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[WastedSpace]

I HAVE A QUESTION!
TYPE OF QUESTION: IB standard level chemistry, but honestly it could apply to other subjects, too.
YOUR QUESTION: does anyone have any tips on how to find peer reviewed sources that are both free and easy to read? It's my own fault for leaving it to the last minute, but my chem teacher needs us to have at least four peer reviewed sources in our bibliography for a project and I can't find any sources anywhere. I've tried JSTOR and Google Scholar and plenty other strange websites but the articles that look helpful are all locked and the articles that are open access are illegible to me. ;-;

When using google scholar, look for links that have [HTML] or [PDF] after the title. Click the html/pdf link - these are usually full text available to you as long as you click the source rather than the title. Ignore any results that don't have the [HTML/PDF] off to the side to save time.

Does your school have a subscription to any place with official journals? You should be able to log in through them off campus to utilize those sources and be able to reach those locked journals you found through jstor and scholar.

Do you have a textbook? Anything useful in it? Cite it!

How about your school or local library? They've got to have something chemistry that you could flip through.

Try Science mag: http://www.sciencemag.org It's got news and articles and just a whole bunch of stuff where the focus is usually more on communicating the information than proving how smart you are (see my rant below), so you should be able to search through it and find helpful information that is easier to digest.

This place seems to offer free peer-reviewed articles:
Whole list: https://www.omicsonline.org/chemistry-journals.php
Chemical Sciences: https://www.omicsonline.org/chemical-sc ... ournal.php

As for legibility - yeah, that's to be expected. Papers are incredibly elitist. Unfortunately, they have become something to show how "intelligent" the author is rather than to share information. Honestly, I have a Masters and everyone I know in the program with me all thought papers were a drudge to sort through. They're written above my level, really, and they're written above yours. Here's some tricks to wading through the drudge and highly technical speak:
- Don't get dissuaded or down because you can't understand them! Take a deep breath and be patient with yourself.
- Focus on the abstract and conclusions! Most the other sections can be ignored all together.
- You might want to skim through the introduction to get a better idea of what the paper is about. Just do NOT draw any conclusions from the introduction. Usually in an introduction, we set up a hypothesis, and in science, when we set a hypothesis, we want to prove ourselves wrong, so our hypothesis should give you a false statement. That's why you might get confused between an introduction and a conclusion. Use the intro to discover the background information, but do not draw conclusions from it.
- If you're more of a pictures/graph person than a text person, focus mainly on the graphs and interpreting them and their conclusions.
- If you read the abstract and it isn't going to help you answer your question/isn't what you thought it was about, don't worry about trying to force your way through understanding the content. Close it and go to a new article.
- If you find a useful article, go to their intro/results, find where the useful conclusions came from, and then look at the sources they quote and see if you can't find an accessible version of that paper. It's likely you'll be able to share sources that way and find sources more quickly.
- Don't be afraid of the dictionary. I've straight up re-written sentences from articles to help myself understand them.
- Read stuff out loud! Often when you repeat it out loud, it will help you tease out what is actually being said.
- Finally, don't freak about this too much! I'm sure this is more of an exercise to get you looking for respectable sources and citing them in your own writing more than being able to interpret technical papers above your level!

[Waki]

Hey, thanks so much for the answer, im STILL A little confused for the first question- I tried googling it out (the teacher wants us to solve it either using substitution/elimination using two linear equations) and the googled answer I had no idea how they started out the formula// as for the second question, I understand the concept of IT, but not sure how to solve it especially with it asking for the speed of the plane in still wind (guessing not AGAINST or with). Both of the questions are to be solved using 2 diff equations and I have no idea how to fill out the numbers for them ahah

When writing an equation or set of equations, I find it helpful to:
- Write down everything you know about the problem, including what you want to find
- Sort out your information into two columns: known and unknown
- Determine what you want to find
- Start connecting the dots

1. the sum of the digits of a certain two-digit number is 12. When you reverse its digits you increase the number by 54. Find the number

Did you check more than one google result for this one? I saw several that showed you how to get the equations, even though the examples were different. ;3

So you're looking for a number, n. Let's make the 10s column represented with x and the 1s column represented with a y.

