Le Chateliers Principle in Chemistry

Le Chatelier†²s Principle is the principle when a stress is applied to a chemical system at equilibrium, the equilibrium will shift to relieve the stress. In other words, it can be used to predict the direction of a chemical reaction in response to a change in conditions of temperature, concentration, volume, or pressure. While Le Chateliers principle can be used to predict the response to a change in equilibrium, it does not explain (at a molecular level), why the system responds as it does. Key Takeaways: Le Chatelier's Principle Le Chateliers principle is also known as Chateliers principle or the equilibrium law.The principle predicts the effect of changes on a system. It is most often encountered in chemistry, but also applies to economics and biology (homeostasis).Essentially, the principle states that a system at equilibrium that is subjected to a change responds to the change to partly counteract the change and establish a new equilibrium. Chateliers Principle or the Equilibrium Law The principle is named for Henry Louis Le Chatelier. Le Chatelier and Karl Ferdinand Braun independently proposed the principle, which is also known as Chateliers principle or the equilibrium law. The law may be stated: When a system at equilibrium is subjected to a change in temperature, volume, concentration, or pressure, the system readjusts to partially counter the effect of the change, resulting in a new equilibrium. While chemical equations are typically written with reactants on the left, an arrow pointing from left to right, and products on the right, the reality is that a chemical reaction is at equilibrium. In other words, a reaction may proceed in both the forward and backward direction or be reversible. At equilibrium, both the forward and back reactions occur. One may proceed much more quickly than the other. In addition to chemistry, the principle also applies, in slightly different forms, to the fields of pharmacology and economics. How to Use Le Chateliers Principle in Chemistry Concentration: An increase in the amount of reactants (their concentration) will shift the equilibrium to produce more products (product-favored). Increasing the number of products will shift the reaction to make more reactants (reactant-favored). Decreasing reactants favors reactants. Decreasing product favors products. Temperature: Temperature may be added to a system either externally or as a result of the chemical reaction. If a chemical reaction is exothermic (ΔH  is negative or heat is released), heat is considered a product of the reaction. If the reaction is endothermic (ΔH  is positive or heat is absorbed), heat is considered a reactant. So, increasing or decreasing temperature can be considered the same as increasing or decreasing the concentration of reactants or products. In the temperature is increased, the heat of the system increases, causing the equilibrium to shift to the left (reactants). If the temperature is decreased, the equilibrium shifts to the right (products). In other words, the system compensates for the reduction in temperature by favoring the reaction that generates heat. Pressure/Volume: Pressure and volume can change if one or more of the participants in a chemical reaction is a gas. Changing the partial pressure or volume of a gas acts the same as changing its concentration. If the volume of gas increases, pressure decreases (and vice versa). If the pressure or volume increase, the reaction shifts toward the side with lower pressure. If the pressure is increased or volume decreases, equilibrium shifts toward the higher pressure side of the equation. Note, however, that adding an inert gas (e.g., argon or neon) increases the overall pressure of the system, yet does not change the partial pressure of the reactants or products, so no equilibrium shift occurs. Sources Atkins, P.W. (1993). The Elements of Physical Chemistry (3rd ed.). Oxford University Press.Evans, D.J.; Searles, D.J.; Mittag, E. (2001), Fluctuation theorem for Hamiltonian systems—Le Chateliers principle. Physical Review E, 63, 051105(4).Le Chatelier, H.; Boudouard O. (1898), Limits of Flammability of Gaseous Mixtures. Bulletin de la Socià ©tà © Chimique de France (Paris), v. 19, pp. 483–488.Mà ¼nster, A. (1970). Classical Thermodynamics (translated by E.S. Halberstadt). Wiley–Interscience. London. ISBN 0-471-62430-6.Samuelson, Paul A. (1947, Enlarged ed. 1983). Foundations of Economic Analysis. Harvard University Press. ISBN 0-674-31301-1.

