What Is the Latin Word Order

One of the most commonly asked questions about Latin syntax is What is the word order? In an inflected language like Latin, the order of the words is less important than the ending regarding determining how each word functions in the sentence. A Latin sentence can be written subject first followed by the verb, followed by the object, just as in English. This form of the sentence is referred to as SVO. The Latin sentence can also be written a variety of other ways: English: The girl loves the dog. SVO Latin: Puella canem amat. SOVCanem puella amat. OSVAmat puella canem. VSOAmat canem puella. VOSCanem amat puella. OVSPuella amat canem. SVO Although the Latin word order is flexible, conventionally the Romans adhered to one of these forms for a simple declarative sentence, but with many exceptions. The most common form is the first Latin one above, SOV, (1): Puella canem amat. The ending on the nouns tells their roles in the sentence. The first noun, puella girl, is a singular noun in the nominative case, so it is the subject. The second noun, canem dog, has an accusative singular ending, so it is the object. The verb has a third person singular verb ending, so it goes with the subject of the sentence. Word Order Provides Emphasis Since Latin doesnt require word order for basic comprehension, the fact that there is a fallback word order suggests that there is something word order does that the inflection doesnt do. Latin word order is varied to emphasize particular words or for variety. Postponement, placing of words in unexpected positions, and juxtaposition were ways Romans achieved emphasis in their sentences, according to an excellent, public domain online Latin grammar, A Latin Grammar, by William Gardner Hale and Carl Darling Buck. First and last words are most important in writing. Speech is different: When talking, people emphasize words with pauses and pitch, but regarding Latin, most of us are more concerned with how to translate or write it than how to speak it. The girl loves the dog is, superficially, a pretty boring sentence, but if the context were one where the expected object of her affection was a boy, then when you say the girl loves the dog, the dog is unexpected, and it becomes the most important word. To emphasize it you would say (2): Canem puella amat. If you had mistakenly thought the girl despised the dog, it would be the word love that required emphasis. The last place in the sentence is emphatic, but you could move it to an unexpected spot, at the front, to highlight further the fact that she loves it: (3): Amat puella canem. Further Details Lets add a modifier: You have a lucky (felix) girl who loves the dog today (hodie). You would say in the basic SOV format: (7): Puella felix canem hodie amat. An adjective modifying a noun, or a genitive governing it, generally follows the noun, at least for the first noun in the sentence. Romans often separated modifiers from their nouns, thereby creating more interesting sentences. When there are pairs of nouns with modifiers, the nouns, and their modifiers may be ringed (chiastic construction ABba [Noun1-Adjective1-Adjective2-Noun2]) or parallel (BAba [Adjective1-Noun1-Adjective2-Noun2]). Assuming we know that the girl is lucky and happy and the boy is the one who is brave and strong, (nouns A and a, adjectives B and b) you could write: (8): fortis puer et felix puella (BAba parallel)strong boy and fortunate girl(9): puer fortis et felix puella (ABba chiastic)boy strong and fortunate girlHere is a variation on the same theme:(10): Aurea purpuream subnectit fibula vestem (BbAa) This is a so-called silver line.golden purple ties brooch garmentA golden brooch ties the purple garment.It is a line of Latin written by a master of Latin poetry, Vergil (Virgil) [Aeneid 4.139]. Here the verb precedes the subject-noun, which precedes the object-noun [VSO]. Hale and Buck provide other examples of variation on the SOV theme, which they say is rarely found, despite its being the standard. If youve been paying close attention, you may have wondered why I threw in the adverb hodie. It was to present the sentence ring that the subject-noun and verb form around their modifiers. Just as the adjective goes after the emphasized first word, so the modifier of the verb precedes the emphatic final position (Noun-Adjective-Adverb-Verb). Hale and Buck elaborate with the following useful rules for modifiers of the verb: a. The normal order of the modifiers of the verb and the verb itself is:1. Remoter modifiers (time, place, situation, cause, means, etc.).2. Indirect object.3. Direct object.4. Adverb.5. Verb. Remember: Modifiers tend to follow their noun and precede their verb in the basic SOV sentence.Although SOV is the basic structure, you may not find it very often.

