What Are the First 20 Elements - Names and Symbols

One common chemistry assignment is to name or even memorize the first 20 elements and their symbols. The elements are ordered in the periodic table according to increasing atomic number. This is also the number of protons in each atom. These are the first 20 elements, listed in order: H - HydrogenHe - HeliumLi - LithiumBe - BerylliumB - BoronC - CarbonN - NitrogenO - OxygenF - FluorineNe - NeonNa - SodiumMg - MagnesiumAl - AluminumSi - SiliconP - PhosphorusS - SulfurCl - ChlorineAr - ArgonK - PotassiumCa - Calcium Element Symbols and Numbers The number of the element is its atomic number, which is the number of protons in each atom of that element. The element symbol is a one- or two-letter abbreviation of the elements name. Sometimes it refers to an old name. (For instance, K is for kalium.) The element name can tell you something about its properties. Elements with names ending with -gen are nonmetals that are gases in pure form at room temperature.Elements that have names ending with -ine belong to a group of elements called halogens. Halogens are extremely reactive and readily form compounds.Element names ending with -on are noble gases, which are inert or nonreactive gases at room temperature.Most element names end with -ium. These elements are metals, which are usually hard, shiny, and conductive. What you cannot tell from an element name or symbol is how many neutrons or electrons an atom possesses. To know the number of neutrons, you need to know the isotope of the element. This is indicated using numbers (superscripts, subscripts, or following the symbol) to give the total number of protons and neutrons. For example, carbon-14 has 14 protons and neutrons. Since you know all atoms of carbon have 6 protons, the number of neutrons is 14 - 6 8. Ions are atoms that have different numbers of protons and electrons. Ions indicated using a superscript after the element symbol that states whether the charge on the atom is positive (more protons) or negative (more electrons) and the quantity of the charge. For example, Ca2 is the symbol for a calcium ion that has a positive 2 charge. Since the atomic number of calcium is 20 and the charge is positive, this means the ion has 20 - 2 or 18 electrons. Chemical Elements To be an element, a substance has to at least have protons, since these particles define the type of element. Elements consist of atoms, which contain a nucleus of protons and neutrons surrounded by a cloud or shell of electrons. Elements are considered the basic building blocks of matter because they are the simplest form of matter that cannot be divided using any chemical means. Learn More Knowing the first 20 elements is a good way  to start learning about elements and the periodic table. Next, review the full element list  and learn  how to memorize the first 20 elements.  Once you feel comfortable with the elements, test yourself by taking the  20 element symbol quiz.

The Handsomest Drowned Man Of The World By Gabriel Marquez...

