Corrosive Definition - Glossary of Chemistry Terms

Corrosive refers to  a substance that has the power to cause irreversible damage or destroy another substance by contact. A corrosive substance may attack a wide variety of materials, but the term is usually applied to chemicals that can cause chemical burns upon contact with living tissue. A corrosive substance may be a solid, liquid, or gas. The term corrosive comes from the Latin verb corrodes, which means to gnaw. At low concentrations, corrosive chemicals are typically irritants. The hazard symbol used to identify either a chemical capable of metal corrosion or skin corrosion shows a chemical poured onto a material and a hand, eating into the surface. Also Known As: Corrosive chemicals may also be referred to as caustic, although the term caustic usually applies to strong bases and not acids or oxidizers. Key Takeaways: Corrosive Definition A corrosive substance is defined as a material capable of damaging or destroying other substances on contact via a chemical reaction.Examples of corrosive chemicals include acids, oxidizers, and bases. Specific examples include sodium hydroxide, nitric acid, and hydrogen peroxide.The international pictogram indicating a corrosive chemical shows a surface and a human hand being eaten away by a liquid dripping from a test tube. Examples of Corrosive Substances Strong acids and bases are commonly corrosive, although there are some acids (e.g., the carborane acids) that are very powerful, yet not corrosive. Weak acids and bases may be corrosive if they are concentrated. Classes of corrosive substances include: strong acids - Examples include nitric acid, sulfuric acid, and hydrochloric acidconcentrated weak acids - Examples include concentrated acetic acid and formic acid.strong Lewis acids - These include boron trifluoride and aluminum chloridestrong bases - These are also known as alkalis. Examples include potassium hydroxide, sodium hydroxide, and calcium hydroxide.alkali metals - These metals and the hydrides of the alkali and alkaline earth metals act as strong bases. Examples include sodium and potassium metal.dehydrating agents - Examples include calcium oxide and phosphorus  pentoxide.strong oxidizers - A good example is hydrogen peroxide.halogens - Examples include elemental fluorine and chlorine. The halide ions are not corrosive, except for fluoride.acid anhydridesorganic halides - An example is acetyl chloride.alkylating agents - An example is dimethyl sulfate.certain organics - An example is phenol or carbolic acid. How Corrosion Works Usually, a corrosive chemical that attacks human skin denatures proteins or performs amide hydrolysis or ester hydrolysis. Amide hydrolysis damages proteins, which contain amide bonds. Lipids contain ester bonds and are attacked by ester hydrolysis. In addition, a corrosive agent may participate in chemical reactions that dehydrate skin and/or produce heat. For example, sulfuric acid dehydrates carbohydrates in skin and releases heat, sometimes sufficient to cause a thermal burn in addition to the chemical burn. Corrosive substances that attack other materials, such as metals, may produce rapid oxidation of the surface (for example). Safe Handling of Corrosive Materials Protective gear is used for personal protection from corrosive materials. The equipment may include gloves, aprons, safety goggles, safety shoes, respirators, face shields, and acid suits. Vapors and corrosive chemicals with a high vapor pressure should be used within a ventilation hood. Its important that protective gear be made using a material with high chemical resistance to the corrosive chemical of interest. There is no single protective material that protects against all corrosive substances. For example, rubber gloves may be fine for one chemical, yet be corroded by another. The same is true of nitrile, neoprene, and butyl rubber. Uses of Corrosive Materials Corrosive chemicals often make good cleaners. Because they tend to be highly reactive, corrosives may be used in catalytic reactions or as reactive intermediates in the chemical industry. Corrosive Versus Caustic or Irritant The term caustic is often considered synonymous with corrosive. However, only strong bases should be referred to as caustic. Examples of caustic chemicals include sodium hydroxide and potassium hydroxide. A dilute corrosive chemical acts as an irritant. However, at higher concentrations, corrosive chemicals produce a chemical burn. While corrosive chemicals may be poisonous, the two characteristics are separate. A poison is a substance with a systemic toxic effect. Poisons may take some time to act. In contrast, a corrosive substance causes an immediate effect on tissue or a surface.

