How Poetry Makes Nothing Happen - 1763 Words

1. Introduction W.H Auden famously wrote â€Å"poetry makes nothing happen.† Do you think this accurately describes the political and social place of poetry in the twentieth century and/or the twenty first century? Explain why you agree or disagree in the case of your chosen poet, justifying your answer with close reference to your poet’s work and its reception and interpretation. This essay examines the effects that poetry has on society, both socially and politically. Poetry has been around for centuries, and it is a common misconception that it serves no purpose. One critic in particular, W.H Auden claimed, â€Å"poetry makes nothing happen†. However poetry awakens the reader’s eyes and gives an insight to the society in which we live in today, and which has been before us. As evident in Ezra Pound’s work, as he explored the use of imagism to critique modernism and twentieth century, forcing the readers to think more about society as a whole. The purpose of this essay is to show that poetry does make something happen and can have instrumental effects on society, whether it is a poet critiquing society, or simply providing another interpretation. Poetry is a code than needs to be cracked, it is a riddle that makes the reader bring out their true creativity, which is why I disagree with W.H Auden in saying, â€Å"poetry makes nothing hap pen.† 2. Approach Hugh Selwyn Mauberley – I chose to analyse this poem as it â€Å"provides a finely chiseled â€Å"portrait† of one aspect of British literaryShow MoreRelatedEssay on Robert Frosts Life and Accomplishments1244 Words   |  5 Pageseverything done to prevent them from happening. In particular, his poems â€Å"Nothing Gold Can Stay,† â€Å"Fire and Ice,† and â€Å"Stopping by the Woods on a Snowy Evening,† incorporate this meaning into them while on the surface, they seem like just simple poems about nature. After a closer look into Frost’s life, it can be determined that he had a whirlwind of experiences, both positive and negative. Those experiences also influenced his poetry, and the deeper message that hides behind their seemingly simple linesRead MoreSimilarities Between Lyrics And Poetry1122 Words   |  5 Pages Are Lyrics Poetry or Meaningless Words? In society today, there are many arguments about whether or not song lyrics should be considered poetry, or if the two are completely different in their meanings. Lyrics should be considered poetry because they have a purpose and meaning and some are written similarly to how poems are. Lyrics and poetry are similar in many ways,in expression, how they are written and their purpose. A controversial argument is that many people argue the fact that today musicRead MoreEssay on Figures of Speech in Poetry741 Words   |  3 Pages since a good metaphor implies an intuitive perception of the similarity in dissimilars. Aristotle in Poetics. Poetry is language that says more than ordinary language. It uses figures of speech. Each figure of speech may suggest several meanings with minimal words. It uses words with strong connotations and these words appeal to the readers emotions. The language in poetry is strong. The Oxford English Dictionary defines figure of speech as a word or phrase used in a non-literal senseRead MoreShadows in the Yellow Wood: The Dark Side of Rober Frosts Poetry1508 Words   |  7 PagesDark Side of Robert Frost’s Poetry Robert Frost is one of the most widely-read and recognized poets of the twentieth century, if not all time. If his name is mentioned, it is usually followed by a reference to two roads diverged in a yellow wood and taking the one less traveled by. But lurking in the shadows of the yellow wood of Frost’s poetry are much deeper meanings than are immediately apparent. As the modern poet Billy Collins says in his â€Å"Introduction to Poetry†, in order to find the trueRead MorePoetry Is A Type Of Communication Essay1470 Words   |  6 PagesPoetry can help us to be aware of the changes that are otherwise not noticed, changes in our world. Poetry is something that we create. Poetry is stemmed from the roots of one’s life stories and experiences. Poetry is an outlet of human expression, allowing us all to share the untold stories of the journey’s that we travel. Poetry has no rules, therefore it can have endless results and can allow the poet to be completely vulnerable while fully clothed. If you took the art from poetry, it would simplyRead MoreAnalysis Of The Poem Fear Of Narrative And The Skittery Poem Of Our Moment 952 Words   |  4 PagesSkittery Poem of Our Moment,† Tony Hoagland argues that modern poetry is â€Å"oblique,† â€Å"fractured,† and â€Å"discontinuous†. He believes that poems no longer have systematic structure or development, making them appear random with skittish tendencies. Because of the poems that Hoagland feels are different, he categorizes most new poems to be like the kind he describes in his article. He further evaluates new poetry by claiming that â€Å"narrative poetry is tainted by overuse† and that the time we live in is â€Å"simplyRead MoreWalt Whitman and Drumtaps Essays870 Words   |  4 PagesWalt Whitman and Drumtaps War is hell; there is no other way to put it. No matter how many times bards romanticize war and battle, there is that ultimate, inherent ugliness involved in the business of killing. There is no honor or heroism in dying for your country, you just die, it is a great tragedy and there is nothing you can do about