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A 1.00−L insulated bottle is full of tea at 94.5∘C. You pour out a mug of tea and immediately screw the stopper back on the bottle. Find the change in temperature of the tea remaining in the bottle that results from the admission of air at room temperature. (Let the room temperature be 20.0∘C and assume that you poured out 195 cm3 of tea. Take the molar mass of air as 28.9 g/mol and ρair = 1.20×10−3 g/cm3. Here we define a "monatomic ideal gas" to have molar specific heats CV = 32 R and CP = 52 R, and a "diatomic ideal gas" to have CV = 52 R and CP = 72 R.) ∘C

A 1.00−L insulated bottle is full of tea at 94.5∘C. You pour out a mug of tea and immediately screw the stopper back on the bottle. Find the change in temperature of the tea remaining in the bottle that results from the admission of air at room temperature. (Let the room temperature be 20.0∘C and assume that you poured out 195 cm3 of tea. Take the molar mass of air as 28.9 g/mol and ρair = 1.20×10−3 g/cm3. Here we define a "monatomic ideal gas" to have molar specific heats CV = 32 R and CP = 52 R, and a "diatomic ideal gas" to have CV = 52 R and CP = 72 R.) ∘C

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A 1.00 − L insulated bottle is full of tea at 94.5 ∘ C . You pour out a mug of tea and immediately screw the stopper back on the bottle. Find the change in temperature of the tea remaining in the bottle that results from the admission of air at room temperature. (Let the room temperature be 20.0 ∘ C and assume that you poured out 195 c m 3 of tea. Take the molar mass of air as 28.9 g / m o l and ρ air = 1.20 × 10 − 3 g / c m 3 . Here we define a "monatomic ideal gas" to have molar specific heats C V = 3 2 R and C P = 5 2 R , and a "diatomic ideal gas" to have C V = 5 2 R and C P = 7 2 R . ) ∘ C

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Grading for Numeric Answers Tolerance Some numeric answers to questions need to be exact. For example, the answer to the question "How many days are in a week?" must be exactly 7. In general though, numeric answers are graded as correct if they fall within an acceptable range (or tolerance) of the official correct answer. For example, if the answer to a numeric problem with a tolerance of 2% was 105, then entering any value between approximately 103 and 107 would be graded as correct, as shown in the region shaded green below. The typical grading tolerance in Mastering is 2-3%, although this value may vary (e.g. more lenient) depending on the particular problem. A number line is marked at 100, 105, and 110, where 105 is the properly-rounded answer. A green shaded region extends beyond 105 by 2 percent of this value in each direction. 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Challenging yourself by persisting longer with problems helps to grow your mental muscle Learning and growing your brain through opportunities helps performance in school Believing your talents, abilities, and intelligence can be developed in different ways All of the above phrases describe the growth mindset Part B What is neuroplasticity? The ability to make new and stronger connections between the neurons in our brain as we learn The inability to change intelligence, which is fixed in the neurons in our brain from birth Having a fixed mindset in some ways, and a growth mindset in others Part C How do students with a growth mindset see their mistakes? As opportunities to learn and improve their brain As something that shouldn't happen in proper learning As reasons to give up and avoid further challenges Part D How can you use Mastering to develop a growth mindset and embrace your mistakes? 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Challenging yourself by persisting longer with problems helps to grow your mental muscle Learning and growing your brain through opportunities helps performance in school Believing your talents, abilities, and intelligence can be developed in different ways All of the above phrases describe the growth mindset Part B What is neuroplasticity? The ability to make new and stronger connections between the neurons in our brain as we learn The inability to change intelligence, which is fixed in the neurons in our brain from birth Having a fixed mindset in some ways, and a growth mindset in others Part C How do students with a growth mindset see their mistakes? As opportunities to learn and improve their brain As something that shouldn't happen in proper learning As reasons to give up and avoid further challenges Part D How can you use Mastering to develop a growth mindset and embrace your mistakes? 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Question what went wrong and use hints or provide problem feedback to develop a new strategy Repeat the question without changing your approach and input a different answer Part E Why is the word "yet" powerful in developing a growth mindset? It encourages you to continue along your learning journey, as you have not yet reached the final destination. It encourages you to stop trying when you fail because you are not smart enough and should choose a new subject to study. It encourages you to skip steps necessary to learn difficult concepts, and thus see results more quickly. Part F Which is NOT an element in developing expertise in a field? Giving up Asking for help Putting forth effort Trying new strategies Part G How do people with a growth mindset view and respond to challenges? They see challenges as signs their brains are getting weaker. They see challenges as a waste of effort and are embarrassed. They see challenges as opportunities to learn and push their abilities.
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