A portfolio of Investigations for I
B Chemistry
Table of Contents
Author Profile and acknowledgements2 Foreword3 Theory of Knowledge4 Outline plan5 Assessment information6 Master pages7 Health and safety information9 INVESTIGATIONS
1The Separation of Mixtures-a Revision Exercise11
2The Preparation of a Soluble Salt15
3The Preparation and Properties of Some Common Gases19
4Purifying a Substance by Recrystallisation23
5Tests for Anions and Cations26
6Determining the Water of Crystallisation31
7Determining the Composition of"Copper Carbonate"34
8How Concentrated is“Concentrated”Nitric Acid?36
9The Solubility of Ethanedioic(Oxalic)Acid39
10Determining the Molar Mass of a Soluble Acid42
11Percentage of Nitrogen Content in a Fertilizer44
12Finding the Percentage of Lead in Solder49
13Observing Emission Spectra51
14Some Reactions of the Halogens(Group17)54
15Structure and Physical Properties55
16Forces between Particles59
17Changes of State64
18Measuring Melting and Boiling Points69
19Measuring Enthalpy Changes72
20Using Hess’Law to Determine Enthalpy Changes77
21Techniques for Measuring Reaction Rates80
22A Quantitative Investigation of Reaction Rates87
23Factors Affecting Rates of Chemical Reactions91
24An Introduction to Equilibrium95
25Predicting the Effect of Changes on an Equilibrium98
26A Comparison of Strong and Weak Acids and Bases100
27Common Oxidants and Reductants105
28Some Reactions of Hydrocarbons110
29Investigating Organic Structures using Models115
30The Preparation of a Liquid Alkene120 TEACHING NOTES123-157
Investigation9
THE SOLUBILITY OF ETHANEDIOIC(OXALIC)ACID
This practical is designed to provide an opportunity for you to demonstrate your planning skills in relation to gravimetric and volumetric analysis.
ASSESSMENT
This practical will be assessed for Planning(b),on your written instructions about how to carry out the practical-what pieces of apparatus to use,what concentrations of reagents to employ etc. The results you record and the way in which these are presented will be assessed for Data Collection.
This investigation will also be assessed for Conclusion and Evaluation based upon the way in which you consider the two techniques that you suggest and identify their weaknesses in them,as well as the retrospective suggestions you have for ways in which your chosen method could be improved.
Planning(b)?Designing a method with appropriate apparatus/materials
?Designing a method for the control of the variables
?Designing a method for the collection of sufficient data
Data?Collecting and recording appropriate raw data
Collection?Presenting raw data allowing easy interpretation
Conclusion?Stating a valid conclusion based on interpretation of results
and?Evaluating the procedure including limitations and errors
Evaluation?Suggesting a modified procedure to improve the investigation
PLANNING
The object of this practical is to determine the solubility of ethanedioic acid.This acid is available as the white crystalline dihydrate[(COOH)2.2H2O].Its solubility at room temperature is about 10gdm-3.It is a weak dibasic acid(pK a=1.23and4.28)and a mild reducing agent(when warmed it will reduce acidified aqueous potassium permanganate).
Warning Ethanedioic acid and its salts are poisonous
You should propose two contrasting methods(i.e.ones that are based on different
physical/chemical principles and hence have different inherent errors in them)to measure the solubility and write a brief outline of both of these methods.You should then explain which one of these you feel would yield the most reliable results-this is where most of the evaluation marks will be earned.
For this method you should then write a detailed practical procedure.It should for example state what apparatus to use precisely,(i.e.a10cm3measuring cylinder,not just a measuring cylinder) what solutions to use(giving the concentrations-you will probably have to do some calculations to check these are appropriate)and how to proceed(again in detail).
Outline of method1………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Outline of method2………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Comparison of the methods ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………The method chosen for detailed planning is method______.
METHOD(use extra paper as required)
DATA COLLECTION
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………DATA PROCESSING AND PRESENTATION AND EVALUATION
a)Use your results to calculate the solubility of ethanedioic acid in gdm-3.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b)What would you estimate to be the probable precision of this value?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c)What were the major factors limiting the accuracy of your determination?How could you
modify the method used to improve the precision?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Investigation9THE SOLUBILITY OF ETHANEDIOIC ACID
Day/Date of lesson______________Period_______Room_________
Teacher_______________________No.of students/groups_________
As with all student planned practicals,it is not possible to precisely predict the apparatus required,but the following are likely to be requested.
Apparatus required
Burette and burette funnel
Pipettes of various sizes and pipette fillers
Volumetric flasks of various sizes
Weighing bottles
Conical flasks
Beakers
Filter funnels and filter papers
Top pan balance reading to0.01g
Chemicals required
Ethanedioic acid dihydrate(~10g per group)
N.B.Students are also likely to request solutions of aqueous sodium hydroxide and aqueous potassium permanganate.As the concentrations requested may vary,it will most likely be simplest to have quite concentrated solutions available that students can then dilute as required. Students are also likely to request various acid-base indicators.
Notes
Probable timing-90minutes planning,60minutes laboratory time
This is an exercise that I usually use quite near to the end of the two year course.By this time, students should be able to come up with a couple of possible methods,evaluate the potential accuracy of both and write a practicable procedure for the preferred method.There are plenty of options,both gravimetric and volumetric so they should not find it too difficult to think of two possibilities.I would usually give them a short briefing and set them a homework session to consider possible ways that they could determine the solubility.I would then give them one lesson to produce the planning and a second lesson,after I had evaluated their plans,especially with regard to safety,in which they could carry out their determination.
Please be sure to point out to students the toxic nature of ethanedioic(oxalic)acid.
A PORTFOLIO OF INVESTIGATIONS
f o r u s e w i t h t h e
I B C H E M I S T R Y (S S C )
p r o g r a m m
e
Author: Dr John Green
Series editor: David Greig Teaching Notes
Copyright ?IBID Press, 1999.
Produced by ‘S.T.A.R.’, ‘Science Teaching And Resources’,
Published by IBID Press, Box 9, Camberwell, 3124,Victoria. Australia
Library Catalogue:Gibson J and Greig D.
1. Chemistry
2. International Baccalaureate. Series Title: International Baccalaureate in Detail All rights reserved except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without the prior permission of the publishers. While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.
This book has been developed independently of the International Baccalaureate Organisation (IBO). The text is in no way connected with, or endorsed by, the IBO.
Original cartoons drawn by Tony Clancy and Safety symbols designed by Peter Congdon. Cover design by Adcore.
Printed by Shannon Books, Victoria, Australia.
Publishing Information
This collection of practical activities, ‘Portfolios of Investigations’, is one of a series of resources for IB Biology produced by IBID Press.