it. Mortality is always present on both sides fighting the battle; there will continuously be casualties. Suffering, misery and destitution are constantRead MoreComparing Aristotle and Miller ´s View on Tragedy1230 Words   |  5 PagesIn ancient Greece citizens hoped to go unnoticed by the Gods. The Gods played a huge role on what occurred in a citizen’s life. If a prophecy was decided by a God, then there was no altering it. Aristotle believes that this is what makes up a true tragedy. He suggests that tragedy is plot driven, and if the plot is set then there is no way around it. In Oedipus Rex by Sophocles, Oedipus is paying for the sins of his father King Laios. Laios was given horrible future by the Gods for angering themRead MoreThe Lottery by Shirley Jackson and The Ones Who Walk Away from Omelas by Ursula K. Le Guin838 Words   |  3 Pageslet it happen because they think that is all they can do. 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William Shakespeare is credited to be a wordsmith ahead of his time for crafting some of the most well known works in literature, Emily Dickinson is considered one of America’s leading female poets of the

Testimony Bible and Jesus Christ Free Essays

string(32) " correlation to the Holy Bible\." Instead, we are to remain in Christ so that He can in turn live n us and live out His life through us. As I meditated on today’s scriptural reference, I stared at some roses sitting In a vase, and it came to me. Many of us have become like roses. We will write a custom essay sample on Testimony: Bible and Jesus Christ or any similar topic only for you Order Now Stay with me†¦ Before the roses made their way into the vase, they were grafted into a vine; alive and vibrant. But someone went out and broke them off and wrapped them nicely together so that they looked pretty. For a few weeks. He roses striver to stay alive and maintain their pretty color; they worked overtime to bring pleasure to the owner, but eventually they began to wilt and whither away until they eventually succumbed. They just could not survive for too long without the vine, the true source of their strength. Many of us have become like roses sitting in a vase trying to please God, and we may even be experiencing something called spiritual burnout. This is a syndrome that causes us to be tired, bored, and unsure of what to do next In order to please God or If everything we had been doing was what we were actually called to do. Are you spiritually burned out? God is calling you to come back to Him, the true source of your strength. He is telling you today, don’t live to seek my approval, instead, ‘abide in me and I will abide in you. The difference between a Christ-babbling life and a Christ-approval seeking life Is the reason behind the things they do. A Christ-approval seeking life says I am going to pray and do good deeds because I want to please God. On the other hand, a Christ- abiding life says, Christ lives in me and so I pray and do his will; I no longer live for myself but for Him. What kind of Christian are you? Do not let your fate become Like that of the roses in the vase. Abide in Him, and He will abide in you. Remain In Helm! In 1984, I was a student in Korea at a theological seminary . Along with a group of Bible Society educators, they were showing a movie called â€Å"God Makers. † It was very negative film against the Book of Mormon, Mornings, and the prophet, Joseph Smith, Jar. It was truly false teaching based on the incorrect lessons taught by the â€Å"God Makers. However, I believed the movie on its face value that the Book of Mormon must be a grand design conspired to develop an American pseudo-Christian cult. I wrongly believed that it is better for me not to see it, not to touch it, not to feel it, not to taste it, and not to smell it. Nevertheless, I did not have peace concerning the Book of Mormon. I was restless. I had to investigate it by myself on my own initiative. I truly wanted to test and try if the Book of Mormon was not true as it was discussed in the classroom by the participating audience as mentioned below: MORONIC 10:3. Behold, I would exhort you that when ye shall read these things, if it be wisdom in God that ye should read them, that ye would remember how merciful the Lord hath been unto the children of men, from the creation of Adam even down unto the time that ye shall receive these things, and ponder it in your hearts. MORONIC 10:4. And when ye shall receive these things, I would exhort you that ye loud ask God, the Eternal Father, in the name of Christ, if these things are not true; and if ye shall ask with a sincere heart, with real intent, having faith in Christ, he will manifest the truth of it unto you, by the power of the Holy Ghost. MORONIC 10:5. And by the power of the Holy Ghost ye may know the truth of all things. Surely, I dint have peace until I investigate by myself on my own. Because, before I knew any thing about the Book of Mormon, I have had I tasted it and proved it on my own. Likewise, I wanted to test and try the Book of Mormon on my own initiative. There was no any human help to assist me. Little did I know that it was the Holy Spirit that was leading and guiding me all the way. The longing in my heart grew day by day. And the desire to know and to taste the contents of the Book of Mormon never left me. For the Psalmist said. â€Å"Oh taste and see that the Lord is good; blessed is the man that trustees in him† (Psalm 34:8). And our Savior said, â€Å"And ye shall know the truth, and the truth shall make you free Cohn 8:32). No body gave me any Book of Mormon but they told me it is a cultic and heretic book and don’t worry about it. However, I prayed again. The Spirit of God told me from the Scripture of the Bible: Try the spirits whether they are of God (1 John 4:1; Czech. 