Piaget s Theory Of Cognitive Development - 3118 Words

Can Piaget’s Experiments Be Replicated in Worthing and If Not What Are the Implications on His Theory of Cognitive Development? By Shuva Ali Contents Page Introduction 1 Method 4 Piaget’s Experiments and Findings 6 Criticisms of Piaget’s Experiments 9 Other people’s experiments and results My results - statistical analysis Criticisms of my investigation Compare to Piaget Why did we find similar or different results? - Implications Conclusion Appendices ABSTRACT Introduction It is believed that development in children consists of 4 different stages, during which they start to develop certain abilities which then benefit them in later life. These stages are called the Sensorimotor stage, the Pre-operational stage, the Concrete Operational stage and the Formal Operational stage.[ Gross, R. (2005). The science of mind and behaviour. Hodder Arnold.] This theory was created and developed by the Swiss Developmental Psychologist and Philosopher Jean Piaget (1896 - 1980).2 Piaget formed this theory as a result of working at the Binet Institute (1920s), where he was fascinated by the reasoning of children’s incorrect answers on questions that involved logical thinking.[ http://www.simplypsychology.org/piaget.html] This led him to believe that children thought and processed information in a different way to adults. Piaget believed that children are born with basic mental structures and as they grow older the mental structure becomes the basis ofShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagesare many great cognitive theorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many contributions to learning and to cognition. One of most important contribution was a model that was made by Piaget. This modelRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive develo pment would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’sRead MorePiaget s Theory Of Cognitive Development1813 Words   |  8 Pages ECH-130 Sociocultural Tables LLlllll Cognitive Development Definition Examples of Application of Concept Strategies to Support and/or Assess Learning Birth to Age 5/Pre-K Piaget Sensorimotor stage: :the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities An infant who recently learned how to rollRead MorePiaget s Cognitive Theory And Cognitive Development1494 Words   |  6 Pages 1) Examine how Piaget’s cognitive theory can help to explain the child’s behavior. Piaget confirms â€Å"Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities† (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normalRead MorePiaget s Theory On Cognitive Development1449 Words   |  6 Pagesstrengths and weaknesses of Piaget’s theory on cognitive development. It will focus on Piaget’s work highlighting positive attributes and how they’re being applied in modern day and also delve on key limitations of the theory. Piaget was a Swiss psychologist who was interested on why children would give similar but wrong answers in an intelligence test (Vidal, 1994). Based on his observations, he concluded that children undergo sequential cognitive d evelopment patterns which occur in defined stagesRead MorePiaget s Theory Of Cognitive Development969 Words   |  4 Pages20th century, the development of psychology is constantly expanding. Erikson and Piaget are two of the ealier well known theorist, both being significant in the field. Their belief s are outlined in Piaget s Cognitive Development Theory and Erikson s Psychosocial Development Theory. These theories, both similar and different, have a certain significance as the stages are outlined.Erikson and Piaget were similar in their careers and made huge progressions in child development and education. WithRead MorePiaget s Theory Of Cognitive Development1519 Words   |  7 Pagesrelates to both Piaget and Vygotskian theories in the sense that they describe how the child s mind develops through different forms of stimuli that occur during early childhood. Piaget s theory focuses mainly on things such as; how children think; how the world around them is perceived and how th e newly found information is explained through the language they use. Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development Essay1790 Words   |  8 PagesCognitive developmental theories provide a framework for understanding about how children act and perceive the world. However, every theory has both strengths and weaknesses. A certain theory may explain one aspect of cognitive development very well, but poorly address or completely ignore other aspects that are just as important. Two well known theories of cognitive development are Piaget’s stage theory and Vygotsky’s sociocultural theory. As I plan to be a pediatric nurse, these two theories willRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 PagesJean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is differ ent from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development

Merce Cunningham Biography Essay Example For Students