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Author Profiles
Dr John Green is a very experienced and highly respected teacher of IB Chemistry and Theory of Knowledge. He has been extensively involved with the development, assessment and moderation of the present course and is also the co-author of a Chemistry text book for the IB syllabus. David Greig is a Key Teacher at Brighton Secondary School in Adelaide and principal consultant with S.T.A.R. Working together, they have produced this ‘Portfolio of Investigations’ specifically for use by teachers and students of the new I.B. Chemistry course (?1996).
They would be pleased to receive comments and suggestions from I.B. colleagues both within Australia and overseas and can be contacted at greigd@https://www.doczj.com/doc/1013756139.html,.au. Fax +61 8 83582833
or by post to 6 Bournemouth Ave., HOVE 5048 South Australia, AUSTRALIA
Copyright Information
The safety symbols and cartoons that appear in this series of Portfolios are the property of
‘S.T.A.R.’ and may not be used without written permission.
All orders will automatically include a FREE copy of Teaching Notes which may be copied for use within the school and will assist in the preparation of materials and safe conduct of the Investigations.
A Portfolio of Investigations
for I.B. CHEMISTRY Volume 1
TEACHING NOTES
Table of Contents
Internal Assessment procedures2 Aspects for assessment3 INVESTIGATIONS
1The Separation of Mixtures - a Revision Exercise7 2The Preparation of a Soluble Salt8 3The Preparation and Properties of Some Common Gases9 4Purifying a Substance by Recrystallisation10 5Tests for Anions and Cations11 6Determining the Water of Crystallisation 12 7Determining the Composition of "Copper Carbonate"13 8How Concentrated is “Concentrated” Nitric Acid?14 9The Solubility of Ethanedioic (Oxalic) Acid15 10Determining the Molar Mass of a Soluble Acid 16 11Percentage of Nitrogen Content in a Fertilizer 17 12Finding the Percentage of Lead in Solder 18 13Observing Emission Spectra19 14Some Reactions of the Halogens (Group 17)20 15Structure and Physical Properties 21 16Forces Between Particles22 17Changes of State 23 18Measuring Melting and Boiling Points24 19Measuring Enthalpy Changes25 20Using Hess’ Law to Determine Enthalpy Changes 26 21Techniques for Measuring Reaction Rates27 22 A Quantitative Investigation of Reaction Rates28 23Factors Affecting Rates of Chemical Reactions29 24An Introduction to Equilibrium 30 25Predicting the Effect of Changes on an Equilibrium31 26 A Comparison of Strong and Weak Acids and Bases32 27Common Oxidants and Reductants33 28Some Reactions of Hydrocarbons34 29Investigating Organic Structures using Models35 30The Preparation of a Liquid Alkene36
INTERNAL ASSESSMENT PROCEDURES
The following information has been prepared by the Editor of this series, in conjunction with the authors of the various Portfolios in this series. We have carefully consulted the
‘Experimental Sciences Internal Assessment’ (?IBO August 1996) and also the ‘Internal Assessment Clarification’ (?IBO August 1998). We would like to acknowledge the assistance and advice given by a Curriculum and Publications officers of IBO and the following extracts are published with their permission. The other information is not IBO policy but is our interpretation only which we offer to you in good faith. However we realise that interpretations and procedures vary and will change as the courses develop and we can take no responsibility whatsoever for any consequences arising from the use of this interpretation. If in doubt please consult the documents or seek advice from IBO.
Information for teachers
The process of skill assessment can be onerous. To make your work as simple and easy as possible, we have devised an Assessment Table which shows the 8 skills together with the relevant criteria and also includes a space for you to record whether students have demonstrated these ‘completely’, ‘partially’ or ‘not at all’. There is also provision for you to record the Level awarded for each skill, in each investigation. An ‘Assessment table’ is included in the Student Portfolio together with some advice for students. We have also taken sections of the table and included them within each Investigation so that the students are aware of exactly what will be assessed. A Master Table is also provided in the Portfolio so that a progressive record of the levels awarded can be kept. Of course this is advice only and in no way prescriptive. Teachers may wish to use the Investigations to assess other skills or may wish to keep a record of progress in other ways.
On the following pages we have listed the various ‘Aspects’ which you will need to take into account when deciding whether or not a particular student has demonstrated criteria
‘Completely’, ‘Partially’, or ‘Not at all’. Having done so, teachers will then need to refer to the Achievement Level Matrices’ to award a level (0, 1, 2 or 3) for each skill.
These ‘Aspects’ remain copyright to IBO but may be photocopied for use within your school as you wish.
Teaching Notes
From page 5 there are a collection of notes for the information of Heads of Department, Teachers and/or Laboratory Managers that will help in getting each practical to run smoothly. We realize that Health and Safety regulations vary from country to country and we strongly suggest that local regulations be checked and observed at all times. Although these Investigations and Teaching Notes have been prepared in good faith, absolutely no responsibility whatsoever will be accepted by the writer, editor or publisher for the safe and legal conduct of these activities.
They have been prepared in such a way that a teacher can photocopy them and complete the top section as an easy way to order materials as required.
Some additional notes from the Author
Many of these practicals were written before the recent IB "clarification" of the skills and the interpretation of Data Analysis for a number of practicals is perhaps rather broader than the current IB interpretation. In Data Analysis I also include the skill of being able to interpret the results obtained in terms of relevant theory. This skill seems to be almost totally lacking in the current IB interpretation, unless it is the first criterion of the Evaluation skill. Unfortunately many of the practicals involved are test tube reactions, totally unsuited to the other two criteria, so not really appropriate for assessing Evaluation. I have therefore left them as Data Analysis, but you may prefer to omit them, at least for the purposes of the final IB mark.
With uncertainties, my personal approach is to cover the formal part early on in the course, using gravimetric analysis, so that the students have the skills if they are required. I then do not address the issue of the formal assessment of uncertainties in the other quantitative sections because the random errors tend to far outweigh the systematic ones, hence I tend to regard it as rather a waste of time. If you prefer your students to always record uncertainties in measurement and hence the uncertainty of the final result, then please instruct them accordingly - I think the Data Collection sections will still prove adequate."