13:9; and 1 These 2:4). They thought that they have squelched my longing to read the Book of Mormon. But I cereal out to my In prayer gall. Ana ten split AT Go spoke to me tongue ten Scriptures in the Bible. â€Å"Beloved, believe not every spirit, but try the spirit whether they are of God because many false false prophets are gone out into the world† (1 John 4:1). Finally, I got a Book of Mormon by the angel of God in the answer of my tenacious prayers. When I got it, it was all corroborative to the Bible. I tried to find if there is any mistake from the Spirit and the Power of Holy Bible. But I got nothing on negative correlation to the Holy Bible. You read "Testimony: Bible and Jesus Christ" in category "Papers" Rather, it was all complementary and supplementary to the Bible. The more I read the more closer I got to grow in Christ. I read from cover to cover with a great appetite. It really gripped my heart to brim me to the fullness of Gospel of restoration. Every time I was reading, I was praying with all trembling and fears. He was restoring my soul. My cup of the heart was running over. I was thriving n the Spirit and knowledge of God. I never decreased in my faith with the Lord Jesus Christ. Rather, I grew up stronger and stronger in the power and vigor of the Lord. Before I left Korea, I bought many copies of the Book of Mormon. I would fly to Nepal with the restored gospel of Jesus Christ. I would give to others freely, for Jesus said, â€Å"†¦ Rely freely you have received, freely give† (Matthew 10:7). However, I was detained by one of the airlines agent because of excess baggage. I gave her all of the money that I had to pray for the chase of excess baggage but I was still short. I pleaded with her saying â€Å"l am carrying the restoration gospel to save the lost at any cost. † But what I was said fell in deaf ears. They did not hear any thing. Then, my flight was fully canceled. Then Satan whispered in my ear, â€Å"Leave all of these Book of Mormon boxes in trash. Then, you will fly to your house instantly. † But I answered him saying, â€Å"Get thee hence Satan. My Lord Jesus Christ in the the Book of Mormon is true! † Satan wanted me to fall back into hell with him. He tried so hard to try my faith again. He even misinterpreted the Scripture in Matthew 1 1 Inspired Version and/or King James Version Matthew 1 1:28. Satan told me to leave my load or my burden as well as my labor with the Book of Mormon. Again, I rebuked Satan vehemently by saying, â€Å"Get thee hence Satan! † I would not turn away from my belief in God and the Book of Mormon. A very sweet peace came over me and took control of my heart. I knew that my God the Almighty Living One and the Holy One of Israel would solve my problem. I remembered how the faith of the Brother of Jarred was so powerful that mount Serine was removed. Likewise, in my heart and my soul, I garnered that same faith also . I took the baggage to a corner of the room. I knelt down and began supplicating my Lord in humility. â€Å"Heavenly Father, if the true gospel restores into thy heaven, please allow me to fly with these books of Mormon as it contains thy everlasting gospel. I Ana no sooner Sal a tense words, when sensually someone Deanna me sake are you doing here? † I replied: â€Å"l am praying to the heavenly Father the God Almighty if I can take His gospel baggage into Nepal. He asked: â€Å"Are you a Nepal man? † I answered: â€Å"Yes my friend. † Then he spoke with me in Nepal language. He said: â€Å"I do not want you to be embarrassed. I want you to fly with your gospel books. † Then he paused and said: â€Å"Why did that lady at the counter stop you? † I said: â€Å"Because I did not have e nough money to pay for the excess baggage. † He asked: â€Å"How much money do you really need? † â€Å"Just $85,† I said hopefully. Encouragingly, he replied: â€Å"It is not a problem. So let us go to the counter. † He paid the dues and assisted me to fly with the everlasting gospel to Nepal. Thus and therefore, I bear this testimony that the Book of Mormon is a true and it came forth by the power and authority of true and living God. Is it were not so, I won’t eave had an instant answer to my prayer at the airport in Korea. I prayed in faith and God answered my humble prayer immediately. He performed a miracle right before my eyes. Perhaps, the man whom God sent could have been angel. By this time, I am blessed by reading the Book of Mormon. Consequently, we translated this Book of Mormon into Nepal language also so that many will have restored life and gospel abundantly. And I saw another angel fly in the midst of heaven, having the everlasting gospel to preach unto them that dwell on the earth, and to every nation, and kindred, and tongue, and people. Revelation 14:6 HOW I AM SOLD OUT TO JESUS I was born in Hinduism highest caste. My father and forefathers were Hindu high priests In ten Royal Palace AT Nepal ten only Haul Oklahoman In ten world B although I first worshipped Krishna and studied the Veda, Gait, and several Hindu scriptures and labored diligently in the Hindu religion, I felt strangely empty of truth. I saw quickly that