Essay about Philosophy of Teaching - 658 Words

Philosophy of Teaching Children are not required to have real jobs, but they are required to attend school everyday. A teacher’s job is to show children how to make special use of their time and value their educational opportunities. Students do not get paid for their eight a.m. to three p.m. job, but they will be rewarded for the work that they put in. Teachers will only be truly happy and successful if they are dedicated to working hard and providing a positive attitude for their students. The real reward will be the success of their students and the growth of their knowledge of the world around them. I have observed that becoming a teacher is different from training or studying for any other job. Teachers bring their work†¦show more content†¦Teachers need to create and adapt an appropriate educational atmosphere depending on the educational goals and the students in the classroom. Every year, new students with new problems, needs, and issues come into a teacher’s classroom; the teacher’s job is to adjust and embrace the unique abilities of each new student. All of my life I have been surrounded by teachers. Not just the teachers that I have observed in the classroom, but also my parents. My mother teaches special education at an elementary school and my father teaches science at community college. Both my parents have paved a great example for me to follow. I have learned from stories that my mom and dad have told me about their teaching experiences. They have taught me to be patient, creative, and that no matter what age group a teacher is dealing with, he or she needs to be open-minded and dedicated to the intellectual growth of the students. Teachers do not only learn from one another. I believe that I will learn from my students as they are learning from me. Children are looking for motivation, attention, and encouragement. Based on my teaching experiences already, I have discovered that humor is important to form an understanding and that keeping a smile and positive attitude will keep you strong. Finding a common bond with students will allow them to become more involved in the lessons and in the content that is being taught. As anShow MoreRelatedPhilosophy And Philosophy Of Teaching999 Words   |  4 Pages Philosophy of Teaching Essay Assignment Mohsin Rasho Valparaiso University NUR 641 â€Å"I have neither given nor received, nor have I tolerated others use of unauthorized aid.† Mohsin Hussein Rasho Philosophy of Teaching Essay Assignment There are many students thinking about their future because they desire to be the great teacher or professor in the future. It is necessaryRead MorePhilosophy And Philosophy Of Teaching942 Words   |  4 PagesPhilosophy of Teaching By: Tambra Reynolds Every August, a group of second graders enter my classroom. I teach them how to read and write, tie their shoes, and by June, make sure they are prepared for third grade. In the middle of last school year, I received a new student. She was a beautiful, bubbly little girl. I soon learned she was terminally ill and one of her last wishes was to return to school. I was incredibly humbled her parents were entrusting their daughter into my care and sharingRead More Teaching Philosophy1032 Words   |  5 PagesTeaching Philosophy Cicero said, What noble employment is more valuable to the state than that of the man who instructs the rising generation? He was correct in saying this because the young people of today will become the world leaders of tomorrow. The educators that instruct these children are important to this society because they will help shape the lives of these young people. 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The World Made Straight Free Essays