PLANNING (a)
CRITERIA Defining problem/research
question
Formulating an hypothesis (prediction)Selection of variables
Complete The problem/research question is
stated clearly The hypothesis (prediction) is directly
related to the research question and it is
explained
The key variables are selected
Partial The problem/research question is
stated, but it is unclear or incomplete The hypothesis (prediction) is stated but it
is not explained
Some variables are selected
Not at all No problem/research question is
stated
No hypothesis (prediction) is stated No variables are selected PLANNING (b)
CRITERIA Designing a method with
appropriate apparatus /materials Designing a method for the control of
variables
Designing a method for the
collection of ( raw) data
Complete Appropriate apparatus /materials are
selected, diagrams may be acceptable A realistic method that allows for the
control of the variables is designed
A method that allows for the
collection of sufficient relevant data
and excludes the collection of
irrelevant data is designed
Partial Some appropriate
apparatus/materials are selected or
some essential features are missing A method that makes some attempt to
allow for the control of variables is
designed
A method that allows for the
collection of insufficient relevant
data or both relevant and irrelevant
data is designed
Not at all No apparatus/materials are selected A method that makes no attempt to allow
for the control of variables is designed A method that allows for the collection of only irrelevant data is designed or no method is designed
DATA COLLECTION
CRITERIA Observing (collecting) and recording raw data Presenting raw data
Complete Raw data (qualitative/quantitative) is recorded
appropriately, including units and uncertainties when
necessary
raw data is presented clearly, allowing for easy interpretation
Partial Some raw data is recorded Raw data is presented in a disorganised manner
Not at all No raw data is recorded Raw data is presented incomprehensibly or is missing
DATA ANALYSIS
CRITERIA Transforming and manipulating ( processing) raw data Presenting processed data
Complete The raw data is processed correctly to produce results that help interpretation; where appropriate error analysis is
included Data/results are presented appropriately and effectively; where relevant, errors and uncertainties are taken into account
Partial Some processing of the raw data is made (attempted) or errors are made in processing the data Data/results are presented appropriately but not very effectively; where relevant, errors and uncertainties are not taken into account
Not at all No processing of the raw data is carried out Data/results are presented inappropriately or are presented
incomprehensibly or are absent
EVALUATION
CRITERIA Evaluating (interpreting) results
(drawing conclusions)
Evaluating procedure(s)Modifying the proceedure
Complete A valid conclusion, with an
explanation, is given; where
appropriate, results are compared
with literature values The procedure (apparatus, materials and
methods) including limitations,
weaknesses or errors in manipulation is
evaluated. Discussions of the limitations
of data analysis may be included
Suggestions to improve the
investigation following the
identification of weaknesses are
stated
Partial A conclusion that has some validity
is stated The procedure is evaluated partly, but
some obvious limitations or errors are
missed, irrelevant points made in made
Suggestions to improve the
investigation are stated but are
simplistic
Not at all A conclusion that completely
misinterprets the results is drawn or
no conclusion is drawn The procedure is evaluated superficially or
the evaluation is completely irrelevant or is
absent
Suggestions to improve the
investigation are unrealistic or no
suggestions are stated
MANIPULATIVE SKILLS
CRITERIA Carry out a range of techniques proficiently with due
attention paid to safety
Following a variety of instructions
Complete A wide range of techniques can be carried out with proficiency and appropriate attention paid to safety A wide variety of instructions can be followed accurately and little, or no assistance is required in adapting to new circumstances
Partial A limited range of techniques can be carried out with proficiency and appropriate attention paid to safety A wide variety of instructions can be followed, mainly accurately, but some assistance may be required
Not at all Only little attention is paid to safety, whatever the range of techniques that can be carried out with proficiency Some instructions can be followed accurately but assistance is required
PERSONAL SKILLS (a)(summative only)
CRITERIA Working within a team Recognising the contributions of others Encouraging others’ contributions
Complete Teams, whose members collaborate,
can be formed with a wide variety of
people The views of all the members of the team
are acknowledged and respected
The views of all members of the
team are expected and actively
sought, even from those that are
reluctant or less confident
Partial Teams can be formed with a variety
of people, but the members may not
always collaborate The views of most members of the team
are acknowledged
The views of the more confident
members of the team are expected
and actively sought
Not at all Teams can be formed with a limited
number of people, but the members
may not always collaborate The views of some members of the team of
are acknowledged with reluctance
The views of other members of the
team are sought but only after
prompting
PERSONAL SKILLS (b)(summative only)
CRITERIA Approaching scientific
investigations with self- motivation
and perseverance Approaching scientific investigations in
an ethical manner
Approaching scientific
investigations while paying due
attention to the environmental
impact
Complete Scientific investigations can be
approached independently, with
initiative shown, and followed
through to completion Considerable attention is paid to the ethical
aspects of scientific investigation including
authenticity of data and information and
the approach to materials whether living or
non-living
Considerable attention is paid to the
environmental impact of scientific
investigations
Partial Scientific investigations can be
approached independently and
followed through to completion Some attention is paid to the ethical
aspects of scientific investigation including
authenticity of data and information and
the approach to materials whether living or
non-living
Some attention is paid to the
environmental impact of scientific
investigations
Not at all Scientific investigations can be
approached independently or
followed through to completion Little attention is paid to the ethical aspects
of scientific investigation including
authenticity of data and information and the
approach to materials whether living or not
Little attention is paid to the
environmental impact of scientific
investigations
Investigation 1THE SEPARATION OF MIXTURES -
A revision exercise
Day/Date of lesson ______________ Period _______ Room _________ Teacher _______________________ No. of students/groups _________ Apparatus required
As with all student planned practicals it is difficult to be precise as to the apparatus required, but the following is probable:
Weighing bottles
Test tubes
Beakers (various sizes)
Conical flasks(various sizes)
Filter funnels
Filter paper
Evaporating basin
Centrifuge (if available)
Chemicals required
A range of cheap, readily available soluble and insoluble solids. Personally I would limit the students to water as a solvent, but if you feel more adventurous you will also require supplies of the solvents you are happy for them to use.
Notes
Probable timing - 45 minutes planning, 75 minutes laboratory time
This is fairly simple preliminary exercise. It should be useful for students who have little experience of practical chemistry, or as an introduction to planning for those students who have experience of laboratory work, but little familiarity with planning it.
The amount of guidance you give with the planning is of course up to you and will vary considerably from group to group. Similarly the variety of substances you make available to the students will dictate the degree of difficulty. Most would have some idea of how they would expect to separate salt and sand, but many might be less certain about magnesium carbonate and nickel sulphate for example. You may wish to have just one mixture, or you can make a variety of soluble and insoluble substances available, yielding a much wider range of possible mixtures.
It is easy to make this a little more challenging by having a few hydrated salts, or things that decompose easily when heated. There is also the possibility of extending the exercise to use non-aqueous solvents, though this may also increase the hazards as many are flammable and recovery of the soluble component will probably entail the use of distillation apparatus. You may also wish to introduce a centrifuge, or suction filtration as possible separation methods.
I would normally spend some time in one lesson introducing the practical and set the planning for a homework exercise. I would then collect it in, mark and correct it (especially looking at safety considerations) and then return it to the students the day before they carry out the investigation, so that they have time to read through the changes.
With most mixtures, yields of both components should be good, watch out though for
>100% of the insoluble component owing to failure to wash the solid to remove the soluble component. Salt hydrates and substances prone to thermal decomposition can also lead to “interesting” yields.