Merce Cunningham Biography Essay In the age of conformity, Merce Cunningham has resisted the temptation to remain aligned with his peers. Cunningham has pioneered a new school of thought in dance, and has set the standard for future pioneers. He is passionate about what he does and it has been evident in his works as a dancer and a choreographer. Cunningham was born on April 16, 1919, in Centralia, Washington. At the age of twelve, Cunningham became interested in dance and started informal instruction. Upon graduation from high school, Cunningham began his formal dance instruction at the Cornish School of Fine and Applied Arts. After two years at the Cornish School, he studied at Mills College and at Bennington College; this is where he was invited to join Martha Grahams dance company in 1939. Graham was an incredible dancer who also choreographed during her career. While dancing for Graham, Cunningham began to make a name for himself in the dancing community. It was with Grahams encouragement that Cunningham started to choreograph on his own. His decision to start choreographing can be looked at as one of the most important decisions in the history of dance. With the encouragement of John Cage, a composer, Cunningham left Martha Grahams Dance Company in 1945 to pursue a fulltime partnership with Cage. The two men would go on to have a very storied career. On the night of April 6, 1944, at the Humphrey Weidman Studio, Cunningham and Cage performed their first solo recital. In attendance that night was acclaimed dance critic, Edwin Denby. When he was actively reviewing, Edwin Denby was this countrys most respected critic of the danceKlosty 215. Cunninghams first performance captured Denby from the very beginning with Cunninghams amazing steps, runs, and knee bends and he described them as brilliant in lightness and speed. Denby was also impressed by Cunninghams gifts as a lyric dancer. Denbys first review of Cunningham helped launch his career forward. Denby ended his review of Cunninghams first solo performance by saying I have never seen a first solo recital that combined such taste, such technical finish, such originality of dance material, and so sure a manner of presentation. Before the 1940s, expressionist was the leading form of modern dance. Cunningham on the other hand, was opposed to this type of dance and started to develop his own unique form of dance. While Graham had usually structured her dances around a certain narrative, Cunningham developed choreography by chance, a technique in which isolated movements are assigned sequence by such random methods as tossing a coinBritannica Online. Cunningham rejected the literary and psychological themes of GrahamEncarta. In 1953, Cunningham began the Merce Cunningham Dance Company at Black Mountain College. Cage became instrumental in the success and future of Cunninghams newly started Dance Company. Cage would help out in all facets of the dance company ranging from program designer to fund raiser. Cunningham and Cage shared the same belief that dance and music can survive independently of one another. This type of thought was completely different from what Cunningham had experienced with Graham. However, in some sense all of their dancing somehow revolved around music in one way or the other. The music Cunningham used in his productions would sometimes be impossible to dance to in the conventional way. John Cage was once quoted as saying: Merce Cunningham developed his own school of dancing and choreography, the continuity of which no longer relies on linear elements, be they narrative or psychological, nor does it rely on a movement towards and away from climax. As in abstract painting, it is assumed that an element a movement, a sound, a change of light is in and of itself expressive; what it communicates is in large part determined by the observer himself. Merce Biography This new style of dance demanded the most out of the dancers in Cunninghams company. .ucf878aef013aac628b33f328d9ab19a4 , .ucf878aef013aac628b33f328d9ab19a4 .postImageUrl , .ucf878aef013aac628b33f328d9ab19a4 .centered-text-area { min-height: 80px; position: relative; } .ucf878aef013aac628b33f328d9ab19a4 , .ucf878aef013aac628b33f328d9ab19a4:hover , .ucf878aef013aac628b33f328d9ab19a4:visited , .ucf878aef013aac628b33f328d9ab19a4:active { border:0!important; } .ucf878aef013aac628b33f328d9ab19a4 .clearfix:after { content: ""; display: table; clear: both; } .ucf878aef013aac628b33f328d9ab19a4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucf878aef013aac628b33f328d9ab19a4:active , .ucf878aef013aac628b33f328d9ab19a4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucf878aef013aac628b33f328d9ab19a4 .centered-text-area { width: 100%; position: relative ; } .ucf878aef013aac628b33f328d9ab19a4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucf878aef013aac628b33f328d9ab19a4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucf878aef013aac628b33f328d9ab19a4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucf878aef013aac628b33f328d9ab19a4:hover .ctaButton { background-color: #34495E!important; } .ucf878aef013aac628b33f328d9ab19a4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucf878aef013aac628b33f328d9ab19a4 .ucf878aef013aac628b33f328d9ab19a4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucf878aef013aac628b33f328d9ab19a4:after { content: ""; display: block; clear: both; } READ: Milton Ernest Rauschenberg Biography EssayEverything they knew about traditional dancing had to be forgotten in order to be successful in Cunninghams innovative style. Traditional stage space was even something that Cunningham had abandoned. Since the Renaissance Period, the center of the stage had always been the center of gravityKlosty 12. Klosty compared the stage to a class society where the center of the stage was regal, where the soloist should appear, and the outskirts of the stage were for the leftovers. However, Cunningham