The Importance Of A Effective School And Teacher - 819 Words

Pedagogy 1. What are the most important characteristics of an effective school? Name three goals that you would want to reach in your first year of school? Why are these important to you? Is it important for you to have students set goals and how will they keep track of them? Candidates are expected to explain what an effective school and teacher would look like. This is their chance to share with the panel what their mission statement would be for the individual classroom. They can explain the steps they will take to reach their goals by the end of the year. Candidates can express their ideas on how students should set goals by using data folders or portfolio’s. They can share their experience on completing an action plan with a student to allow them to reach their goals. Leadership 2. How would you motivate parents to become involved in the classroom and in their child’s education? The candidate should express how imperative parental-involvement is in the classroom to strengthen the relationships between student-parent-teacher. The candidate should talk about things parents could do to volunteer in the classroom such as reading with students, laminate and cut reading centers, and create bulletin boards. One should talk about how they will keep the lines of communication open with parents, such as planner writing and calling not just when a child is having trouble in the class, but also when they are doing well. A great idea would be to show an example of a newsletterShow MoreRelatedLeadership And The Development Collaboration1146 Words   |  5 Pagespresence of collaboration in schools are the result of principals, educators, parents, and administrative leadership in working as a team. 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Life is fickle and most people will be a victim of Essay Example For Students

Life is fickle and most people will be a victim of Essay circumstance and thetimes. Some people choose not to let circumstance rule them and, as theysay, time waits for no man. Faulkners Emily did not have the individualconfidence, or maybe self-esteem and self-worth, to believe that she couldstand alone and succeed at life especially in the face of changing times. She had always been ruled by, and depended on, men to protect, defend andact for her. From her Father, through the manservant Tobe, to Homer Barron,all her life was dependent on men. The few flashes of individuality showedher ability to rise to the occasion, to overcome her dependency, when theaction was the only solution available. Like buying the poison or gettingmoney by offering china-painting classes. Life is sad and tragic; some ofwhich is made for us and some of which we make ourselves. Emily had a hard life. Everything that she loved left her. Her fatherprobably impressed upon her that every man she met was no good for her. Thetownspeople even state when her father died, it got about that the housewas all that was left to her; and in a way, people were glad being leftalone. She had become humanized (219). This sounds as if her fathersdeath was sort of liberation for Emily. In a way it was, she could begin todate and court men of her choice and liking. Her father couldnt chase themoff any more. But then again, did she have the know-how to do this, afterall those years of her fathers past actions? It also sounds as if thetownspeople thought Emily was above the law because of her high-classstature. Now since the passing of her father she may be like them, a middleclass working person. Unfortunately, for Emily she became home bound. She didnt socialize muchexcept for having her manservant Tobe visit to do some chores and go to thestore for her. Faulkner depicts Emily and her family as a high socialclass. Emily did carry her self with dignity and people gave her thatrespect, based from fear of what Emily could do to them. Emily was a strongwilled person especially when she went into the drug store for the arsenic. She said Arsenic. I want arsenic (220). All along, the druggist wantedto know what she wanted it for and she answered back I want the best youhave. I dont care what kind (220). Needless to say, the druggist nevergot an answer. The druggist gave Emily poison out of fear and respect,possibly. Yes, Emily didnt socialize much, but she did have a gentleman friend,Homer Barron. Homer was a Forman for a road construction company, Faulknerwrites