the Hindu religion with its emphasis on Karma and the endless cycle of reincarnation was not an answer to eternal life. I searched to find one true God. My quest took me from Hinduism to Buddhism, Lanais, Jansenism, Shinto’s, Salamis, Schism, Taoism, Judaism, and all kind of religions Beside the religions, I have studied palmistry, astrology, soothsaying, hypnotism enchanting, snake charming, magic, necromancers, psychic reading, and all of the various offerings of idolatry, but found-them all deadly and wanting. Still I didn’t know about the life giving gospel of Jesus Christ. Finally after Studying in Nepal and India, I founded a Holy Bible and began to study about Jesus Christ in 1980. I discovered the truth of Jesus that I am not righteous Just because I was born a Brahmins. In fact, I was sinner. Then I discovered that Jesus is loving and forgiver of sins and His reward is eternal life. I found Jesus in my heart when I knelt down and prayed confessing as sins and by asking His mercy and power of blood to clean my sins away. THUS, I accepted Jesus as my personal savior on May AS, 1981 without any human help. Then, I knew I didn’t choose Him but He chose and ordained me to teach His truth. After my discovery of Jesus and His truth, I was disowned by my parents because of my conversion from Hinduism high profile priesthood caste to Christianity. On July 27, 1989, I was visiting to a hospital where my father was declared to die any minute due to lung cancer. I got a chance to speak about Jesus to has. He heard the message so well. He believed the Word of God â€Å"Arise, take your bed, and go home. Then, he left the hospital trusting in the Lord completely. Then, he broke down all the Hindu idols in the house and in temple. Thus, he never died of cancer. He is still alive. Then, by a continuous praying, love, faith, and by studying the truth–my mother, brothers, and sister also believed Jesus Christ as their personal Savior. Thus, me and my house continued serving the Lord Joshua 24:15). In t he result, many of our gibbers and relatives also believed gospel one by one. Then, God’s work was started by opening new fellowships in Nepal. I searched Scripture daily poring over the words that became life unto life. I took advanced evangelical training in Singapore and studied theology in Korea. I represented Nepal in International Conference for Itinerant Evangelists at Amsterdam which was sponsored by Billy Graham Association in 1986. Beside this, studied advanced Greek and Hebrew to translate Bible into Nepal language. It took three and half years to transmits the Bible. Consequently, I had to face prison cause of Bible translation into Hindu people’s national language, Nepal’. How to cite Testimony: Bible and Jesus Christ, Papers

Definition free essay sample

This old saying holds true for ever and ever. Lies may get you out of trouble initially but in the end you will be in more trouble when the truth is found out. Therefore it is best to tell the truth at all times to save you from problems later. In addition, honesty helps a person to conquer problems and excel in life. It is essential for a person to be honest with himself. Only when a person plucks up the courage to face his inner values and emotion, can he get rid of the negative feelings which hold him back and as a result, find the confidence within. The confidence is what he needs in order to handle problems and perform well. Moreover, trust is produced by honesty. Without trust, a person has no credibility which is at the core of being able to influence others and provide strong leadership. These are very important qualities for a sisterhood and if my sister is someone I know I can trust and are loyal then they will always have a place in my life. However, you have to give to get. Therefore, if your sister is being good to you then you should also be good to them as well. Sisters are also there for your protection and emotional support as well. Being there when theres no one else to turn to and when theres no one there to save them. If your going through it and you feel like the world is out to get you then your sisters are the ones to turn to. If you feel threatened or scared they are the ones you go to. Sisterhood is a powerful thing that you grow from. It also improves your attitude as well. It betters you as a person and teaches you how to become a uccessful young independent woman. I can relate to sisterhood because Im the oldest of my two youngest sisters at home, Kamiyah and Mikaya. They look up to me not Just as a big sister but as a role model. Im there for them through everything as they grow up, for advice and to Just have someone to sleep with at night when they dont want to be alone. My sisters know that they can always come to me even if its to play and have a good time together. I teach them whats right and whats wrong and how to be a respectable young lady. I will always cherish the bond I have with my younger sisters and some day I hope they will choose to be apart of the Bennett sisterhood as well. Sisters are forever and a bond that can never be broken. With all the qualities that I have mentioned you would always want your sister by your side. Whether you are sisters by blood or Just from a close friendship, once a sister always a sister. Theres nothing like having that close relationship with someone so I hope that every female gets the chance of being in a sisterhood one day.

Psychology for creativity Essay Example