A Summary: In 1970s Western North Carolina, a young man stumbles across a grove of marijuana, sees an opportunity to make some easy money, and steps into the jaws of a bear trap. He is discovered by the ruthless farmer who set the trap to protect his plants, and begins his struggle with the evils of his community’s present as well as those of its history. Before long, he has moved out of his parents’ home to live with a onetime schoolteacher who now lives in a trailer outside town, deals a few drugs, and studies journals from the Civil War. We will write a custom essay sample on The World Made Straight or any similar topic only for you Order Now Their fates become entwined as the community’s terrible past and corrupt present lead to a violent reckoning with the marijuana farmer and with a Civil War massacre that continues to divide an Appalachian community. Major themes: Knowledge vs. Ignorance – self knowledge is the most important part of the protagonist, Travis. Here Travis is trying to portray a tough guy, ignorant attitude when really he is a scrawny boy. Travis gains knowledge from the books he finds in Leonard’s trailer. He gains knowledge by Leonard teaching him in the trailer. Knowledge never leaves you. Travis’ goal as the protagonist in this book is to better himself and start a change in his life. Why would he want to better himself? Travis is trying to find out who he is. He starts off as a want to be tough guy who hangs with the rebels. That’s the way of life in the North Carolina Mountains no one really gives school a chance in the fact that most of the students end up as farmers. Travis’ ignorance for school and life in the beginning is very high. Knowledge consumes us in the fact we are always looking for new information and trying to obtain that all knowing self. Travis finds his way not the usual way of going through grade school but successfully gaining a GED. This sets him at an accomplishment something also his father never did. Travis sees himself heading down a road of hardships, Success, and failure. But Travis will learn from the mistakes and gain knowledge of the subject and move on to better himself for the future and what ever it may hold. Characters: Travis Shelton, 17 years old, high school dropout discouraged from bettering himself by his tobacco farmer father. Leonard Shuler, a former schoolteacher, now small-time drug dealer, whose career was ended by a student. Carlton Toomey, a ruthless and wily farmer and drug dealer. Dena, once a pretty young woman, who has become a heavy drug user. How to cite The World Made Straight, Papers

Chemistry Notes Essay Example For Students

Chemistry Notes Essay LECTURE 6 NOTES, CHM 101, SEC. 01SOLUTION CONCENTRATIONSTHE ACTUAL WEIGHING OF REACTANTS OFTEN PROVES IMPRACTICAL OR INCONVENIENT. THIS IS ESPECIALLY TRUE IF REACTANTS ARE GASES, LIQUIDS, OR VERY REACTIVE. HOW CAN WE DELIVER KNOWN WEIGHTS OF REACTANTS WITHOUT WEIGHING THEM FIRST?CONSIDER: HNO3 + NaOH = NaNO3 + H2ONEITHER NITRIC ACID, NOR SODIUM HYDROXIDE CAN BE WEIGHED EASILY. WHY?HOWEVER, SOLUTIONS OF KNOWN AMOUNT OF SOLUTE PER UNIT VOLUME CAN BE DELIVERED IN KNOWN VOLUME TO GIVE PRECISELY-KNOWN AMOUNTS OF REACTANTS. WHY?BECAUSE: (MOLES/LITER) X LITERS = MOLESIF YOU KNOW THE NUMBER OF MOLES CONTAINED IN ONE LITER, YOU CAN CALCULATE THE MOLES CONTAINED IN ANY MEASURED VOLUME OF THAT SOLUTION. TYPICALLY, A FLASK CALLED A VOLUMETRIC FLASK IS USED TO PREPARE A SOLUTION OF KNOWN CONCENTRATION,(MOLES SOLUTE/LITERS SOLUTION). SOLUTE IS WEIGHED AND ADDED TO THE FLASK. THEN THE SOLVENT IS ADDED TO MAKE UP A KNOWN FIXED VOLUME OF SOLUTION. THE AMOUNT OF