1. Explain with the use of a diagram what physical mechanism gives rise to the surface tension in a liquid. Explain also which of the following two liquids has a higher surface tension and why: water and hexane. Describe with the use of diagrams two proceedures to measure the surface tension of a liquid together with the physical principles and equations involved. The surface tension at the mercury/water interface has the high value of 415 mN m-1 compared to that of the water/air interface of 73 mN m-1. What is the physical reason in molecular terms for the high value of the mercury/water interfacial (surface) tension? One way to decrease this surface tension is to apply an electrical potential to the mercury. Why does charging of the mercury surface cause its surface tension in water to decrease? Can you explain another way to decrease the surface tension at the mercury/water interface. 2. Derive expressions of (a) the work of adhesion (Dupre equation) between two immiscible liquids and (b) the work of cohesion for a single liquid in terms of the surface tensions of the respective liquids. What is the expression for the free energy (G) of the spreading of an insoluble liquid on water expressed in terms of the surface tension values of the respective interfaces. Define the Spreading Coefficient for the spreading of one imiscible liquid on another. What is the condition for spreading of the Spreading Coefficient value? Express the Spreading Coefficient in terms of the work of adhesion and the work of cohesion for two immiscible liquids. 3. What is a liposome? Draw the structure of a unilamellar liposome. Describe two applications of liposomes? Describe one method for preparing unilamellar liposomes. Finally detail the forces which hold the liposome together in its organised structure. Course 608 After reading chapter 5, discuss the following areas (page 209):  1. social mobility  2. relationships between classes,  3. academic achievement and educational attainment  4. social stratification and patterns of inequality  5. the occupational structure Example for my friend's discussion First students This chapter was very interesting. As educators, we encounter the relationship between social class and it's impact on education each day. 1. Social Mobility: Many argue that climing the social ladder is difficult. We are born into a specific social class. Marriage impacts social class - as does education. 2. The relationship between classes is highly intertwined. In order to move up, one must take on at least some characteristics of that upper class. Education is one of the most important aspects. Membership in a specific class is not 'fixed'. Society's structure and movement provides opportunities to move up...or down. 3. Research regarding academic achievement and educational attainment found that the impact of education on achievement could not be explained without consid ...

1. 1. Explain with the use of a diagram what physical mechanism
gives rise to the surface tension in a
liquid. Explain also which of the following two liquids has a
higher surface tension and why: water
and hexane. Describe with the use of diagrams two
proceedures to measure the surface tension of a
liquid together with the physical principles and equations
involved. The surface tension at the
mercury/water interface has the high value of 415 mN m-1
compared to that of the water/air
interface of 73 mN m-1. What is the physical reason in
molecular terms for the high value of the
mercury/water interfacial (surface) tension? One way to
decrease this surface tension is to apply an
electrical potential to the mercury. Why does charging of the
mercury surface cause its surface
tension in water to decrease? Can you explain another way to
decrease the surface tension at the
mercury/water interface.
2. Derive expressions of (a) the work of adhesion (Dupre

2. equation) between two immiscible
liquids and (b) the work of cohesion for a single liquid in terms
of the surface tensions of the
respective liquids. What is the expression for the free energy
liquid on water expressed in terms of the surface tension values
of the respective interfaces.
Define the Spreading Coefficient for the spreading of one
imiscible liquid on another. What is the
condition for spreading of the Spreading Coefficient value?
Express the Spreading Coefficient in
terms of the work of adhesion and the work of cohesion for two
immiscible liquids.
3. What is a liposome? Draw the structure of a unilamellar
liposome. Describe two applications
of liposomes? Describe one method for preparing unilamellar
liposomes. Finally detail the forces
which hold the liposome together in its organised structure.
Course 608