Investigation 2PREPARING A SOLUBLE SALT FROM AN
INSOLUBLE SOLID
Day/Date of lesson ______________ Period _______ Room _________ Teacher _______________________ No. of students/groups _________ Apparatus required
This will vary according to students’ plans, but probably a selection of
Burettes & burette funnels Pipettes & pipette fillers
Volumetric flasks Measuring cylinders
Weighing bottles Conical flasks
Beakers Filter funnels and paper
Evaporating basins Top pan balance reading to 0.01 g
Centrifuge?
Chemicals required
This will depend on what is available and what the students request. It would be useful to list the materials available so the students can select from these.
Appropriate materials would be:
The metal, its oxide and its carbonate for any of the following:
Magnesium, aluminium, iron, zinc, nickel, cobalt, copper etc.
(silver and lead are best avoided).
Stock (5 M?) solutions of appropriate acids, such as
hydrochloric, nitric, sulphuric, ethanoic, citric etc.
Notes
Probable timing - 45 minutes planning, 75 minutes laboratory time
This is another preliminary exercise that is useful to introduce students to practical work and also to introduce the planning of practicals. I also like this because many students have had no experience of preparative chemistry and find that producing something at the end is very satisfying.
The amount of guidance you give with the planning is of course up to you and will vary considerably from group to group. Similarly the substances you make available to the students will to some extent affect the degree of difficulty. It may be advisable to decide whether you want them to produce crystals (evaporate to a concentrated solution then leave to cool), or whether you want them to produce a powdered product (evaporating to dryness). You can do either on a water bath or over a Bunsen according to the thermal stability of the probable products.
Personally I like to use copper, nickel, cobalt etc. because students find coloured products particularly attractive. There is also of course a slight toxic hazard with metals such as these. Some care is also needed with these and others that produce hydrated salts, and perhaps nitrates are best avoided with all but the best students owing to the problems of their fairly high solubility and ease of thermal decomposition.
I would normally spend some time one lesson introducing the practical and set the planning for a homework exercise. I would then collect it in, mark and correct it (especially looking at safety considerations) and then return it to the students the day before they carry out the investigation, so that they have time to read through the changes.
Investigation 4 PURIFYING A SUBSTANCE BY
RECRYSTALLISATION
Day/Date of lesson ______________ Period _______ Room _________ Teacher _______________________ No. of students/groups _________ Apparatus required (per group)
2 x 100/150 cm
3 conical flasks
Filter funnel
Spatula
Suction filtration apparatus - pump, Buchner flask and funnel
Vial and stopper
Wash bottle of distilled water
also generally available
Top pan balance reading to 0.01 g
Filter paper for both normal and Buchner funnels
Chemicals required
Mixture for purification (- 3 g per student)
100:10:1 approx. benzoic acid : charcoal : methylene blue
Notes
Probable timing - 90 minutes laboratory time
This provides a good chance to assess the manipulative skills of your students, as well as providing a chance to introduce techniques such as suction filtration. The colour of the eventual product gives you a good indication as to how successful they have been at eliminating the impurities, charcoal making the product grey and methylene blue imparting a blue colour. Yields are generally quite good, but can vary considerably. As is usually the case a good yield is not infrequently at the expense of rather high impurity levels. One of the real secrets is allowing the crystals to form slowly, but students are rarely patient enough for this!
Investigation 5TESTS FOR ANIONS AND CATIONS Day/Date of lesson ______________ Period _______ Room _________ Teacher _______________________ No. of students/groups _________ Apparatus required (per group)
3/4 test tubes
100 cm3 beaker
Stirring rod
Chemicals required
About 100 cm3 of each of the
following, per group:
Dilute nitric acid
Aqueous silver nitrate (0.1M)
Aqueous barium chloride or nitrate (0.1M) Aqueous sodium hydroxide (1M)
Limewater
About 100 cm3 of approximately 1M (except where shown) aqueous solutions of the following to share, labelled as shown:
“Carbonate” - Sodium carbonate “Chloride” - Sodium chloride
“Sulphate” - Sodium sulphate “Magnesium” - Magnesium sulphate “Aluminium” - Aluminium sulphate
“Iron(II)” - Iron(II) sulphate
“Iron(III)” - Iron(III) chloride
“Copper” - Copper sulphate
“Silver” - Silver nitrate (0.1 M)About 20g of each of the following solids labelled with the letter shown
A Magnesium carbonate
B Magnesium chloride
C Magnesium sulphate
D Aluminium chloride
E Aluminium sulphate
F Iron(II) carbonate
G Iron(II) chloride
H Iron(II) sulphate
I Iron(III) chloride
J Iron(III) sulphate
K Copper carbonate
L Copper chloride
M Copper sulphate
N Silver carbonate
Notes
Probable timing - 120 minutes laboratory time (60 for each part)
A very simple qualitative analysis exercise, but I have included it because it is amazing in these days of General Science courses, how many students arrive at their last two years of schooling without knowing how to test for a chloride, or for an iron salt. Students always seem to enjoy the detective work in Part B!