Now you know what x and y equal added up, so there's one equation:
a) x + y = 12

Here's the one you have to think about and why you need to separate these numbers into the 10s column and the 1s column. You know that when you reverse the digits (ie, yx instead of xy), you increase the original number, n, by 54. So, make that an equation:
b) 10y + x = 10x + y + 54
10x + y is your original number, which is an increase of 54 above your reverse number: 10y + x.

Now let's simplify each equation and let's go ahead and isolate for one variable:
a) y = 12 - x

b) 9y = 9x + 54
y = x + 6

If we look at our two equations, we can immediately see that if add them together, we can reduce our equation to one unknown and solve part of our equation, so let's go ahead and do that. a - b:
y = 12 - x
+ (y = 6 + x)
= (2y = 18)
so y = 9

Now that we know one of our variables, we can go back and put y into either of our equations and figure out x.

a) x + 9 = 12
x = 3

Just to check, let's solve with b as well.
b) 9 = x + 6
x = 3

Matches up!

Now remember that we defined the 10s column in the original number as x and the 1s as y. So your original number is 39. You can double check this by subtracting the original number from reverse number, which should give you 54. 93 - 39 - 54. You've found the answer and confirmed it!

1. A plane traveled 360 miles to Warsaw and back. The trip there was with the wind. It took 4 hours. The trip back was Into the wind and it took 12 hours. What is the speed of the plane in still air? What is the speed of the wind?

Alright, now try using the same steps we used above here: define your knowns and unknowns and start putting them in equations. (By the by, I tried googling this one as well just to see and there are plenty of examples out there that should help you figure out your own steps here!)

We have two speed unknowns: the plane's speed and the wind's speed. We know we need to find both. We also know that the equation gave us how long the trip took with the wind and against the wind. Therefore, we have some idea of how we can set up our variables.
Our basic unknowns are:
y = speed of the plane
x = speed of the wind
So now we can manipulate these to match the information we've been given:
y + x = speed of the plane with the wind (a)
y - x = speed of the plane without the wind (b)

In order to put together our next piece of information, let's look at units really quickly. Speed is distance over time. Both y and x are speed variables, so they have the same units. That means that whatever goes on the other side of our equation has to have distance over time units. And look! We have both a distance (360 mi) and a time (4 hours and 12 hours)! So, we just have to divide these to get our speed.

Now that we've got our variables sorted, let's start putting in known information to flesh out our equations.
a) y + x = 360 / 4
y + x = 90
b) y - x = 360 / 12
y - x = 30

Now that you've got your equations, can you figure out how to solve? It'll be pretty similar to what we did for the previous equation! (Actually, you should be able to solve it the same exact way now.)

Thank you so much! Makes much more sense now haha, bless you

[Coco Bunny]

I HAVE A QUESTION!
TYPE OF QUESTION: RE (Religious Education)
YOUR QUESTION: Mind map on the phrase "Christian mothers should stay at home and care for children". I need to evaluate the statement and write stuff down on the mind map.

[WastedSpace]

I HAVE A QUESTION!
TYPE OF QUESTION: RE (Religious Education)
YOUR QUESTION: Mind map on the phrase "Christian mothers should stay at home and care for children". I need to evaluate the statement and write stuff down on the mind map.

Sorry, and what's your question regarding this?

[Coco Bunny]

I HAVE A QUESTION!
TYPE OF QUESTION: RE (Religious Education)
YOUR QUESTION: Mind map on the phrase "Christian mothers should stay at home and care for children". I need to evaluate the statement and write stuff down on the mind map.

Sorry, and what's your question regarding this?

I don't know what to write on the sheet, I don't know how to make the mindmap.