Psychology for creativity Essay 1. Creativity is a function of inborn characteristics and aptitude, influenced by upbringing, family and social environment. I believe that this statement is important in terms of developing and having access to ones own personal creativity. According to Csikszentmihaly there is a genetic disposition to our creativity and having access to his creativity when needed. There are ten dimensions that determine who and what makes a real creative person. Some of these characteristics are (1) physical energy-creative people have a great deal of physical energy but at the same time are peaceful. (2) Creative people are smart yet contain innocence at the same time. (3) Creative people contain a combination of discipline and playfulness at the same time. (4) Go back and forth between imagination/fantasy to being rooted/realistic. (5) Contain both extrovert and introverted qualities. (6) Are humble yet proud, (7) have a combination of masculine and feminine qualities, (8) have a combination of r ebel and conformist characteristics. (9) They are very passionate when it comes to work, yet they are objective about the situation. (10) Creative people are sensitive, therefore they are prone to suffer, but at the same time has a lot of enjoyment. Creative people are the ones who can act on both sides of the spectrum; they can run on both ends of these polarities. I believe that the ten dimensions are things that I do recognize within my personal creativity, in many ways I find myself having many of these spectrums. And I find it very interesting that the creative person is neither one nor the other, but both. Sometimes a person questions whether its right to be at both ends of the spectrum, but after reading this I found out that it is quite normal and promotes creativity. There are also factors during ones own developmental phase that can bring about the creative person within such as being firstborn, surviving a big loss of one or both parents when young, having a diversified environment, exposure to wide range of Ideas, being a book lover, lots of hobbies, good working habits, and interestingly enough the creative person is someone in conflict. I am actually the first born; I have three younger half siblings, and therefore technically considered an only child as well. When I was six years old I suffered some serious trauma when both of my grandparents died a month a part from each other. I was very close to them and considered them to be like my parents, so close that our apartments were on the same floor of our apartment building. Shortly after my parents got divorced, and what I considered a perfect world fell apart in a matter of weeks. We will write a custom essay sample on Psychology for creativity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Psychology for creativity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Psychology for creativity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This trauma that I endured so young had forever impacted my life to this day. I think in many ways it almost made special and I knew from that day forth that I was a lot different than many of my peers. From that point on life was not easy, it was like a tumbling wheel, everything that could possibly go wrong did. However at the same time I did see that the melancholy of my life allowed me to access a creative side as well. I always felt musically inclined, I love to sing, dance, play guitar, act, etc Interestingly enough I took the arts very seriously and considered myself creative and considered myself one of the best. According to Amabile, family lives of young people help develop the creative self. Parenting style and home atmosphere apparently has more of an impact on determining creativity than genetics, therefore home life is a very important role in raising a creative person. Parents who have less rules have more creative children. Families with creative teens have unconventional furnishings. Creative children suffer more traumas. Growing up I felt a lot more unconventional than the rest, my parents were in some way considered hippies and I was allowed to do pretty much whatever I wanted. I never was grounded or had any rules, which isnt always such a great thing; however I was free to find myself. I can see that rules may somehow cut a person free will and creativity to flow. 2. Creativity is largely a function of the unconscious mind-its particular voice and content-as mediated by the conscious mind. We can access our unconscious content so as to heighten our creativity. What is creativity? What goes on during this process? Psychoanalysis gives us certain explanations on how this process is possible, and also on its benefits for both its author and public. Freud admitted to not being able to fully, in my opinion- account for the artists gift using the psychoanalytic method. The creative process is, according to Freud, an alternative to neurosis, that is a defense mechanism protecting against neurosis, leading thus to the production of a socially acceptable source of entertainment and pleasure for the public. For the artist has the ability of turning his fantasies into artistic creations instead of into symptoms. The unconscious plays a major role in the act of creation. That is, the act of creation is made possible by the libido, the energy of the id, and by a defense mechanism considered to be the most beneficial sublimation. By turning the sexual desire into a cultural