3. After reading chapter 5, discuss the following areas (page 209):
1. social mobility
2. relationships between classes,
3. academic achievement and educational attainment
4. social stratification and patterns of inequality
5. the occupational structure
Example for my friend's discussion
First students
This chapter was very interesting. As educators, we encounter
the relationship between social class and it's impact on
education each day.
1. Social Mobility: Many argue that climing the social ladder is
difficult. We are born into a specific social class. Marriage
impacts social class - as does education.
2. The relationship between classes is highly intertwined. In
order to move up, one must take on at least some characteristics
of that upper class. Education is one of the most important
aspects. Membership in a specific class is not 'fixed'. Society's
structure and movement provides opportunities to move up...or
down.
3. Research regarding academic achievement and educational
attainment found that the impact of education on achievement
could not be explained without considering one's social
background. This is true because the most poerful predictor of
educational level is directly related to the social class
background of parents -- measured by income, occupation, and
education.
4. The relationship between educational success and class are
intertwined with discussions or ethnicity, poverty, and rates of
educational achievement. Some argue that the social
backgrounds of students are often replicated in the schools they
attend. If that is accurate, some may argue that inequality
trickles down from social class to educational provisions and

4. equal opportunity.
5. Educational sociologists are concerned with the greater
picture and the impact of occupational structure as it relates to
societal organization and the teaching/learning process. Many
argue that social class is directly tied to educational success ---
which is then directly tied to occupational structures.
Bottom of Form
Second student
This chapter regarding social class and its relationship to
education has been very informative. What makes a student
excel in education has been closely looked at in this chapter,
especially topics of social mobility, relationships between
classes, academic achievement/educational attianment, social
stratification/patterns of inequality, and the occupational
structure. The following is a discussion on those topics.
1) Social Mobility is the ability for an individual to move up or
down the social class structure from their birth social class. In
order to move up the social class, one must acquire
characteristics of the upper class. The most important
characteristic is education because it gives them the knowledge
of how to get better paying jobs and it gives them more
prestige. The second thing one must do is learn the norms of
behaviors to act appropriately within that social class. But
moving up isn't the only direction. Downward movement can be
largely attested to the devaluation of the college degree. Jobs
are not guaranteed for many college graduates and now students
are in more debt than any time in history. Due to those to
things, students with college degrees don't have a job and have
a mountain of debt -- causing them to lower their social rank.
2) What's the relationship between the social classes in regards
to education? In order for any system to work, people from
different classes must work together. This is especially true in
inner city schools where we see many middle class, white
teachers, teaching many impoverished minority students. In

5. many schools, teachers want their students to live a healthier
and more satisfying life, which normally means moving up the
social ladder. Many times, the higher social class is put into
situations to assist those in the lower class. This may be in
terms of food/basic needs, or scholarships for higher education.
The relationship though between classes is very intrinsic and
essential though for systems to run. Currently, the biggest
criticism of government is that they are taking money from the
upper classes and giving it to the lower classes. I'm not going to
go into this, but the idea of an interaction between the social
classes can sometimes be a difficult and delicate idea.
3) Academic achievement and educational attainment is
probably one of the best indicators of "success" in the American
culture. This is largley due to the fact that with more education
comes more job options and more prestige. Also, jobs that
require a specific body of knowledge typically pay well
compared to those who don't require that specific knowledge.
This then causes people to go to school for many years after
high school to gain that knowledge and practice in order to fill
those roles. Currently though, a bachelors degree doesn't mean
that a person will find a well paying job. I know my bachelors
degree initially found me a job that paid less than a McDonald's
manager. It also left me with much debt -- hence why I came
back to get my graduates degree. A bachelors degree does not
necesarrily mean success anymore.
4) Social stratification is the framework that conceptualizes the
social classes. It is a pyramid structure where those on top are
the highest class with the majority of the wealth, and those on
the bottom have less edcuation, less prestige, and a smaller
income. This stratfication is better than a caste system, but it
still subjects people to labels and sterotypes. This can cause
inquality amongst the stratified classes. The majority of the
nations wealth is held in the top 1% of the social class structure
(which is unfair). Also people from lower classes may not have
the same opportunities as those in the upper classes. I presented
a powerpoint in my undergrad that money may not equal