SOLUTE PER UNIT VOLUME SOLUTION(TYPICALLY MOLES/LITER) IS CALLED THE CONCENTRATION OF THE SOLUTION. IT HAS TO BE DEFINED QUANTITATIVELY. THIS CAN BE DONE IN SEVERAL WAYS. WE WILL USE THE DEFINITION MOST COMMONLY USED IN ANALYSIS, MOLARITY. SOLUTION MOLARITY = MOLES SOLUTE/LITERS SOLUTIONTHE MOLARITY IS GIVEN THE SYMBOL, M. IF A SOLUTION IS 1.000 M, 1.000 LITERS OF SOLUTION CONTAIN EXACTLY 1.000 MOLES OF SOLUTE. THE USEFULNESS OF THE CONCEPT REVOLVES AROUND THE FACT THATMOLES = M x LITERS(moles/L)x LYOU MUST KNOW HOW TO PREPARE DILUTE SOLUTIONS FROM CONCENTRATED ONES. BASICALLY, MOLES = M x VLSOLUTION PREPARATIONIN MOST LABORATORIES REAGENTS ARE PURCHASED IN CONCENTRATED FORM DUE TO SHIPPING AND PACKAGING COSTS . THEY ARE RARELY USED AS DELIVERED. RATHER THEY ARE DILUTED FOR USE AS NEEDED. IF YOU EVER WORK IN A LABORATORY YOU MUST KNOW HOW TO PREPARE DILUTE SOLUTIONS FROM MORE CONCENTRATED ONES. ACS-CERTIFIED REAGENT-GRADE HCl IS SOLD IN BOTTLES CONTAINING 12.1 M SOLUTION. HOW WOULD YOU GO ABOUT PREPARING 1 LITER OF 0.100 M HCl?USE THE RELATION:MOLES CON. HCl = MOLES DILUTE HClMCON x VCON = MDIL x VDIL12.1 x VCON = 0.100 x 1.00VCON = 0.100/12.1 = 0.00826 LITERS0.00826 L(1000 mL/Liter) = 8.26 mL8.26 mL OF CONCENTRATED HCl WHEN ADDED TOMAKE ONE LITER OF SOLUTION RESULTS IN A SOLUTION WHICH IS 0.100 M. IT IS A LITTLE EASIER TO MAKE UP SOLUTIONS OF PRECISE MOLARITY VALUES IF THE SOLUTE IS A SOLID AND CAN BE WEIGHED. SILVER NITRATE, AgNO3, IS SUCH A REAGENT. HOW MANY GRAMS OF SILVER NITRATE MUST BE ADDED TO A 100.00 mL FLASK TO PRODUCE A 0.200 M SOLUTION. Ag NO3(S) = Ag+(aq) + NO3-(aq) 0.200M 0.200MSTRATEGY: FIND THE MOLES AgNO3 NEEDED FOR THE SOLUTION. THEN FIND WHAT THOSE MOLES WEIGH. MOLES AgNO3 = MxV = 0.200 x 0.10000 = 0.0200MASS AgNO3 = MOLES x(GRAMS/MOLE)0.0200 x 169.8731 = 3.3975 gWITH WHAT PRECISION DO WE NEED TO WEIGH OUT THE SILVER NITRATE?CHAPTER 3 PROBLEMS:25. Calculate the mass, in grams, of 1.12 mol CaH2. HOW DO WE FIND THE MASS IF WE KNOW THE NUMBER OF MOLES AND THE MOLECULAR FOLMULA?FROM THE MOLECULAR FORMULA WE CALCULATE THE AVERAGE MASS OF ONE MOLE, THE MOLAR MASS IN GRAMS. ONCE WE HAVE THE MOLAR MASS WE MULTIPLY THE MOLAR MASS BY THE NUMBER OF MOLES, 1.12. MASS = (GRAMS/MOLE) X MOLESWE MUST KNOW THE MOLAR MASS TO MAKE THE CALCULATION. Molecular mass = mass atoms in the molecule. =mass Ca + 2x mass H = 40.077 + 2(1.00794) =42.093u/molecule or = 42.093 g./moleTHAT IS THE MOLAR MASS OF CALCIUM HYDRIDE IS 42.093 GRAMS/MOLE. TO CALCULATE THE MASS IN 1.12 MOLES:MASS 1.12 MOLES = = (42.093 GRAMS/MOLE)(1.12 MOLES)= 47.1 g. NOTE THE 3 SIG. FIGS. 27. Calculate the number of moles corresponding to 98.6 g of nitric acid, HNO3. RECOGNIZE: MOLES = GRAMS/(GRAMS/MOLE)AGAIN WE NEED TO KNOW THE MOLAR MASS. THIS TIME WE MUST CALCULATE THE MOLAR MASS OF NITRIC ACID. .u93bdd1fcef2ef13de635f5e0839270b5 , .u93bdd1fcef2ef13de635f5e0839270b5 .postImageUrl , .u93bdd1fcef2ef13de635f5e0839270b5 .centered-text-area { min-height: 80px; position: relative; } .u93bdd1fcef2ef13de635f5e0839270b5 , .u93bdd1fcef2ef13de635f5e0839270b5:hover , .u93bdd1fcef2ef13de635f5e0839270b5:visited , .u93bdd1fcef2ef13de635f5e0839270b5:active { border:0!important; } .u93bdd1fcef2ef13de635f5e0839270b5 .clearfix:after { content: ""; display: table; clear: both; } .u93bdd1fcef2ef13de635f5e0839270b5 { 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; } .u93bdd1fcef2ef13de635f5e0839270b5:active , .u93bdd1fcef2ef13de635f5e0839270b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93bdd1fcef2ef13de635f5e0839270b5 .centered-text-area { width: 100%; position: relative ; } .u93bdd1fcef2ef13de635f5e0839270b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93bdd1fcef2ef13de635f5e0839270b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93bdd1fcef2ef13de635f5e0839270b5 .