The Handsomest Drowned Man in the World Gabriel Marquez’ â€Å"The Handsomest Drowned Man in the World† is a short story that immediately peaks interest. It holds numerous underlying themes, as well as morals, with one prominently standing out against the backdrop of gracefully composed lyrics. This story paints a unique picture, portraying how beauty is sewn into the very fabric of life, and it can be found in any circumstance. The author, Gabriel Marquez, was born March 6, 1927, and lived to the respectable age of 87. He was born in Colombia and there he wrote the majority of his literary works, which consequently won him a Nobel Prize in 1982. He mimicked his writing after authors such as Ernest Hemingway, and William Faulkner. They, like many successful authors, mastered the art of writing in such a way that appeals to the common reader, as well as satisfies the most cynical of critics. Marquez developed this talent as well, and he became one of the best Latin-Ameri can authors to have ever existed. It is remarkable how his stories are so well loved even after they are translated. Often, literary works can lose their charm once translated into another language, but Marquez’ pieces have stood the test of time, and pushed through the language barrier that so many authors stop at. Gabriel Marquez wrote this story in 1968, and it was translated by Gregory Rabassa in 1972. The historical context of this story is different from most in that it originated in Colombia, as opposedShow MoreRelatedThe Handsomest Drowned Man And The World By Gabriel Garcia Marquez And Borders By Thomas King1363 Words   |  6 Pagesâ€Å"The Handsomest Drowned Man in the World† by Gabriel Garcia Marquez and â€Å"Borders† by Thomas King have noticeable, noteworthy commonalities and points of contrast both in the fundamental literary aspects of theme and moral, storyline, setting, protagonists and antagonists, tone, and genre, which all serve to pose i nteresting developments and connections. Within â€Å"The Handsomest Drowned Man in the World†, for instance, the theme involves a depiction of characteristic actions and emotions, which thenRead MoreIs The Metamorposis : Drhosis Magical Realism?1009 Words   |  5 Pages Is The Metamorphosis Magical Realism? In the Literary world, there has been a lot of debate whether The Metamorphosis is or is not Magical Realism. However, The Metamorphosis, by Franz Kafka, can be classified as magical realism when compared to â€Å"The Handsomest Drowned Man in the World,† by Gabriel Garcà ­a Mà ¡rquez, and â€Å"What is Magical Realism, Really?† by Bruce Holland Rogers, using aspects of magical realism including realistic elements, magical elements, dark humor, and distortion of time. OneRead MoreThe Handsomest Drowned Man; a Character Analysis931 Words   |  4 PagesEsteban-The Handsomest Drowned Man by Gabriel Garcia Marquez â€Å"Truly this is the Prophet.† Others said, â€Å"This is the Christ.† But some said, â€Å"Will the Christ come out of Galilee? Has not the Scripture said that the Christ comes from the seed of David and from the town of Bethlehem, where David was?† So was a division among the people because of Him. (John 41-44, NKJV). The opening scripture summarizes the villagers’ attitude toward Esteban in Gabriel Garcia Marquez’s The Handsomest Drowned Man in theRead MoreExamples Of Magical Realism In Metamorphosis By Franz Kafka827 Words   |  4 Pages The â€Å"Metamorphosis,† by Franz Kafka, can be classified as magical realism when compared to â€Å"The Handsomest Drowned Man in the World,† by Gabriel Garcà ­a Mà ¡rquez, using aspects of magical realism including realistic elements, magical elements, dark humor, and distortion of time. One aspect of Magical Realism Franz Kafka uses is realistic elements. The start of Gregor’s morning is similar a normal morning where â€Å"his immediate reaction was to get up quietly without being disturbed, to put on his clothesRead MoreThe Handsomest Drowned Man by Gabriel Garcia Inspires the Villagers’ New Vision744 Words   |  3 PagesGabriel Garcia Marquez’s short story â€Å"The Handsomest Drowned Man in the World† begins with the village children discovering a strong and handsome man’s corpse and ends with the town changing. At the end of the story, the handsomest drowned man’s inspires the villagers’ new vision of future. The villagers begin to make their doors wider, to find springs, to paint their houses bright colors, and to plant flowers. At the end of story, Marquez writes â€Å"They did not need to look at one another to realizeRead MoreSummary Of Gabriel Garcia M?ï ¿ ½rquez745 Words   |  3 PagesShort Story Au thor Presentations: Gabriel Garcà ­a Mà ¡rquez Gabriel Garcà ­a Mà ¡rquez was born March 6, 1958 in Aracataca, Colombia. He was the son Gabriel Eligio Garcà ­a, a telegraphist, and Luisa Santiaga Mà ¡rquez de Garcà ­a. Shortly after Gabriel’s birth, his mother and father left home to find work (â€Å"Mà ¡rquez, Gabriel†). He was raised by his maternal grandparents for the first eight years of his life (â€Å"Garcia Marquez†). A majority of the people in his area was illiterate and newspapers did not circulateRead MoreThe Handsomest Drowned Man In The World Essay1207 Words   |  5 PagesSome manifest as small changes, summer to fall, ice to water; others a grand metamorphosis. Humans the center of this cycle, find themselves changing every day, biologically, developmentally, ideologically, etcetera. Gabriel Garcia Marquez’s â€Å"The Handsomest Drowned Man In The World,† and Carson McCuller’s â€Å"Sucker† are both excellent examples of short stories that, despite having un deniably different plots, feature the overarching theme of transformation: the propellant through life. TransitionsRead MoreMagical Realism in the Handsomest Drowned Man in the World Essay1096 Words   |  5 PagesMagical Realism in The handsomest drowned man in the world Magical realism is a genre that portrays both reality and fantasy. As defined by Faris (2004) in Ordinary enchantments, magical realism is a genre of writing that includes an irreducible element of magic and details that suggest phenomenon (Faris, 2004, p. 7). He describes the irreducible element as: â€Å"†¦something we cannot explain according to the laws of the universe as they have been formulated in Western empirically based discourse†¦Ã¢â‚¬  (FarisRead MoreMagical Realism 1029 Words   |  5 PagesGiants and Angels roam the pages of Gabriel Garcia Marquez’s stories, â€Å"A Very Old Man With Enormous Wings†, and â€Å"The Handsomest Drowned Man In The World†, creating the perfect scene for magical realism. Many of the elements within these stories coincide with each other; this has everything to do with the overall component of magical realism, which binds together similarities and sets apart differences. The themes of each story are found with in the other and can stand by itself to represent the storyRead MoreThe Imaginary Comparison of A Very Old Man With Enormous Wings and The Handsomest Drowned Man In The World1051 Words   |  5 PagesGiants and Angels roam the pages of Gabriel Garcia Marquez’s stories, â€Å"A Very Old Man With Enormous Wings†, and â€Å"The Handsomest Drowned Man In The World†, creating the perfect scene for magical realism. Many of the elements within these stories coincide with each other; this has everything to do with the overall component of magical realism, which binds together similarities and sets apart differences. The theme of each story can be found within the other and can stand by itself to represent the