[nickjr]

I HAVE A QUESTION!
TYPE OF QUESTION: RE (Religious Education)
YOUR QUESTION: Mind map on the phrase "Christian mothers should stay at home and care for children". I need to evaluate the statement and write stuff down on the mind map.

Sorry, and what's your question regarding this?

I don't know what to write on the sheet, I don't know how to make the mindmap.

It sounds like we need more details from your worksheet. I learned "mindmap" as a general term (a brainstorming method; some kind of visual representation of ideas in your mind and how they relate to each other; similar to a web but drawn more as an actual web than a multi-directional tree), but the way you're phrasing your question makes it sound like you have a specific definition of a mindmap and something like a template on your worksheet. So... I got no idea how to help because right now I'm seeing "help me fill in this template" when I can't see the template lol

Can you define "mindmap" as you were taught?

[Coco Bunny]

It sounds like we need more details from your worksheet. I learned "mindmap" as a general term (a brainstorming method; some kind of visual representation of ideas in your mind and how they relate to each other; similar to a web but drawn more as an actual web than a multi-directional tree), but the way you're phrasing your question makes it sound like you have a specific definition of a mindmap and something like a template on your worksheet. So... I got no idea how to help because right now I'm seeing "help me fill in this template" when I can't see the template lol

Can you define "mindmap" as you were taught?

I haven't, actually. I've always assumed it was a spider diagram with a little more detail, and extra branches coming off the original ones.
Apologies for not being too clear.

[CC-chips108]

I HAVE A QUESTION!
TYPE OF QUESTION: RE (Religious Education)
YOUR QUESTION: Mind map on the phrase "Christian mothers should stay at home and care for children". I need to evaluate the statement and write stuff down on the mind map.

Sorry, and what's your question regarding this?

I don't know what to write on the sheet, I don't know how to make the mindmap.

For the mind map add the phrase in a little bubble in the centre of the page. Then add categories in other bubbles close to the phrase one, putting categories in each one. All I can think of is modern day and what the bible says. Idk I have never heard of Christian mums staying at home before and I am Christian... anyway, then branch off from those giving evidence and statements and branch off again if there is another big topic. Yeah! There you go!

[Coco Bunny]

For the mind map add the phrase in a little bubble in the centre of the page. Then add categories in other bubbles close to the phrase one, putting categories in each one. All I can think of is modern day and what the bible says. Idk I have never heard of Christian mums staying at home before and I am Christian... anyway, then branch off from those giving evidence and statements and branch off again if there is another big topic. Yeah! There you go!

Okay, thanks

[Burrito Bunny]

I HAVE A QUESTION!
TYPE OF QUESTION: Chemistry
YOUR QUESTION:
We did an experiment where first we heated water in a beamer, and then placed a rock into that beaker for 3 minutes. After taking the temperature of the rock while I'm the hot water, we removed the rock and placed it into a calorimeter, tracking the heat until we found the temperature the heated rock and room temperature water within reached equilibrium. Here's some data:

Mass of water in the calorimeter: 97.87g
Mass of the rock: 113.74g
Initial temperature of the rock (in the hot water): 84.6°C
Initial temperature of the water in calorimeter: 22.0°C
Final temperature of rock and water in calorimeter: 34.2°C
ΔT of water in calorimeter: 12.2°C
ΔT of rock: 50.4 °C
Specific Heat (Cp) of rock: 0.86 J/g °C

Soooo, I'm having trouble with this final problem. It asks me to show math but I'm not sure how to get to the answer. Here's the question:

The specific heat (Cp) of lead is 0.13 joules/g°C.
If you had used 50g of lead instead of the rock in this experiment, would the temperature of the water be more or less than you found? Explain why! (Show your calculations).

I'm pretty sure it wants me to use the equation Q = m • Cp • ΔT. But...i seem to be missing Q and ΔT so I'm not sure how to find the missing variable! I thought maybe I was supposed to assume the initial temperature of the rock and the lead were the same, but even then I'm not sure of the final temperature so I'm unsure of ΔT' s value.

Any help would be greatly appriciated!!!