“的、地、得”的用法和区别 导入（进入美妙的世界啦~） “的、地、得”口诀儿歌 的地得，不一样，用法分别记心上， 左边白，右边勺，名词跟在后面跑。 美丽的花儿绽笑脸，青青的草儿弯下腰， 清清的河水向东流，蓝蓝的天上白云飘， 暖暖的风儿轻轻吹，绿绿的树叶把头摇， 小小的鱼儿水中游，红红的太阳当空照， 左边土，右边也，地字站在动词前， 认真地做操不马虎，专心地上课不大意， 大声地朗读不害羞，从容地走路不着急， 痛快地玩耍来放松，用心地思考解难题， 勤奋地学习要积极，辛勤地劳动花力气， 左边两人双人得，形容词前要用得， 兔子兔子跑得快，乌龟乌龟爬得慢， 青青竹子长得快，参天大树长得慢， 清晨锻炼起得早，加班加点睡得晚， 欢乐时光过得快，考试题目出得难。 知识典例（注意咯，下面可是黄金部分！） 的、地、得 “的”、“地”、“得”的用法区别本是中小学语文教学中最基本的常识，但在使用中也最容易发生混淆，再加上一段时间里，中学课本中曾将这三个词的用法统一为“的”，因此造成了很多人对它们的用法含混不清进而乱用一通的现象。
一、“的、地、得”的基本概念 1、“的、地、得”的相同之处。 “的、地、得”是现代汉语中高频度使用的三个结构助词，都起着连接作用；它们在普通话中都读轻声“de”，没有语音上的区别。 2、“的、地、得”的不同之处。 吕叔湘、朱德熙所著《语法修辞讲话》认为“的”兼职过多，负担过重，而力主“的、地、得”严格分工。50 年代以来的诸多现代汉语论著和教材，一般也持这一主张。从书面语中的使用情况看，“的”与“地”、“得”的分工日趋明确，特别是在逻辑性很强的论述性、说明性语言中，如法律条款、学术论著、外文译著、教科书等，更是将“的”与“地”、“得”分用。 “的、地、得”在普通话里都读轻声“de”，但在书面语中有必要写成三个不同的字：在定语后面写作“的”，在状语后面写作“地”，在补语前写作“得”。这样做的好处，就是可使书面语言精确化。 二、“的、地、得”的用法 1、的——定语的标记，一般用在主语和宾语的前面。“的”前面的词语一般用来修饰、限制“的”后面的事物，说明“的”后面的事物怎么样。结构形式一般为：形容词、名词（代词）+的+名词。如： ①颐和园(名词)的湖光山色（主语）美不胜收。 ②她是一位性格开朗的女子(名词，宾语)。 2、地——状语的标记，一般用在谓语（动词、形容词）前面。“地”前面的词语一般用来形容“地”后面的动作，说明“地”后面的动作怎么样。结构方式一般为：形容词（副词）+地+动词（形容词）。如： ③她愉快(形容词)地接受(动词，谓语)了这件礼物。 ④天渐渐(时间副词)地冷(形容词，谓语)起来。 3、得——补语的标记，一般用在谓语后面。“得”后面的词语一般用来补充说明“得”前面的动作怎么样，结构形式一般为：动词（形容词）+得+副词。如： ⑤他们玩(动词，谓语)得真痛快(补语)。
英语介词用法大全 TTA standardization office【TTA 5AB- TTAK 08- TTA 2C】
介词（The Preposition）又叫做前置词，通常置于名词之前。它是一种虚词，不需要重读，在句中不单独作任何句子成分，只表示其后的名词或相当于名词的词语与其他句子成分的关系。中国学生在使用英语进行书面或口头表达时，往往会出现遗漏介词或误用介词的错误，因此各类考试语法的结构部分均有这方面的测试内容。 1. 介词的种类 英语中最常用的介词，按照不同的分类标准可分为以下几类： (1). 简单介词、复合介词和短语介词 ①.简单介词是指单一介词。如： at , in ,of ,by , about , for, from , except , since, near, with 等。②. 复合介词是指由两个简单介词组成的介词。如： Inside, outside , onto, into , throughout, without , as to as for , unpon, except for 等。 ③. 短语介词是指由短语构成的介词。如： In front of , by means o f, on behalf of, in spite of , by way of , in favor of , in regard to 等。 (2). 按词义分类 {1} 表地点（包括动向）的介词。如： About ,above, across, after, along , among, around , at, before, behind, below, beneath, beside, between , beyond ,by, down, from, in, into , near, off, on, over, through, throught, to, towards,, under, up, unpon, with, within , without 等。 {2} 表时间的介词。如： About, after, around , as , at, before , behind , between , by, during, for, from, in, into, of, on, over, past, since, through, throughout, till(until) , to, towards , within 等。 {3} 表除去的介词。如： beside , but, except等。 {4} 表比较的介词。如： As, like, above, over等。 {5} 表反对的介词。如： againt ,with 等。 {6} 表原因、目的的介词。如： for, with, from 等。 {7} 表结果的介词。如： to, with , without 等。 {8} 表手段、方式的介词。如： by, in ,with 等。 {9} 表所属的介词。如： of , with 等。 {10} 表条件的介词。如：
of与for的用法以及区别 for 表原因、目的 of 表从属关系 介词of的用法 （1）所有关系 this is a picture of a classroom （2）部分关系 a piece of paper a cup of tea a glass of water a bottle of milk what kind of football，American of soccer？ （3）描写关系 a man of thirty 三十岁的人 a man of shanghai 上海人 （4）承受动作 the exploitation of man by man．人对人的剥削。 （5）同位关系 It was a cold spring morning in the city of London in England． （6）关于，对于 What do you think of Chinese food？ 你觉得中国食品怎么样？ 介词 for 的用法小结 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。What will we have for supper? 我们晚餐吃什么?
2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 Thank you for your last letter. 谢谢你上次的来信。 Thank you for teaching us so well. 感谢你如此尽心地教我们。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如: I usually do the running for an hour in the morning. 我早晨通常跑步一小时。We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如: Who are you waiting for? 你在等谁? For example, Mr Green is a kind teacher. 比如,格林先生是一位心地善良的老师。
to与for的用法和区别 一般情况下, to后面常接对象; for后面表示原因与目的为多。 Thank you for helping me. Thanks to all of you. to sb.表示对某人有直接影响比如，食物对某人好或者不好就用to; for表示从意义、价值等间接角度来说，例如对某人而言是重要的，就用for. for和to这两个介词，意义丰富，用法复杂。这里仅就它们主要用法进行比较。 1. 表示各种“目的” 1. What do you study English for? 你为什么要学英语？ 2. She went to france for holiday. 她到法国度假去了。 3. These books are written for pupils. 这些书是为学生些的。 4. hope for the best, prepare for the worst. 作最好的打算，作最坏的准备。 2．对于 1．She has a liking for painting. 她爱好绘画。 2．She had a natural gift for teaching. 她对教学有天赋/ 3．表示赞成同情，用for不用to. 1. Are you for the idea or against it? 你是支持还是反对这个想法？ 2. He expresses sympathy for the common people.. 他表现了对普通老百姓的同情。 3. I felt deeply sorry for my friend who was very ill. 4 for表示因为，由于（常有较活译法） 1 Thank you for coming. 谢谢你来。 2. France is famous for its wines. 法国因酒而出名。 5．当事人对某事的主观看法，对于（某人），对…来说（多和形容词连用）用介词to，不用for.. He said that money was not important to him. 他说钱对他并不重要。 To her it was rather unusual. 对她来说这是相当不寻常的。 They are cruel to animals. 他们对动物很残忍。 6．for和fit, good, bad, useful, suitable 等形容词连用，表示适宜，适合。 Some training will make them fit for the job. 经过一段训练，他们会胜任这项工作的。 Exercises are good for health. 锻炼有益于健康。 Smoking and drinking are bad for health. 抽烟喝酒对健康有害。 You are not suited for the kind of work you are doing. 7. for表示不定式逻辑上的主语，可以用在主语、表语、状语、定语中。 1．It would be best for you to write to him. 2．The simple thing is for him to resign at once. 3．There was nowhere else for me to go. 4．He opened a door and stood aside for her to pass.
