaking constantly. Extrude the glass ball in rubber tube to make the liquid dropping to Erlenmeyer flask. Pinch the point over glass bead with thumb and first finger of left hand, and control the glass tip with middle finger and ring finger, so as to let out the solution. Dont pinch the glass bead too hard, dont press the rubber tube below or above glass bead. The dropping velocity can be quick at the beginning, but afterwards the operation should be controlled drop by drop and avoiding a current tot liquid. When the base solution drops into the Erlenmeyer flask, part of the solution appears pink, but the color will disappear quickly while shaking the Erlenmeyer flask. Pink color disappears slowly near the end-point, In this period the base solution should be added a drop at a time and allow a half drop of liquid hanging on the tip. It should not fall directly only make it touch the inner wall of the Erlenmeyer flask and then shake. If the pink color doesnt disappear in about half a minute, it means that the end-point is located. Wait a moment, then record the place of the liquid level left in the burette. . Titrate the 0. MM Noah with HCI solution, then C HCI can be Obtained, methyl orange as an indicator. Equivalence point: yellow to orange. Fill HCI solution into burette, drive away the air bubble, then adjust the place Of the liquid level to O. 00. Add C. I M 20 Orin Noah solution with transfer pipette to Erlenmeyer flask, then add 2-3 drops of methyl orange indicator, shaking constantly-operate the stopcock With three ringers Of left hand: thumb ahead, first finger and second finger behind; palm center dont touch the stopcock. Dont pull stopcock outside. Keep the tip of the burette 1 CM rower than flask mouth, and hold the flask neck with first three fingers of right hand to shake it clockwise or anti. clockwise. Titration speed is controlled at 34 drops per second. While approaching titration end, the solution will change color at some point and after shaking, the color will disappear. After that, titrate drop by drop, and when the color change occurs only after 2-3 shaking, control the stopcock to let out halt drop of solution, suspended but not dropped, then wash it into the flask with distilled water; repeat the operation till the color changes and will not disappear. 4. Reading. Bring the burette down trot the stand and hold it by two fingers. Keep it vertical, Read and record the figure when view sight is parallel with the the lowest point of the solution surface. 5. If you have enough time, Titrate again, whether titrate acid or base is k. You must pay attention to the following points: (I) There should not be some air bubbles left inside the tip when the titration is over. (2) The color of the solution after the location of the end-point will disappear because of the effect of CO in the open aim That doesnt mean the acid-base reaction is not complete. (3) During the titration, the base may plash down the upper part of the wall of the Erlenmeyer flask and the last half drop is touched by the wall, so in the immediate vicinity of the end-point it is appropriate to rinse down before completing the titration.