Deciding to Save Lives with the Atomic Bomb Essay Example For Students

Deciding to Save Lives with the Atomic Bomb Essay 3 SEP 2002 Deciding to Save Lives with the Atomic Bomb Essay During the crucial days and weeks in the summer of 1945, American officials from President Harry S. Truman on down, sought out a strategy to save as many U.S. soldiers and sailors lives as possible. As one may well imagine, these officials were willing to use almost any measure to end what had become a fight to the finish against the forces of Imperial Japan. The Germans forced America into manufacturing an atomic bomb that would change the history of the art of war. Many factors played a part in the decision making process to use this new form of mass destruction. Empathy combined with foresight allows you to forecast how others are likely to react or behave in different situations. From Americas standpoint, this crucial development helped save thousands of American lives. Despite the fact that thousands of human beings still died. In the later part of 1939, Albert Einstein wrote a persuasive letter to President Franklin D. Roosevelt about concerns that he had that would affect mankind for the rest of eternity. Einstein, and several of his colleagues explained to President Roosevelt that the Nazis of Germany were trying to purify U-235, also known as the separation of Uranium. If the Nazis succeeded, they would be able to produce a weapon of mass destruction. America wanted to make sure that they kept their world dominance by producing this type of weapon first. To ensure that this goal was carried out, the Americans and British rapidly underwent the top secret Manhattan Project, also known as Tube Alloys in Great Britain. Simply put, the Manhattan Project or Tube Alloys was committed to expedient research and production that would produce a viable atomic bomb. From the time of its conception, to the actual employment of the weapon, the total spent was well over two billion tax paying dollars. The Project involved two different styles of atomic bombs. One bomb was filled with Uranium and the other with Plutonium. The majority of concern from physicists working on the Manhattan Project was that their involvement might slaughter thousands of Japanese, including many innocent civilians. It is certainly a good thing for the world that Hitlers crowd or Stalins did not discover this atomic bomb. It seems to be the most terrible thing ever discovered, but it can be made the most useful. The formulas for refining Uranium and putting together a working bomb were created and seen to their logical ends by some of the greatest minds of our time. Among these people who unleashed the power of the atomic bomb was J. Robert Oppenheimer. (Truman Library) Mr.Oppenheimer was the director of the top secret development, but after witnessing the explosion with their own eyes, reactions among the scientists and engineers were inclusive. This was a shock since everyone was first excited to produce a bomb with such a great magnitude of destruction. Isidor Rabi felt that the equilibrium in nature had been upset as if humankind had become a threat to the world it inhabited. J. Robert Oppenheimer, though ecstatic about the success of the project, quoted a remembered fragment from Bhagavad Gita. I am become Death, he said, the destroyer of worlds. Ken Bainbridge, the test director, told Oppenheimer, Now were all sons of bitches.' (Truman Library) By the beginning of September 1944, Japan was almost completely defeated through a practically complete sea and air blockade. The Japanese military was still not willing to surrender. If the decision could have been made by Japans civilian leaders or even the Japanese people, the war probably would have come quickly to an end, but unfortunately the decision was not theirs. It lay in the hands of the military, and particularly in the hands of army leaders. By this time the Japanese Navy had virtually ceased to exist, almost all its ships having become either unserviceable or having been sunk. Leaders of the Japanese army and the Emperor had decided to fight on, whatever the cost, and thereby honor the Japanese military code of bushido (Truman Library) The Japanese believed that the Emperor was a god sent to .