refused to use this stage setup in his dances. The best spot on the floor could be anywhere at any given time. Cunninghams use of space relationship has made his dances seem to be overflowing with action. Events in the dance would happen in one corner of the stage only to be followed up by the next main section in the opposite corner of the stage. Other people had not implemented this type of choreography, but the audience embraced this new form with widespread acceptance. However, other individuals in the dancing community were less tolerant to Cunninghams new style. Some saw this change as threatening to their traditional types of dances. One famous dance using Cunninghams choreography by chance' was entitled Suite By Chance Britannica Online. Not only did Suite By Chance use this new style of choreography, it was also the first modern dance to use an electronic score. This dance was the first major dance where almost everything was to put together by chance. Since Suite By Chance was choreographed, Cunningham has used this chance method in every dance he has choreographed. Cunninghams new style of dance embraced an extraordinarily wide spectrum, from natural, everyday actions such as sitting down and walking to virtuosic dance movementsBritannica Online. Dancers were light on their toes allowing them to be free to move around the stage. Phrases were centered around the torso and the back with a greater emphasis on the vertical and less emphasis on the bodys weight and the force of gravityBritannica Online. Using these movements, the phrases tended to consist of swift position changes across the vast space of the stage. After many years of experimenting with this type of dance, Cunningham chose a new direction for his companys future. Cunningham chose to do what he called Events. These were simply parts taken from old and new dances that were put together to create a new dance. The Merce Cunningham Dance Company continues to use Events in their dance performances. After this, Cunningham and his company began to produce videos with their dancing and they also worked in film, producing such titles as Locale, Duets, and Fielding Sixes. Jack Anderson recently wrote a review of Into Terra Incognita With Merce Cunningham, which was performe d by the Merce Cunningham Dance Company at the New York State Theater. Cunningham continues to travel inquisitively across time and space by creating dances for big casts and small Anderson. This performance consisted of a 1995 work called Windows, Sounddance, Occasion Piece. This performance was the only one during the entire season where Windows was performed. During the performance of Windows, it was easy to see the distinctive atmosphere Anderson. It was a very dim atmosphere with a soft score from Emanuel Dimas de Melo. Melo used soft rumblings with chimes to help create a mystifying atmosphere Anderson. During the performance, the dancers used this atmosphere to help them move. Anderson described the dancers as to be moving always with care, but never with fear. It was almost a mystical journey to which the dancers were traveling. Each step took them farther into some strange terrain Anderson. Cunningham has been honored with many awards during his storied career as a dancer and as a choreographer. In September of 1990, at a ceremony at the White House, President Bush honored Cunningham by presenting him with the National Medal of Arts. .u447b52f06c2eb601db43f92f6370174f , .u447b52f06c2eb601db43f92f6370174f .postImageUrl , .u447b52f06c2eb601db43f92f6370174f .centered-text-area { min-height: 80px; position: relative; } .u447b52f06c2eb601db43f92f6370174f , .u447b52f06c2eb601db43f92f6370174f:hover , .u447b52f06c2eb601db43f92f6370174f:visited , .u447b52f06c2eb601db43f92f6370174f:active { border:0!important; } .u447b52f06c2eb601db43f92f6370174f .clearfix:after { content: ""; display: table; clear: both; } .u447b52f06c2eb601db43f92f6370174f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u447b52f06c2eb601db43f92f6370174f:active , .u447b52f06c2eb601db43f92f6370174f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u447b52f06c2eb601db43f92f6370174f .centered-text-area { width: 100%; position: relative ; } .u447b52f06c2eb601db43f92f6370174f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u447b52f06c2eb601db43f92f6370174f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u447b52f06c2eb601db43f92f6370174f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u447b52f06c2eb601db43f92f6370174f:hover .ctaButton { background-color: #34495E!important; } .u447b52f06c2eb601db43f92f6370174f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u447b52f06c2eb601db43f92f6370174f .u447b52f06c2eb601db43f92f6370174f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u447b52f06c2eb601db43f92f6370174f:after { content: ""; display: block; clear: both; } READ: Modern Dance EssayVarious groups and countries around the world have honored Cunningham for his contributions to the arts. At eighty years old, Merce Cunningham continues to be on the pioneering edge of dance. His innovative techniques continue to astound audiences around the world with his creativity and expertise. In every time period throughout history, there has always been a select few who have changed the times. Whether it is Abraham Lincoln, Albert Einstein, or Merce Cunningham, society will always be indebted to these individuals for the contributions they have made in various aspects our lives.