a forman named Homer Barron, a Yankee a big, dark, ready man, witha big voice and eyes lighter than his face(220). Emilys father probablywould not be pleased with this affair with Homer, considering herupbringing. Homer was a commoner and did not fit the social standards ofher father. Of course, Emily, like most women dream of getting married and having afamily and most of all, being loved. The gossip around town was spreading;the townspeople said when she got to be thirty and was still single, wewere not pleased, but vindicated; She wouldnt have turned down all ofher chances if they had materialized (221). Emily wanted to be loved, andshe was determined that Homer would be her true love to rescue her fromfear, fear of being alone. Indeed Emily took a great liking to Homer, butHomers feelings about the relationship were different. It was rumored thateven Homer himself had remarkedhe liked men, and it was known that hedrunk with younger men in the Elks clubthat he was not a marrying man(221). Homer left Emily and the town for three days, and then came back. Attribute of humanity EssayAbners act of breaking the law begins when he was supposed to be fightingin the Civil War, but instead he stole horses from both sides of the lines. When Abner returned home, he continued his act of breaking the law bycommitting arson. At the beginning of the story, Abner is in a makeshiftcourtroom where he is being tried for burning Mr. Harris barn. There wasno evidence to rule against Abner so he was advised to leave the country. I aim to. I dont figure to stay in a country among people who (217). After sly remarks of barn burner(218) from a group of people standingnear, Abner tells his family to get in the wagon and get ready for travel. Abner and his family traveled to their next house where things got off to abad start. Just a few days had gone by and Abner took Major DeSpain tocourt claiming his fine was to high for the damage he did to his rug. Thecourt ruled in DeSpains favor fining him, to the amount of ten bushels ofcorn over and above your contract with him, to be paid to him out of yourcrop at gathering time (226), thus setting off Abners anger. As a resulthe set out that night and put DeSpains barn on fire. Finally Abners unchanging character is revealed not only in his role asbeing cold-hearted and lawless but also as violent. It is seen throughoutthe story that Abners act of burning barns is violent. Abner slaps his sonwhen it is evident that he was about to tell the truth about Mr. Harrisbarn. His sons simple reply of yes saved him from more torture beatingsfrom his father. While paying a non-welcomed visit to Major DeSpainshouse, he enters the house, flinging the door back and the Negro also andentering, his hat still on his head (221). This showed that Abner has noremorse for anyone. This started the incident with the rug, which later ledto the burning of DeSpains barn. He shoves his wife away when she tugs at his arm and tries to restrain him. Intending to guard against Satrys betrayal, he picks up his son by theback of the shirt and hands him to his wife. He orders he to hold on to himand not let him run away. After Snopes leaves the house with his older sonand the can of kerosene, Sarty escapes from his mother and runs to thehouse of Major DeSpain. The Major, informed by Sarty of the danger, findsSnopes and his other son and shoots them before they can burn his barn(731). This event sparked the end of the violent acts of Abner, forever. The cold hearted, lawless, and violent roles Abner Snopes plays throughoutthe story, shows his unchanging character. The story portrays how a poorman feels when the law is based on taking the rich mans side. It followshim from being a cold-hearted father and husband to a lawless and violentman, which, towards the end of the story, leads him to the death ofhimself. Things today are better than they were back during the Civil War. People are still categorized by how much money they have. But, because ofbetter law enforcement and court systems, people can not get away with theso-called revenge and hatred, as portrayed by the acts of Abner in thestory. Works Cited. Kirszner ; Mandell, ed. Literature. 3rd ed. Orlando: Holt, Rinehart andWinston, 1997. . Magill, Frank. Critical Survey of Short Fiction. California: SalemPress, 1993. . Salyman, Jack, and Pamela Wilkinson. Major Characters in AmericanFiction. New York: Henry Holt and Company, Inc., 1994.

