Answers to Go Figure

Powerpoint slides of all figures from this book, along with the answers to the problems, can be found at http //www.wiley.com/go/steed... 

The important part of interviewing is listeningl (Figure N4-6) It is not the interviewer who should have the last word. However, listening usually starts with a question from the interviewer. You may be tempted to use closed questions questions on which the answer might be yes or no, or one out of a small choice, or questions where you force the interviewed to agree or not. However, you may then only get the answer to your question the interviewed may not go on. Closed questions can be useful to get simple facts such as the name of the interviewed, and you can use them to prod the interviewed person, but do not only use closed questions. 

Whether you manage to get an open atmosphere depends on how strongly you try to stmcture the interview (Figure N4-11). If you determine the sequence and all questions in detail beforehand, as is often done with marketing enquiries, you leave no room for the interviewed. You only get answers to the question that you ask, but no other information. This is alright if you know exactly what you want, but then you could just as well let the interviewed fill in a list, which takes a lot less time. If you want to get information that you have not thought about before, at least part of the interview must be unstmctured, and you should have some open questions to keep this going. 

For our final example, let s try a chorine (Cl ) ion. We didn t do this example in Lesson 3-4, try it on your own and see if you get the same answer that I show in Figure 3-6c. Remember to go back and do the electron configuration and the orbital notation first, paying careful attention to the charge on the ion. Then construct the Lewis dot notation for the ion, and check it against the answer. 

Most late adolescents don t have clear answers to these questions, and this ignorance, as well as the prospect of figuring out a next step, are frightening. "But I m not ready for independence " thinks the teenager, and parents anxiously agree. This anxiety that can create a risk for parents who are not inclined to let the son or daughter go until he or she is totally prepared for a successful launch. 

Read your answers to the seven questions from Exercise 2 about your dialogue sequence and then the scene itself. Try to figure out what is going on between the characters and what each of their inner (or dramatic) actions is, or seems to be. If this is unclear, come to a determination of what actions would make the scene work as you would like it to. (The initial four lines given were intended to suggest conflict.) If you want to extend the scene, do so now. 

During the course of the chapter, there are speed bumps to prompt you to think about what you have just read. The Give It Some Thought features are embedded in the text after a key concept the Go Figure features are associated with artwork and ask you to interpret a concept visually. Sample Exercises, with worked-out solutions and answers, and Practice Exercises, which provide only the answer, test your problem-solving skills in chemistry. 

Figure 7.3 shows the tetrahedral models he designed in order to test his idea of the handed molecules and the non-handed isomer. Going 3D seemed to be the answer to the puzzle. This is a remarkable idea given the fact that electrons were not yet known, and valencies were abstract undefined entities. Usha, if you recall. 

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