的、地、得的用法和区别 的、地、得的用法和区别老班教育 一、的、地、得的基本概念 1、的、地、得的相同之处。 的、地、得是现代汉语中高频度使用的三个结构助词，都起着连接作用；它们在普通话中都读轻声de，没有语音上的区别。 2、的、地、得的不同之处。 吕叔湘、朱德熙所著《语法修辞讲话》认为的兼职过多，负担过重，而力主的、地、得严格分工。50 年代以来的诸多现代汉语论著和教材，一般也持这一主张。从书面语中的使用情况看，的与地、得的分工日趋明确，特别是在逻辑性很强的论述性、说明性语言中，如法律条款、学术论著、外文译著、教科书等，更是将的与地、得分用。 的、地、得在普通话里都读轻声de，但在书面语中有必要写成三个不同的字：在定语后面写作的，在状语后面写作地，在补语前写作得。这样做的好处，就是可使书面语言精确化。 二、的、地、得的用法 （一）、用法 1、的——定语的标记，一般用在主语和宾语的前面。的前面的词语一般用来修饰、限制的后面的事物，说明的后面的事物怎么样。 结构形式一般为：形容词、名词（代词）+的+名词。如： 颐和园(名词)的湖光山色（主语）美不胜收。 她是一位性格开朗的女子(名词，宾语)。 2、地——状语的标记，一般用在谓语（动词、形容词）前面。地前面的词语一般用来形容地后面的动作，说明地后面的动作怎么样。 结构方式一般为：形容词（副词）+地+动词（形容词）。如： 她愉快(形容词)地接受(动词，谓语)了这件礼物。 天渐渐(时间副词)地冷(形容词，谓语)起来。 3、得——补语的标记，一般用在谓语后面。得后面的词语一般用来补充说明得前面的动作怎么样。 结构形式一般为：动词（形容词）+得+副词。如： 他们玩(动词，谓语)得真痛快(补语)。 她红(形容词，谓语)得发紫(补语)。 （二）、例说 的，一般用在名词和形容词的后面，用在描述或限制人物、事物时，形容的词语与被形容的词语之间，表示一种描述的结果。如：漂亮的衣服、辽阔的土地、高大的山脉。结构一般为名词（代词或形容词）+的+名词。如，我的书、你的衣服、他的孩子，美丽的景色、动听的歌曲、灿烂的笑容。 地，用法简单些，用在描述或限制一种运动性质、状态时，形容的词语与被形容的词语之间。结构通常是形容词+地+动词。前面的词语一般用来形容后面的动作。一般地的后面只跟动词。比如高兴地跳、兴奋地叫喊、温和地说、飞快地跑；匆匆地离开；慢慢地移动......... 得，用在说明动作的情况或结果的程度时，说明的词语与被说明的词语之间，后面的词语一般用来补充和说明前面的情况。比如。跑得飞快、跳得很高、显得高雅、显得很壮、馋得直流口水、跑得快、飞得高、走得慢、红得很……得通常用在动词和形容词（动词之间）。
with的用法大全----四级专项训练with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。本文就此的构成、特点及用法等作一较全面阐述，以帮助同学们掌握这一重要的语法知识。 一、 with结构的构成 它是由介词with或without+复合结构构成，复合结构作介词with或without的复合宾语，复合宾语中第一部分宾语由名词或代词充当，第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。With结构构成方式如下： 1. with或without-名词/代词+形容词; 2. with或without-名词/代词+副词; 3. with或without-名词/代词+介词短语; 4. with或without-名词/代词+动词不定式; 5. with或without-名词/代词+分词。 下面分别举例：
1、 She came into the room，with her nose red because of cold.(with+名词+形容词，作伴随状语) 2、 With the meal over ， we all went home.(with+名词+副词，作时间状语) 3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语，作伴随状语。) The teacher entered the classroom with a book in his hand. 4、He lay in the dark empty house，with not a man ，woman or child to say he was kind to me.(with+名词+不定式，作伴随状语) He could not finish it without me to help him.(without+代词 +不定式，作条件状语) 5、She fell asleep with the light burning.(with+名词+现在分词，作伴随状语) 6、Without anything left in the cupboard， she went out to get something to eat.(without+代词+过去分词，作为原因状语) 二、with结构的用法 在句子中with结构多数充当状语，表示行为方式，伴随情况、时间、原因或条件(详见上述例句)。
For的用法 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。 What will we have for supper? 我们晚餐吃什么? 2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如: I usually do the running for an hour in the morning. 我早晨通常跑步一小时。 We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: Let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如: Who are you waiting for? 你在等谁? For example, Mr Green is a kind teacher. 比如,格林先生是一位心地善良的老师。 尽管for 的用法较多，但记住常用的几个就可以了。 to的用法: 一：表示相对，针对 be strange (common, new, familiar, peculiar) to This injection will make you immune to infection. 二：表示对比，比较 1：以-ior结尾的形容词，后接介词to表示比较，如：superior ,inferior,prior,senior,junior 2: 一些本身就含有比较或比拟意思的形容词，如equal，similar，equivalent，analogous A is similar to B in many ways.
介词for用法归纳 用法1：(表目的)为了。如： They went out for a walk. 他们出去散步了。 What did you do that for? 你干吗这样做？ That’s what we’re here for. 这正是我们来的目的。 What’s she gone for this time? 她这次去干什么去了？ He was waiting for the bus. 他在等公共汽车。 【用法说明】在通常情况下，英语不用for doing sth 来表示目的。如： 他去那儿看他叔叔。 误：He went there for seeing his uncle. 正：He went there to see his uncle. 但是，若一个动名词已名词化，则可与for 连用表目的。如： He went there for swimming. 他去那儿游泳。(swimming 已名词化) 注意：若不是表目的，而是表原因、用途等，则其后可接动名词。(见下面的有关用法) 用法2：(表利益)为，为了。如： What can I do for you? 你想要我什么？ We study hard for our motherland. 我们为祖国努力学习。 Would you please carry this for me? 请你替我提这个东西好吗？ Do more exercise for the good of your health. 为了健康你要多运动。 【用法说明】(1) 有些后接双宾语的动词(如buy, choose, cook, fetch, find, get, order, prepare, sing, spare 等)，当双宾语易位时，通常用for 来引出间接宾语，表示间接宾语为受益者。如： She made her daughter a dress. / She made a dress for her daughter. 她为她女儿做了件连衣裙。 He cooked us some potatoes. / He cooked some potatoes for us. 他为我们煮了些土豆。 注意，类似下面这样的句子必须用for： He bought a new chair for the office. 他为办公室买了张新办公椅。 (2) 注意不要按汉语字面意思，在一些及物动词后误加介词for： 他们决定在电视上为他们的新产品打广告。 误：They decided to advertise for their new product on TV. 正：They decided to advertise their new product on TV. 注：advertise 可用作及物或不及物动词，但含义不同：advertise sth＝为卖出某物而打广告；advertise for sth＝为寻找某物而打广告。如：advertise for a job=登广告求职。由于受汉语“为”的影响，而此处误加了介词for。类似地，汉语中的“为人民服务”，说成英语是serve the people，而不是serve for the people，“为某人的死报仇”，说成英语是avenge sb’s death，而不是avenge for sb’s death，等等。用法3：(表用途)用于，用来。如： Knives are used for cutting things. 小刀是用来切东西的。 This knife is for cutting bread. 这把小刀是用于切面包的。 It’s a machine for slicing bread. 这是切面包的机器。 The doctor gave her some medicine for her cold. 医生给了她一些感冒药。 用法4：为得到，为拿到，为取得。如： He went home for his book. 他回家拿书。 He went to his friend for advice. 他去向朋友请教。 She often asked her parents for money. 她经常向父母要钱。