Nonmoral Nature Essay Example

Nonmoral Nature Paper In Stephen Jay Goulds Nonmoral Nature, he discusses nature, and the difference between cruelty in animals and humans, and explains how the same moral can not be applied for both. The order in which he presents the different points of view is very important. At the beginning he supports his writing with sources from scientists that are not famous. However, to close out his work, he uses the well-known scientist Darwin to leave a lasting impression on the reader. In this essay, Gould provides both sides of moral in animals as well as humans, and then gives his explanation, then lets the reader decide from his own point of view. According to Gould, morality in nature can be perceived from the existent power, wisdom and goodness of God instead of the no-God thesis of Darwin. If moral nature is different in animals and humans, and cruelty can not be applied to both at the same time, then a God can exist. When Reverend Francis Henry died in 1829, he left money to support a series of books by many writers on how the power, wisdom and goodness of God, [are] manifested in the creation (474). Gould, as many other writers did, wrote about morals in nature, and how it can not be applied to human morality. We will write a custom essay sample on Nonmoral Nature specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nonmoral Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nonmoral Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The example of the Ichneumon fly or wasp is brought up by many scientists. William Buckland explains how the female locates the appropriate host and converts it into food for the larva, which then grows inside, keeping the host alive, preserving intact the essential heart and central nervous system. Finally, the larva completes its work and kills its victim (476). Gould clarifies Darwins main theory, that for all the misery in the world, a God can not exist because he would not have created the Ichneumonidea (481). Furthermore, Gould cites scientists that have a different way of viewing cruelty in nature. Reverend William Kirb focused on the virtue of the mother love that is displayed by provisioning the young with such care (476). Mirvat also makes an argument based on the fact that the suffering of animals is different from the suffering of people. Mirvat states that suffering is connected to the mental condition of the sufferer, that we as humans see it differently, and that the more cultivated and refined men are, the more they suffer from recollection of past moments and anticipation of future ones (481). If moral nature can not be applied the same way in animals and humans, then an all-powerful God may perhaps exist. Goulds writing is very effective because he has a strong argument supported by strong evidence and logic. Science who knows much about this topic in an English class? Gould wasnt limited by this. Although science sometimes can have words that are not regularly used in universal English, the clarity needed to understand these complex concepts is offered by Gould through explaining the scientific word used right after using it. For instance, The ichneumon fly ichnemonoidea are a group of wasps, not flies, that include more species than all the vertebrates combined (475). Even though advanced biology terms and Latin classification are used to identify his subject matter, the explanation of the word teaches the audience the new word so that it might have understanding of the area under discussion. Furthermore, Nonmoral Nature is a very controversial matter that many scientists have written on. For the improvement of the reader, since science might not be his or her strongest ability, and the knowledge on the subject might be limited, Gould introduces the matter by quoting other scientists who have studied the issue before. This is very effective since the readers do not feel unintelligent while reading about a subject that is unknown to them. Gould makes the interpretation flow easily from one paragraph to the next one, helping the reader understand the general concept as well as his ideas. To illustrate, Gould quotes William Buckland to show what the big controversy is by presenting his thesis by questioning if God is good, why are we surrounded with pain, suffering, and apparently senseless cruelty in the animal world? (474). Moreover, Gould points up William Kirby, who in the same situation focused instead upon the virtue of the mother love displayed by wasp in provisioning their young with such care (479). Gould is very effective by teaching the readers about the subject, and then explaining his point. This way the reader feels part of the essay and has an opinion, and by being part of this dissertation the reader gains understanding. Equally important for the reader is the understanding and creating of ones own ideas on the area under discussion. Logic through critical thinking is what in fact makes the difference between an effective essay and a vain one. The way Gould uses the words and his sources helps the audience to make its own judgment on the subject. This was very effective in the nineteenth century when he first wrote the essay as well as nowadays. The reader wants to feel smart and able to make a personal resolution, without the author having all the influence. For instance, at the end of the essay Gould quotes Darwin as he says; Let every man hope and believe what he can (484). This was a good strategy because Gould was telling the readers that they were intelligent enough to make their own judgment on the subject. Gould inspires the readers to look at the facts that he gathered and find their own conclusion on moral nature. This was done in a very effective way because the reader learns to understand Goulds writing instead of judging his ideas, and after doing that the readers decide what their hopes and beliefs are. Consequently, because of the techniques used by Gould in this essay, it was easy for the reader to understand the subject as well as the point he was trying to make. If either non-God believers or Christians that believe in the power, wisdom and goodness of God, as manifested in the creation, read this essay, they would not feel harassed. The way that Gould looks at morality is to unlock a new idea for the people without forcing them to believe it. The essay was tremendously effective through the use of support to his writing. In fact, the support of his thesis with the ideas of more distinguished scientists at the end leaves a lasting impression on the reader. As Darwin said; Let every man hope and believe what he can (484). Gould lets the reader hope and believe what he can. Works Cited Gould, Stephen Jay. Nonmoral Nature. A World of Ideas Essential Readings for College Writers. By Lee A Jacobus. Bedford: St. Martins, 2002. 471-484. Rpt. in A World of Ideas Essential Readings for College Writers.