6. happiness, but it does equal more opportunity. Students in the
upper classes can go to better schools, travel more, and have
more available resources at their disposal compared to those in
lower classes where the opposite is true. This inequality can
perpetuate the problems faced by the lower classes and cause
cycles of poverty within families.
5) The occupational structure is also an element that must be
looked at especially in terms of school preparation. Schools can
tack students based on their achievement in school, ultimatley
stream lining that student into a particular social status. Also
schools have completely defined success by achievement, not
necessarily by progress. This is due to high stakes testing. This
framework defines then the occupational structure that a student
may get in. Currently the occupational structure is based off of
education because more and more careers that only required a
high school diploma, require some sort of degree post high
school. This may include going to beauty school, a vocational
school, a community college, or a 4 year university. Because the
change of the educational structure, the occupational structure
is expecting people who graduate from a program to be well
prepared for that job without much training. We all know that
on the job training is the best education a person can get. I'm
not sure if the current occupational structure is truly meeting
the needs of students graduating and I'm not sure if school's are
helping in fixing the problem.
Third student
Educational sociologists have long studied the effects of social
mobility, relationships between classes, academic achievement
and educational attainment and how it forms social
stratification, patterns of inequality, and occupational
structure. Initially, a parent's attitude toward education highly
influenced how children and adolescents viewed their own
attainment of opportunistic lifestyle. For many, education is
the means for social mobility, where one has the potential to
move up a social class ladder to attain a higher-level paying

7. occupation and earn a higher spot on society's social
stratification. In today's society, one must earn at least a
college education to earn a career that will be above minimum
wage. This greatly affects lower class citizens who may have
experience negative inequality in school and view the education
as rigged or full of empty promises. Unfortunately, this theory
has been found to be true, as research studies have found that
many low income students are treated in a different manner than
middle class or "ideal students." The chapter discusses how
many children born into poverty most often stay in poverty due
to parent's lack of ambition or regard for the education system.
As teachers and school counselors, it is important that we learn
to empower our students to achieve their innate potential,
encouraging them to think outside their circumstance and give
academic achievement a fighting chance. Generational patterns
of poverty can be broken by encouraging words. Although
social inequality is prevalent and often leads to a type of
students sliding down the social ladder, there still is room left
for innovative thinkers who can lead themselves and reach a
higher occupational status.
Course 605
After reading chapter seven and understanding philosophies of
Social Science regarding educational research, what do you
think about the following questions:
1-Should teachers be urged to use research?
2-Is there an alternative that is preferrable from a professional
perspective?
Example for my friend's discussion
First student
Should teachers be urged to use research?
Research is identified as a systematic process of investigations.
Research is part of every field. It is intended to solve problems,
draw conclusions, and discover new knowledge that improves

8. understanding and... etc. In regard to educational research, it is
important for teachers to use research to improve their
classrooms environment and solve problems they encounter on
daily basis. Moreover, to be tuned and updated with new
changes in education, such as curricula, teaching methods…etc.
They are different paradigms to educational research:
quantitative, qualitative and mixed research. Each approach has
its aim for use. For instance, qualitative research is best suited
with situations concerning human development and real world
phenomena. However, in Saudi Arabia where I came from, not
every teacher is familiar with research approaches and concepts
due to shortcoming in curricula. Teachers do not know the basic
of research, which I believe is a requirement for graduation.
One important benefit of research is lit review, which means
look at what others did and try to apply them to our situations
2-Is there an alternative that is preferable from a professional
perspective?
I think there is not an alternative to research. However, teachers
have to take into account how reliable and valid their research
is. Research is best conducted by those who more experienced
with it. Also, the whole educational system in a school should
be with agreement with research and encourage teachers to do
so.
Second student
Educational research is an array of methods in which teaching
practitioners or individuals evaluate and assess educational
aspects; student learning, teaching methods, teacher training
and emerging issues in teaching practice. It also sufficing to
note that, educational research is contextualized in two
approaches. One, basic approach that makes a focus on
development on educational theory. Two, applied approach that
predominant dwells on solving existing educational problems.
(Creswell, 2012)
In the 21st century educational research, is indispensable in
teaching practice.in the recent past technological advancement
has been rapid and profound implications have emerged.