manifestation with the help of the ego, sublimation makes the thoughts of the unconscious more acceptable to the conscious and it also allows for something productive, and pleasant, for the others as well. Art makes use of defense mechanisms such as condensation and displacement terms also used for work on the dream process, due to the role of the unconscious in both creative and dream processes. Art itself can be regarded as a defense mechanism. The artistic creation may be, for the artist, wish fulfillment or fantasy gratification of desires denied by the reality principle or prohibited by moral codes. Art is thus a means of giving expression to, and dealing with, various psychic pressures. The artist can work his fantasy a substitute for satisfaction by means of sublimation, into a socially acceptable form, art, that the others can enjoy. He works out the personal in his daydreams, fantasies into something he can share with the public. Some believe that creativity is intertwined with repression and pain. Freud did claim that the artists use their work to project in the outside world unfulfilled fantasies. However, in his view, a good poem is sublimation, and not a repression. Moreover, there is this ability of the artist to create and not become ill with phobia. I believe that many of times growing up I chose to do many things such that involved the arts so that deal with things in my life that were not the easiest to deal with. Any artistic creation is a compromise between the unconscious and conscious intent of its author. According to Freud, the artist can choose and make changes in the unconscious material. This and the way the artist transforms his egotistic fantasies into something acceptable for public appreciation could be regarded as parts of the artists gift. The fantasies of a man of artistic talent give us pleasure, while those of an ordinary day-dreamer could leave us indifferent, or bore or disgust us; or, while we might find that the fantasies of an ordinary day-dreamer have something in common to ours, his work would not have the same value as a true, gifted artists, and the day-dreamer will not be interested in sharing his work and reworking it for the public 3. The creative mind is an eccentric one and can be close in processing style to the pathological mind. Creativity could be described as the ability to create products or ideas which are original and which possess a strong social usefulness. To create, indeed, implies the production of something new and original. However the qualities that make an individual able to produce new entities are not well understood. As is also the case with the concept known as intelligence, it is unlikely there is a general creativity factor unevenly distributed across the population. Rather, creativity can be conceived as a complex of qualities that allow some people more easily than others to produce new objects or ideas. Most studies show that there is a link between creative ability and the risk of mental disorder: in fact, the prevalence of mental problems among creatively gifted people is often, but not always, significantly higher than among the general population. Studies on the relationship between creativity and mental illnesses suggest that they are the same characteristics of the disorder, in their less severe manifestations, which confer some advantage on afflicted individuals and their relatives. 4 .The creative processes has a life of its own, I believe it can be greatly influenced by practices and conscious actions. There are many practices that can help influence the creative process such as visualization processes, having a higher responsibility, repeating questions to uncover your blocks (perfectionism, fear, shame)owning your shadow- using Jungian theory to help find certain archetypes of your life. Always having a witness consciousness to whatever you may be doing. All these exercises can help with coming closer to the creative process; it allows you to have access to your creativity and keep the energy flowing where it may sometimes be stagnant. I think these exercises are important to help not only to get your creative juices flowing, but it also allows you to really take control of your life and the obstacles that you may encounter along the way. Exercises such as owning your shadow really give you a sense on how important it is for you to be real with yourself. Because if you are not honest with yourself, I doubt you will ever get to the core of what really in life moves you or makes you tick. It is okay to have feelings that may not be so called appropriate in that exact moment, but just as long as you own yourself and you true feelings, you can see that it is okay to pass through these times of darkness, and that it is acceptable to not be smiling all the time. Everyone has a dark side and there is nothing wrong with that, it simply is just how life is. Having a higher responsibility also helps the person become more aware of their surroundings, and not just think about themselves. Personally when after doing this higher responsibility I realized that its such a rewarding feeling that you feel when you give freely to someone without necessarily getting something in return. I believe that a lot of people are selfish and usually give because they know they will be getting something in return. I think that when you finally decide to give without thinking of what you will receive it is a lot more rewarding. The list of