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; } .u93bdd1fcef2ef13de635f5e0839270b5:hover .ctaButton { background-color: #34495E!important; } .u93bdd1fcef2ef13de635f5e0839270b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93bdd1fcef2ef13de635f5e0839270b5 .u93bdd1fcef2ef13de635f5e0839270b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93bdd1fcef2ef13de635f5e0839270b5:after { content: ""; display: block; clear: both; } READ: Service and Helping Others and Three Reasons People are Hesitant to Help EssayMOLAR MASS = mmass N + mmass H + 3x mmass O14.0067 + 1.00794 + 3(15.9994) == 63.0128 g/moleMOLES = 98.6g / (63.0128 g/mole) = 1.56 moles29. Calculate the number of molecules in 4.68 mol H2O?YOU HAVE TO RECOGNIZE THAT ONE MOLE CONTAINS 6.02 x 1023 MOLECULES. THUS,THE NUMBER OF MOLECULES = = MOLES X (MOLECULES/MOLE) =MOLECULES = 4.68 moles(6.02 x 1023 molecules/mole) = 28.2 x 1023 = 2.82 x 1024 molecules. HOW MANY TOTAL ATOMS ARE IN THE ABOVE MOLECULES?35. What is the mass per cent oxygen in the compound having the formula, HOOCCH2CH(CH3)COOH?YOU MUST RECOGNIZE THAT:MASS % O = MASS O per mole/molar massx100THUS, WE NEED TO KNOW THE MASS OF OXYGEN IN ONE MOLE OF MATERIAL AND THE MOLAR MASS OF THE MATERIAL. THIS CAN BE DONE GIVEN THE ATOMIC MASSES AND THE FORMULA. MASS O per mole = 4 x(15.9994) g. = 63.9976 g. Molar mass = 5x(atomic mass C) + 4x(atomic mass O) + 8x(atomic mass H) = 5 x 12.011 + 4 x 15.9994 + 8 x 1.00794 = 132.116 g/mole%O = (mass O)/(mass/mole) x 100 = =(63.9976/132.116)x100 = 48.4405 %39. THE EMPIRICAL FORMULA OF PARA-DICHLOROBENZENE IS C3H2Cl. IF THE MOLECULAR MASS IS 147 u, WHAT IS THE FORMULA?RECOGNIZE THAT THE MOLECULAR MASS IS AN INTEGRAL MULTIPLE OF THE EMPIRICAL FORMULA MASS. THE EMPIRICAL FORMULA MASS = 3x mass C + 2 x mass H + mass Cl =3(12.011) + 2(1.00794) + 35.453 = 73.502 uTWO TIMES THE EMPIRICAL FORMULA MASS IS EXACTLY THE MOLECULAR MASS. THIS MEANS THAT THE MOLECULAR FORMULA ISC3H2Cl2 OR C6H4Cl2. 43. Resorcinol, is composed of 65.44% C, 5.49 % H and 29.06 % O. Its molecular mass is 110 u. Determine the molecular formula. RECOGNIZE THAT YOU HAVE BEEN GIVEN THE INFORMATION NEEDED TO CALCULATE THE EMPIRICAL FORMULA. THE EMPIRICAL FORMULA MASS MULTIPLIED BY A SMALL WHOLE NUMBER WILL GIVE THE MOLECULAR MASS. GIVEN PERCENTAGE COMPOSITION DATA, PROCEED ON THE BASIS OF A 100.000 GRAM SAMPLE. THAT IS, ASSUME YOU HAVE A 100 g SAMPLE AND THAT IT CONTAINS 65.44g C, 5.49 g. H AND 29.06 g. O. FIND THE NUMBER OF MOLES OF EACH ELEMENT IN THE SAMPLE. MOLES C = 65.44 g/ (12.011 g/mole) = 5.448MOLES H = 5.49 g./ (1.00794 g/mole) = 5.45MOLES O = 29.06 g./ (15.9994 g./mole) = 1.816MOLES C/MOLES O = 5.448/1.816 = 3.000MOLES H/MOLES O = 5.45/ 1.816 = 3.00THE EMPIRICAL FORMULA = C3H3OTHE FORMULA MASS = 312.011 + 31.00794 + 15.9994 = 55.056 uSINCE THE MOLECULAR MASS IS 110 u, THECORRECT MOLECULAR FORMULA WILL BE C3H3O2 = C6H6O2 , OR THE EMPIRICAL FORMULA MULTIPLIED BY TWO. 55. Balance the following:Cl2O5 + H2O HClO3LATER IN THE COURSE YOU WILL BE GIVEN BETTER DEVICES FOR BALANCING EQUATIONS. AT THIS POINT TRY TO BALANCE THE ELEMENTS OTHER THAN OXYGEN AND HYDROGEN FIRST AND THEN BALANCE THE OXYGEN OR HYDROGEN WITH WHAT EVER MOLECULES YOU HAVE AVAILABLE. START WITH ClCl2O5 2 HClO3 NOTE BY INSPECTION THAT ADDING ONE WATER TO THE LEFT SIDE WILL PRODUCE BALANCE. Cl2O5 + H2O = 2 HClO3ON BOTH SIDES YOU HAVE 2 Cl, 2 H AND 6 O. BALANCE Al + O2 Al2O3BALANCE Al FIRST:2Al Al2O3 NOTE YOU NEED AN EVEN NUMBER OF OXYGENS. 4 Al 2 Al2O3 SEE 3 O2 WILL BALANCE O. 4 Al + 3 O2 = 2 Al2O3 BALANCED. 61. 