Mucha gente piensa que la violencia en los videoju Essays

Mucha gente piensa que la violencia en los videojuegos afecta la forma en que los nios ms pequeos se comportan, pero otros no estn de acuerdo. Consideremos las ventajas y desventajas que tienen los videojuegos violentos. Para comenzar mi opinin en esto, es una pregunta frecuente y hay muchas opiniones sobre este tema que los juegos violentos son malos para los nios. Muchos expertos consideran que algunas personas, especialmente los nios,Los videojuegos violentos alcanzan el nivel de independencia. A su vez, los videojuegos violentos le dan al nio la posibilidad de sumergirse en el juego, donde juega un parte de un sper hroe o todopoderoso, y esta es una oportunidad de ser algo que no es. El problema que esto trae es que jugar videojuegos violentos puede conducir a la aparicin de sentimientos agresivos, reacciones y comportamiento inadecuado de los nios. Segn Andrea Norcia (2010), en los ltimos 30 aos, las principales instituciones y expertos en el campo de la psiquiatra se llevaron a cabo ms de 1000 estudios sobre este tema. Hay muchos puntos de vista sobre si la violencia en los videojuegos hace que los nios se comporten violentamente. ltimamente, ha habido una cantidad creciente de personas que dicen que los videojuegos violentos estn causando un nmero de acciones violentas. En segundo lugar, los nios generalmente se aslan a s mismos cuando juegan juegos violentos hacindolos enfocarse ms en el mundo ficticio que en la realidad. Este es un problema que hace que los nios se vuelvan ms antisociales y afecten su desempeo escolar. En los puntajes de YIAS-VG implica que jugar videojuegos por ms de una hora al da tiene un impacto negativo en las relaciones y la actividad diaria. Aunque algunos pueden no creer que los nios usualmente jugaran sus videojuegos y les diran a sus padres cosas como "Har mi tarea ms tarde" o "Ya lo hice". Cuando lo hacen, se encierran en su habitacin e ignoran su ruta diaria. Finalmente, los nios que juegan juegos violentos porque eso es lo que la mayora de la gente est jugando y sienten que tambin deben hacerlo. En palabras mejores para decirlo es que los nios siempre quieren mantenerse a la moda para sentir que encajan. En los videojuegos violentos, los nios generalmente tienen la idea moral equivocada y se comportan mal. En mi opinin, para que esto ocurra menos, creo que los nios deberan poder jugar ese tipo de juegos cuando sean adolescentes porque ya sabran cmo actuar. Esto causara mucho menos dao a los nios para que puedan enfocarse ms en sus vidas diarias y su infancia. A partir de estos hechos, se puede concluir que los videojuegos violentos tienen un efecto negativo que puede daar el rendimiento de un nio en las actividades diarias. Por lo tanto, los videojuegos violentos no se deben dar a los nios porque no se hicieron para ese tipo de audiencia para jugarlos. En conclusin, puedo decir que aunque los videojuegos violentos no fueron hechos para nios y pueden causar daos a los nios, ellos pueden aprender de estos juegos que las cosas que se muestran all no estn bien.