9. Research on the dynamic of ICT on educational enables teachers
to draw curriculum that reflects this changes. To nurture the
efficient novel ICT methods as well as deterring those have
drawback effects on education delivery. Of important to
educational research, is that it helps teachers to improve
teaching and learning. Well-equipped teacher in terms
information, can confortable make decision on adoption of new
curriculum, new teaching strategies, administrative and
pedagogical choices. Also to mention is that, research in
education is a tool for planning and policy making. Research
finding s in teaching trends, pupils performance and motivation
on teachers can help the school principal and senior teachers to
plan, mitigate and implement policy that increase quality
teaching delivery. The overall benefits of research to teachers
are enabling them to transfer of knowledge in quality and
accurately to the pupils. (Watson, Beswick, & Brown, 2012)
Continuous education through organized seminars, conferences
and workshops is other preferred ways of acquisition of new
ideas in learning process. Brainstorming and sharing
experiences in seminars is deemed by many teachers less
technical and at same time as way of upholding their profession
.the setback of information gotten from this conferences and
seminars may not strictly follow the technical modalities of
educational research, thus may not be conclusively right.
Third student
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Total views: 30 (Your views: 1)
This particular chapter was quite intriguing as I struggle myself
with the debate between quantitative versus qualitative research
and data.
To answer question number 1, Yes -- I do believe that teachers
are to be urged, perhaps required, to use research. We live in a
data driven society. Despite the 'clash' between debates over the
validity of educational research, I strongly believe that research

10. and data provide valuable information for teachers. For
example, as a classroom teacher, one relies on feedback from
students in the form of discussions, Q&A, test scores, etc... in
order to modify and improve their own instruction. All of that is
based upon data. Research also provides insight on a larger
scale. However, given that educators work to develop human
resources ( productive adults), we must rely upon both
quantitative (black and white numbers) as well as quantitative
(social impacts and personal perceptions) in order to effectively
meet the needs of all children.
In my opinion, a reasonable alternative is to combine the two
approaches. Children do not operate as raw data. They are much
more complicated, and evaluating progress is much more deeply
involved than scoring a test. Having started my career as a high
school math teacher, I deeply value the data that is produced
through quantitative research. On the other hand, working with
children includes so many societal layers, that qualitative data
is also needed.
Bottom of Form
Forth student
Given my background in experimental psychology, and my role
in the Office of Institutional Research, Planning and
Assessment, Chapter 7 was right up my alley! The question that
has been posed is whether teachers should be urged to use
research. In short, my answer would be yes; however, that ‘yes’
comes with conditions. I think it is very important for
educators to engage in continuous improvement. One way to
facilitate this continuous improvement is to stay informed of the
research in their content area and/or grade level (e.g., new
theories of learning, new instructional strategies). If we do not
regularly question our own practices, it will be very easy to end
up stagnant and complacent. As I have learned about best
practices in higher education, I have reviewed my first-year
seminar curriculum for ways that I might incorporate those

11. practices. As a society, we expect other professions to keep up
with current trends. For example, I really hope my doctors are
keeping up with new developments in the medical fields so that
they can treat my conditions in a more knowledgeable way. The
same goes for lawyers (keeping up with new rulings/cases) and
other professionals. In light of this, is there a good reason why
we would exclude educators from keeping up with current
trends? Yet at the same time, I would encourage educators to
read the current research with a critical eye. They should
evaluate any findings through the lens of the students being
served in their classrooms. Just because strategy X increases
learning in a sample of students at another location, does not
mean that it will be a good fit for your classroom. If the
research findings have merit for an educator’s classroom, he/she
should try to use those findings for the betterment of his/her
teaching practice and for the students.
The other question posed was whether there are preferable
alternatives. To answer this question, I would say yes and no. I
am not sure that there are “preferable” alternatives (that is
subjective to the educator), but there are alternatives to pure
scientific research. Having learned about action research, I am
now a big fan. Action research may be a way for educators to
both tailor their inquiry towards their own students as well as a
way to generate results that have immediate utility. Noddings
provided a discussion regarding the debate between quantitative
and qualitative research. The statement was made, “it may well
be that one mode of research is better designed for a particular
purpose than the other, or it could be that both modes are useful
to both groups in different ways” (p. 142). I would extend this
discussion beyond just the qualitative/quantitative divide and
suggest that different types of research (scientific, action, etc.)
have an appropriate place, all of which could inform a teacher’s
practice.

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