《“的、地、得”的用法》语文微课教案 一、教学背景 在语言文字规范化大背景下，帮助学生解决应用“的地得”的疑惑与困难。 二、设计思路 针对学生对于“的地得”的误用与忽视展开教学，规范结构助词“的地得”的使用。按照“问题的提出、问题的分析、问题的解决”的思路展开教学，总结归纳优化的方式方法。 三、教学目标 1、知道“怎么样的什么、怎么样地干什么、干得怎么样”三种固定搭配。 2、掌握“的、地、得”的区别与联系。 3、运用小儿歌“动前土、名前白、行动后面双人来”的口诀帮助正确使用“的、地、得”。 四、教学重难点 1、知道“的、地、得”的区别。 2、在实际情境中正确运用“的、地、得”。 五、教学时间 8分钟微课堂 六、教学适用对象 义务教育九年制内的学生 七、教学准备
多媒体课件、录屏软件 八、教学设计与过程 开场白： 同学们好！今天我们一起来学习“的、地、得”的正确用法。首先我们来了解一下它们的区别。 1、相同之处：原来它们都是念轻声“de”，都是结构助词，起连接作用。 2、不同之处：在书面语中要写成三个不同的字，而且它们的搭配及用法也各不相同。 （1）怎么样的什么 （2）怎样样地干什么 （3）干得怎么样 下面我们就来学习一下它们的正确用法。 白勺“的”的结构是用“形容词或名词或代词+的+名词”来表示，而我们最常见，用得最多的还是“形容词+的+名词”的结构。 而土也“地”的用法可以用“形容词+地+动词”的结构来表示。 双人“得”是用“动词+得+形容词”的结构来表示 3、练习巩固 （1）形近区分 静静（的）河面静静（地）写字欢乐（的）山谷
欢乐（地）歌唱满意（地）点头满意（的）作品 （2）类别区分 1）跑（得）飞快飞快（地）跑 2）愉快（的）旅行旅行（得）愉快 3）强烈（的）渴望强烈（地）渴望 （3）综合杂糅 小雏鹰飞到大树的上方，高兴地喊起来：“我真的会飞啦！而且飞（得）很高呢！” 小结：能填对这个句子的你肯定就已经学会它们的用法了！ 4、特殊情况 质疑：假如遇到特殊情况怎么办呢？ 我从书包里拿出书交给她们，她们高兴得．围着我跳起舞来。（出自二年级上册《日记两则》） （1）质疑：为什么这里要使用“得”呢？ （2）释疑：原来这里强调的是心情，动词在后，形容词在前，相当于后置，“得”修饰“跳舞”而非“围”。现在你明白了吧？ 5、小结归纳： 怎么样，你们学会了吗？为了让同学们能够更快的记住它们的用法，老师送给大家一首口诀来帮助你们熟记三个“的”的正确使用方法：动前土、名前白、行动后面双人来。
with用法归纳 （1）“用……”表示使用工具，手段等。例如： ①We can walk with our legs and feet. 我们用腿脚行走。 ②He writes with a pencil. 他用铅笔写。 （2）“和……在一起”，表示伴随。例如： ①Can you go to a movie with me? 你能和我一起去看电影'>电影吗？ ②He often goes to the library with Jenny. 他常和詹妮一起去图书馆。 （3）“与……”。例如： I’d like to have a talk with you. 我很想和你说句话。 （4）“关于，对于”，表示一种关系或适应范围。例如： What’s wrong with your watch? 你的手表怎么了？ （5）“带有，具有”。例如： ①He’s a tall kid with short hair. 他是个长着一头短发的高个子小孩。 ②They have no money with them. 他们没带钱。 （6）“在……方面”。例如： Kate helps me with my English. 凯特帮我学英语。 （7）“随着，与……同时”。例如： With these words, he left the room. 说完这些话，他离开了房间。 [解题过程] with结构也称为with复合结构。是由with+复合宾语组成。常在句中做状语，表示谓语动作发生的伴随情况、时间、原因、方式等。其构成有下列几种情形： 1.with+名词(或代词)+现在分词 此时，现在分词和前面的名词或代词是逻辑上的主谓关系。 例如:1)With prices going up so fast, we can't afford luxuries. 由于物价上涨很快，我们买不起高档商品。（原因状语） 2)With the crowds cheering, they drove to the palace. 在人群的欢呼声中，他们驱车来到皇宫。（伴随情况） 2.with+名词(或代词)+过去分词 此时，过去分词和前面的名词或代词是逻辑上的动宾关系。
of 1....的,属于 One of the legs of the table is broken. 桌子的一条腿坏了。 Mr.Brown is a friend of mine. 布朗先生是我的朋友。 2.用...做成的;由...制成 The house is of stone. 这房子是石建的。 3.含有...的;装有...的 4....之中的;...的成员 Of all the students in this class,Tom is the best. 在这个班级中,汤姆是最优秀的。 5.(表示同位) He came to New York at the age of ten. 他在十岁时来到纽约。 6.(表示宾格关系) He gave a lecture on the use of solar energy. 他就太阳能的利用作了一场讲演。 7.(表示主格关系) We waited for the arrival of the next bus. 我们等待下一班汽车的到来。
I have the complete works of Shakespeare. 我有莎士比亚全集。 8.来自...的;出自 He was a graduate of the University of Hawaii. 他是夏威夷大学的毕业生。 9.因为 Her son died of hepatitis. 她儿子因患肝炎而死。 10.在...方面 My aunt is hard of hearing. 我姑妈耳朵有点聋。 11.【美】(时间)在...之前 12.(表示具有某种性质) It is a matter of importance. 这是一件重要的事。 For 1.为,为了 They fought for national independence. 他们为民族独立而战。 This letter is for you. 这是你的信。
介词with的用法大全 With是个介词，基本的意思是“用”，但它也可以协助构成一个极为多采多姿的句型，在句子中起两种作用；副词与形容词。 with在下列结构中起副词作用： 1.“with+宾语+现在分词或短语”，如： (1) This article deals with common social ills, with particular attention being paid to vandalism. 2.“with+宾语+过去分词或短语”，如： (2) With different techniques used, different results can be obtained. (3) The TV mechanic entered the factory with tools carried in both hands. 3.“with+宾语+形容词或短语”，如： (4) With so much water vapour present in the room, some iron-made utensils have become rusty easily. (5) Every night, Helen sleeps with all the windows open. 4.“with+宾语＋介词短语”，如： (6) With the school badge on his shirt, he looks all the more serious. (7) With the security guard near the gate no bad character could do any thing illegal. 5.“with+宾语＋副词虚词”，如： (8) You cannot leave the machine there with electric power on. (9) How can you lock the door with your guests in? 上面五种“with”结构的副词功能，相当普遍，尤其是在科技英语中。 接着谈“with”结构的形容词功能，有下列五种： 一、“with+宾语+现在分词或短语”，如： (10) The body with a constant force acting on it. moves at constant pace. (11) Can you see the huge box with a long handle attaching to it ? 二、“with+宾语+过去分词或短语” (12) Throw away the container with its cover sealed. (13) Atoms with the outer layer filled with electrons do not form compounds. 三、“with+宾语+形容词或短语”，如： (14) Put the documents in the filing container with all the drawers open.