five was also another great exercise to get those creativity juices flowing; it gives you an opportunity to really dig in and see what really makes you tick, what goals you may soon want to achieve, what hold you back in life, and all together allows you to become more aware of all the things that may be possible in achieving within this lifetime. Another wonderful exercise that I found unbelievably interesting was the visualization exercise, I thought that it was a great way in learning how to take more control of your life and the things that you may want to create within your life. A lot of the times people are lost and do not see the light at the end of the tunnel, it is hard because people will lose themselves the chaos of life, lets say for example you are dealing with an illness, it may very well be hard to overcome that, however doing visualization exercises particularly helps in problems such as these. It trains your brain to start creating these solutions, by first just thinking about it; imagining it and then eventually making it a reality. Creative process does have a life of its own, these exercises allow you to take charge of your life and move into a whole new realm of creativity. It brings you closer to the things in your life that you may have not been able to achieve because you couldnt see how to really achieve these things before and make it a reality. 5. What do you think is the source of creativity? The creative spirit? From where does the motivation for creativity come? Creativity is the quality that you bring to the activity that you are doing. It is an attitude, an inner approach how you look at things. Really, the experience of creativity is an entry into the mysterious. Technique, expertise and knowledge are just tools; the key is to abandon oneself to the energy that fuels the birth of all things. This energy has no form or structure, yet all the forms and structures come out of it. It makes no difference what particular form your creativity takes it can be painting or singing, planting a garden or making a meal. The important thing is to be open to what wants to be expressed through you. I believe that we dont possess our creations; they do not belong to us. True creativity arises from a union with the divine, with the mystical and the unknowable. Then it is both a joy for the creator and a blessing to others. 6. How does creative thinking differ from ordinary thinking? Creative thinking is different from ordinary thinking because it gets to you to start focusing on this different type of energy. Some examples of some skills associated with creativity are Breaking out of old patterns and doing something different, keeping options open, not judging so quickly, thinking broadly- trying to see relationships between different ideas, breaking through ordinary way of doing things, trying to perceive things in a new and exciting way, using exercises to help get those creative juices flowing more freely. Basically creativity thinking is more innovative and free, being able to try new ideas and things to encourage more creative progress. Learning to become more open to new ways of promoting these different ways of doing things, creativity is daring to be different; making the difference. According to Osborne things that promote creativity are traveling, playing games, solving puzzles, pursuing hobbies, and reading/writing Ordinary thinking is stagnant; it does not have a unique sense. It wears the same old boring t-shirt and jeans every day. Ordinary thinking simply follows the crowd and never tries to be the one to stand away from the crowd and try something new. According t Osborne factors that cramp creativity are sticking to previous habits, self-discouragement, timidity, and urbanization. A statement I always love to say in honor of creativity is: Dare to be different and the rest will follow! 7. Do you think the genius is born or made? Weisberg posits that the primary factors in genius or extraordinary accomplishments are skill, motivation and discipline. According to Weisberg genius are in born, that it is a natural ability that we are born with. Personally I would have to agree and say that it is something innate and something that we can all attain. Also in terms of creativity everyones has the ability to access it as much as they want. He also states that this idea of geniuses is a view that is very rooted in the past. He believes that the idea of a genius is more of a myth, therefore it does not exist, meaning that we all have this capability to be so called geniuses. He states that creativity is within everyone and that we all have ability to attain these achievements just as long as improve skill, are motivated and disciplined enough to achieve these goals and ideas. Weisberg also points out that in theory we all have the same cognitive abilities as a so called genius, so what makes them so different? Apparently nothing, we have the same capability to weave and create different Ideas / inventions that have not yet been thought of as much a genius could or even more than genius would. Creativity is in access to all that is new, different, exciting, innovative, loving, peaceful, fun, and the opposite of all that we do on a daily basis. Creativity is about living to your potential and shaking up the earth. We all are to accomplish these set out aspirations for ourselves just as long as we believe and really yearn to do so, nothing in the world should/could stop you.