2 C8H18 + 25 O2 = 16 CO2 + 18 H2Ojjj. How many moles of carbon dioxide are produced when 1.8 x 104 moles of octane are burned?THE STOICHIOMETRIC COEFFICIENTS TELL US:MOLES CO2/ MOLES OCTANE = 16/2 = 8/1 = 8THAT IS, MOLES CARBON DIOXIDE = 8 X MOLES OCTANE. MOLES CARBON DIOXIDE = 8 x 1.8 x 104 = 14.4 x 104 = 1.4 x 105. 67. Kerosene is a mixture of hydrocarbons used in heating and as a jet fuel. Assume that kerosene can be represented by C14H30 and that it has a density of 0.763 g/mL. How many grams of carbon dioxide are produced by the combustion of 3.785 L of kerosene?Strategy: 1. Partially balance the equation for combustion. 2. Note that you have been given the density and the volume of the kerosene. From d = m/v you can calculate the mass of the kerosene. From the mass you can calculate moles after calculating the molar mass of kerosene. .u10424c53ecd8c22ec94861157236f931 , .u10424c53ecd8c22ec94861157236f931 .postImageUrl , .u10424c53ecd8c22ec94861157236f931 .centered-text-area { min-height: 80px; position: relative; } .u10424c53ecd8c22ec94861157236f931 , .u10424c53ecd8c22ec94861157236f931:hover , .u10424c53ecd8c22ec94861157236f931:visited , .u10424c53ecd8c22ec94861157236f931:active { border:0!important; } .u10424c53ecd8c22ec94861157236f931 .clearfix:after { content: ""; display: table; clear: both; } .u10424c53ecd8c22ec94861157236f931 { 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; } .u10424c53ecd8c22ec94861157236f931:active , .u10424c53ecd8c22ec94861157236f931:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u10424c53ecd8c22ec94861157236f931 .centered-text-area { width: 100%; position: relative ; } .u10424c53ecd8c22ec94861157236f931 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u10424c53ecd8c22ec94861157236f931 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u10424c53ecd8c22ec94861157236f931 .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; } .u10424c53ecd8c22ec94861157236f931:hover .ctaButton { background-color: #34495E!important; } .u10424c53ecd8c22ec94861157236f931 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u10424c53ecd8c22ec94861157236f931 .u10424c53ecd8c22ec94861157236f931-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u10424c53ecd8c22ec94861157236f931:after { content: ""; display: block; clear: both; } READ: Essay on Different Methods Of Quantitative Research Essay3. From the balanced equation you determine the ratio of moles carbon dioxide to kerosene. 4. From moles carbon dioxide you calculate grams carbon dioxide. C14H30 + x O2 = y H2O + 14 CO2 Note moles carbon dioxide = 14 x moles kerosene. Mass kerosene = d x v = (.763 g/mL)(3785mL) = 2.89103 g. MOLAR MASS KEROSINE = 14x 12.011 + 30 x 1.00794 = 198.392 g/moleMOLES KEROSENE = 2.89 x 103/198.392 = 14.6MOLES CARBON DIOXIDE = 14.00 X 14.6 = 204GRAMS CARBON DIOXIDE = 204moles X 44.01g/mole = 8978 g = 8.98 KG. 73. Lithium hydroxide absorbs carbon dioxide to form lithium carbonate and water:2 LiOH + CO2 = Li2CO3 + H2OIf a reaction vessel contains 0.150 mol LiOH and 0.080 mol CO2, which compound is the limiting reagent? How many moles of the carbonate can be produced?0.150 mol of LiOH will react with 0.075 mol of carbon dioxide. (Moles carbon dioxide)/(moles LiOH) = . Thus, the LiOH is the limiting reagent and all the carbon dioxide is not used up. The number of moles of the carbonate will be the same as the number of moles carbon dioxide used, 0.075. 83.a Calculate the molarity of a solution prepared from 6.00 mol HCl in 2.50 L solution. M = moles solute/liters solution = 6.00 moles/2.50 L = 2.4 moles/liter87. How many mL of a 0.215 M solution are required to contain 0.0867 mol NaBr?Note M x VL = moles = 0.0867 = 0.215 x VLVL = 0.0867/.215 = 0.403 liters = 403 mLScience Essays