Teaching English as a Foreign Language Essay Example

Teaching English as a Foreign Language Essay TEFL Assignment Name: Una Burns Student No: 40024517 Course Director: Paul Anthony Assignment Title: Outline the problems faced by both the teacher and the student on a TEFL course. (1000 words approx. ) Outline the problems faced by both the teacher and the student on a TEFL course. (1000 words approx. ) The acquisition of a new language can pose many difficulties to both the student, in learning the language, and to the teacher in communicating and teaching the language. The following essay attempts to outline some of these difficulties. One of the major factors affecting all students attempting to acquire a foreign language is the correlation of the new language and their native tongue. The degree of variation between the student’s native tongue and the English language can cause all kinds of problems with grammar, spelling, and pronunciation, alongside other factors such as the age of the student, available resources, time, and how long it has been since they have last undergone study. The age of a student can have a considerable effect on the ability of that student to acquire knowledge of the English language. We will write a custom essay sample on Teaching English as a Foreign Language specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching English as a Foreign Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching English as a Foreign Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Adult learners rarely acquire new language due to their extensive knowledge and skills developed over their lifetime, where as younger learners, such as those still in school, will be accustomed to acquiring new language skill on a daily basis. For these younger learners, acquiring a new language is a more natural process than it is for older students who may have not had to study for many years. Secondly, another problem which may arise is a lack of motivation and enthusiasm shown by the students. Students may skip class, and when they do show up may find it difficult to maintain attention and become easily distracted. They may lack any semblance of attention during class, chatting with classmates, doodling in their note books or misbehaving. Therefore the challenge for the teacher on the TEFL course is one of increasing motivation of the students. This can be done in a variety of ways such as using activities matched to the personalities, learning styles and characteristics of the learners as often and as practically as possible. Furthermore insufficient time, resources and materials can be a huge underlying problem for teachers and students alike on a TEFLcourse. In many cases, English may only be given one or two hours a week in a classroom timetable. Add too little time to a decided lack of resources and virtually zero other resources in many third-world classrooms and you have a critical teaching / learning situation. There are ways, even on the lowest budget, however of producing virtually free or very inexpensive English language teaching and learning aids. The role of the teacher on the TEFL course therefore is one of sourcing these and using these to optimum use. Moreover, a very common problem faced is one of overcrowded classrooms. The number of learners in a class room can range from one, for those who teach individual private learners, of fifteen or twenty learners in a typical classroom up to multitudes of thirty-five, forty or even fifty or more learners packed into a language leaning situation. Therefore, in such situations, individual attention may play little or no role in classroom life. The teacher must set up a classroom which caters for all the individual needs in the classroom while also not ignoring the abilities of each individual child. While English is no more complex than other languages like Portuguese, it has several features which may create difficulties for learners. It is important to remember that learning a second language involves much more than learning the words and the sounds of a language. Communication breakdowns occur not only due to the more commonly understood syntax and pronunciation difficulties but because when we learn a language we also learn a culture. What is perceived as right, normal and correct in one language and culture does not always translate into a second language even when the vocabulary is understood. Communication breakdowns may occur as a result of cultural assumptions regarding age, forms of address, authority and respect, touching, eye contact and other body language, greetings, invitations, and punctuality to name just a few. In particular, some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Also, cultural differences in communication styles and preferences are significant. For example, a study looked at Chinese ESL students and British teachers and found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures. Pronunciation can also prove a major problem both to the learner and the teacher. Language learners will often produce errors of pronunciation as a result of the influence of their native language, such as mapping its grammatical patterns inappropriately onto the new language being learnt. Speakers of Japanese, Korean, Chinese and Thai may have difficulty distinguishing [r] and [l]. The distinction between [b] and [v] can cause difficulty for native speakers of Spanish, Japanese and Korean. Additionally, grammar can pose a difficulty for many English speaking people and so can prove very challenging for those learning English as a foreign language. English has a relatively large number of tenses with some quite subtle differences, such as the difference between the simple past I ate and the present perfect I have eaten. Progressive and perfect progressive forms add complexity. These students may find difficulties incorporating the rules of English tenses into their new language. Additionally, the spelling system causes problems in both directions a learner may know a word by sound but not be able to write it correctly, indeed find a word in a dictionary, or they may see a word written but not know how to pronounce it, mis-learning the pronunciation. Words such as â€Å"photo† and â€Å"photographer† â€Å"economist† and â€Å"economical† are all written very similar however are pronounced slightly different. This can be a very difficult concept for a teacher to communicate but also for a learner to understand and implement. To conclude, while it would be virtually impossible to provide a detailed list of all the problems which will be faced to both a teacher and student on a TEFL course, this essay has summarized some of the limitations and constraints. The role of the TEFL teacher however, is not to see these as â€Å"problems† but as â€Å"challenges. † The teacher must create a learning environment which is based on trust, confidence building and fundamental to the classroom, fun! In creating the right classroom and learning environment, many of these problems will lessen greatly.