“的、地、得”的用法教案 教学目标： 1.能通过看视频知道“的、地、得”的用法区别。 2.能在小组合作中正确掌握“的、地、得”的用法。 3.能正确熟练地运用“的、地、得”。 教学重点：通过看视频知道“的、地、得”的用法区别。 教学难点：正确熟练地运用“的、地、得”。 教学过程： 一、导入（板书课题：“的、地、得”的用法“的、地、得”） 这三个字认识吧！虽然它们都有一个相同的读音de，但用法却不一样，可不能把他们用错了。究竟他们的用法有什么不同，我们来听听他们的故事吧！ 二、看微视频，学习“的、地、得”的用法区别。 三、小结： 1.孩子们，刚才看了视频知道他们是谁吗？（白勺的，土也地，双人得。） （1）白勺的是个杂货铺老板，她的店里都有什么？（彩色的毛巾美味的汉堡结实的帐篷舒适的儿童车捕捉风的网会唱歌的小树开个没完的花朵优美动听的歌曲飘来飘去的云……）还可能有什么？ 你们一定会发现，白勺的的用法有什么特点？（后面是名词。）板书：名词 （2）土也地是个运动男孩，他喜欢？（悠闲地散步欢快地跳舞兴奋地跳跃开心地捕蝴蝶看图书踢球骑自行洗澡吃冰淇淋……）他还可能喜欢干什么呢？你发现了吗？土也地的用法特点？（后面是动词。）板书：动词 （3）双人得呢？她是个总喜欢评价别人的小妹妹。（球踢得真棒舞跳得精彩长得好高呀……） 她可能还怎么评价别人？（歌唱得动听饭吃得很饱人长得漂亮）你们会发现，双人得的前面通常都是——动词。板书：动词 2.小结：所以，他们的用法也很简单，区别就在这里。 （白勺的用在名词前面；土也地用在动词前面；双人得用在动词后面。）你明白了吗？ 四、我来考考你们，看哪一组完成得又对又快！ 1.菜鸟级练习 2.老鸟级练习 3.大虾级练习 五、总结
介词“with”的用法 1、同, 与, 和, 跟 talk with a friend 与朋友谈话 learn farming with an old peasant 跟老农学习种田 fight [quarrel, argue] with sb. 跟某人打架 [争吵, 辩论] [说明表示动作的词, 表示伴随]随着, 和...同时 change with the temperature 随着温度而变化 increase with years 逐年增加 be up with the dawn 黎明即起 W-these words he left the room. 他说完这些话便离开了房间。2 2、表示使用的工具, 手段 defend the motherland with one s life 用生命保卫祖国 dig with a pick 用镐挖掘 cut meat with a knife 用刀割肉3
3、说明名词, 表示事物的附属部分或所具有的性质]具有; 带有; 加上; 包括...在内 tea with sugar 加糖的茶水 a country with a long history 历史悠久的国家4 4、表示一致]在...一边, 与...一致; 拥护, 有利于 vote with sb. 投票赞成某人 with的复合结构作独立主格,表示伴随情况时，既可用分词的独立结构，也可用with的复合结构： with +名词(代词)+现在分词/过去分词/形容词/副词/不定式/介词短语。例如： He stood there, his hand raised. = He stood there, with his hand raise.他举手着站在那儿。 典型例题 The murderer was brought in, with his hands ___ behind his back A. being tied B. having tied C. to be tied D. tied 答案D. with +名词(代词)+分词+介词短语结构。当分词表示伴随状况时，其主语常常用
for的用法： 1. 表示“当作、作为”。如: I like some bread and milk for breakfast. 我喜欢把面包和牛奶作为早餐。 What will we have for supper? 我们晚餐吃什么? 2. 表示理由或原因,意为“因为、由于”。如: Thank you for helping me with my English. 谢谢你帮我学习英语。 Thank you for your last letter. 谢谢你上次的来信。 Thank you for teaching us so well. 感谢你如此尽心地教我们。 3. 表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如: Let me pick it up for you. 让我为你捡起来。 Watching TV too much is bad for your health. 看电视太多有害于你的健康。 4. 表示时间、距离,意为“计、达”。如:
I usually do the running for an hour in the morning. 我早晨通常跑步一小时。 We will stay there for two days. 我们将在那里逗留两天。 5. 表示去向、目的,意为“向、往、取、买”等。如: Let’s go for a walk. 我们出去散步吧。 I came here for my schoolbag.我来这儿取书包。 I paid twenty yuan for the dictionary. 我花了20元买这本词典。 6. 表示所属关系或用途,意为“为、适于……的”。如: It’s time for school. 到上学的时间了。 Here is a letter for you. 这儿有你的一封信。 7. 表示“支持、赞成”。如: Are you for this plan or against it? 你是支持还是反对这个计划? 8. 用于一些固定搭配中。如:
1.两者都可以引出间接宾语，但要根据不同的动词分别选用介词to 或for：(1) 在give, pass, hand, lend, send, tell, bring, show, pay, read, return, write, offer, teach, throw 等之后接介词to。 如： 请把那本字典递给我。 正：Please hand me that dictionary. 正：Please hand that dictionary to me. 她去年教我们的音乐。 正：She taught us music last year. 正：She taught music to us last year. (2) 在buy, make, get, order, cook, sing, fetch, play, find, paint, choose,prepare, spare 等之后用介词for 。如： 他为我们唱了首英语歌。 正：He sang us an English song. 正：He sang an English song for us. 请帮我把钥匙找到。 正：Please find me the keys. 正：Please find the keys for me. 能耽搁你几分钟吗(即你能为我抽出几分钟吗)? 正：Can you spare me a few minutes? 正：Can you spare a few minutes for me? 注：有的动词由于搭配和含义的不同，用介词to 或for 都是可能的。如：do sb a favour＝do a favour for sb 帮某人的忙 do sb harm＝do harm to sb 对某人有害