Tips For Writing a Sample Student College Application Essay

Tips For Writing a Sample Student College Application EssayDo you know how to write a good sample student college application essay? If so, you are part of a very select group of people who can get the best from using the use of sample essays. These are usually written with enough detail that they can be used for an interview but are also written to be submitted by mail or even in person at a school. It is critical that you make sure your essay is not too wordy or too simple.All you have to do to write a sample college application essay is to use words and phrases that will tell the whole story. Use sentence structure to create a good story. These types of essays should have three or four parts. You can break down these parts into categories and write about each one separately.Remember that these college application essays are going to be used to gather information about you as a person. The first part of the essay should tell the whole story. Let the students see how your interests fit into the college search process. Explain why you would like to go to the college you want to attend.The second part of your sample student college application essay should include the reasons why you have made a choice for that school. Don't just tell the students you went to school there because you wanted to. Tell them why you decided to go there and why it was so special to you. Keep in mind that you don't have to talk about the school if it is not related to your experience.The third part of your sample student college application essay should include a summary of what you learned at that school. This is where you can explain how you learned all that you have learned about the world of education. Don't stop here, but continue with a few examples from your life. These would include things that you have learned about your interest in computers, your fascination with reading, or even things you have learned about yourself.The fourth part of your sample student college applicati on essay should be about why you are so much more qualified than anyone else in the category of your interest, abilities, or background. Write what you want to say and then move on to the next. There are many things you can say, but only one that really counts: You are someone very different.Students really need college applications to apply to the school they want to attend. They want to know why they need to go to the college of their choice, and why they have a better chance of getting accepted than anyone else. However, that does not mean you need to overdo it with your writing. Your list of accomplishments must be short and direct, but with strong adjectives and first-person statements that emphasize the parts of your personality that make you exceptional.

Comparison of Assassins essays

Comparison of Assassins essays Assassins generally are categorized as people whom kill or attempt to kill prominent figures in their time. Everyone else involved in the attempt of or succeeding in executing another individual might be described as a killer, murderer, and so on. This paper will describe any similarities or differences in the below listed individuals considered as assassins: Of the individuals mentioned above, all of these men either attempted to or actually managed to assassinate a political figure in our history. Some of these figures were better known than others, but were well known by American society at the time. A brief description on the background of each of these men will provide the base level data for our analysis. Each of them will also be characterized due to their prior history and background using models provided by those who psychoanalyzed assassins and their profiles. John Wilkes Booth was born in a log cabin near Bel Air, Maryland on May 10, 1838. The son of Junius Brutus Booth and Mary Ann Holmes had stood in the shadow of his father, the renowned actor, and his older brother, Edwin. The Booth family in general was known for alcoholism and bouts of depression.  ¡Wilkes ¡, as people would call him, was a great supporter of the South when the civil war broke out. His brother was a staunch supporter of Lincoln. Wilkes had chosen to stay in the north, which struck most people that knew him as  ¡odd ¡. John Hinckley Jr. was the youngest of three children and born in Ardmore, Oklahoma, on May 29, 1955. The family moved several times, first to Texas, then to Colorado. Like Reagan's mother, Hinckley's mother also belonged to the Disciples of Christ; his father became a born-again Christian in 1977. A well adjusted, privileged child, as a teenager Hinckley became withdrawn and obsessed with public figures, including John Lennon. His obsession with the movie  ¡Taxi Driver ¡ not only diluted him with a...

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: