LAW HU300 Survivorship Real Estate Law Quiz Case Assignment

LAW HU300 Survivorship Real Estate Law Quiz Case Assignment

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LAW HU300 Survivorship Real Estate Law Quiz Case Assignment

Real Estate Law Quiz Unit 2
Unit 2 : Unit 2: Concurrent Ownership, Condominiums, and Cooperatives – Quiz
1. A joint tenancy with the right of survivorship can be created by a deed or a will. (Points : 2)
True
False
2. Property acquired by a spouse by gift in a community property state is community property. (Points : 2)
True
False
3. Which of the following is not one of the unities required for a joint tenancy with right of survivorship? (Points : 2)
interest
possession
contribution
time
4. Each owner under a joint tenancy with right of survivorship owns an equal undivided interest in the property. (Points : 2)
True
False
5. Property owned by a spouse before marriage in a community property state becomes community property at the time of marriage. (Points : 2)
True
False
6. The survivorship feature of a joint tenancy with right of survivorship can be terminated by the parties. (Points : 2)
True
False
7. A common owner cannot waive his or her right to partition. (Points : 2)
True
False
8. It is possible in a tenancy in common that the owners may hold unequal shares in the property. (Points : 2)
True
False
9. The debts of a single common owner are unenforceable against the owner’s interest in the common property. (Points : 2)
True
False
10. Property owned by a spouse before marriage in a community property state is separate property. (Points : 2)
True
False

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CHAPTER 2 The Chemical Context of Life

 

	Elements and Compounds__________________________________________________________ Prerequisite Knowledge (Sec 2.1 – 2.2) This information should be reviewed before the scheduled class lecture on CH 2. This is information which I presume you have studied in high school. There is no need to define each term below; simply make sure you understand each term and can use/apply it. I recommend skimming these sections of your text and taking notes as needed.) Vocabulary/Important Terms: matter element compound trace elements Name a trace element required by humans: atom subatomic particle (list all 3) atomic number (symbol = Z) atomic mass (symbol = M) isotope radioactive isotope Name a useful application Describe a concern READ: Overview, Skim Section 2.1 for answers
1.	Distinguish between an element and a compound. Element = collection of one type of atom Compound = two or more different elements combined in fixed ratio
2.	Identify the four elements that make up 96% of living matter. Oxygen, carbon, hydrogen, nitrogen
3.	Define the term trace element and give an example. Elements required by an organism in only very small amounts. Ex: Iodine (remember the Goiter!)
	Atoms and Molecules__________________________________________________________ Vocab/Important Terms: energy potential energy – (positional energy; energy due to position in a force field) electron shells/Electron energy levels valence electrons orbital octet rule: Atoms are most stable w 8 valence electrons exceptions to this rule? reactivity (also depends on other factors not mentioned in text) READ: Skim Section 2.2 for answers
4.	Draw and label (or simply describe in words) a simplified model of an atom. Explain how this model simplifies our understanding of atomic structure. See figures in text. This model simplifies our understanding of atomic structure because it is not drawn to scale. A better representation would be the protons and neutrons positioned at the center of a baseball stadium and the electrons would circle around the outermost tier of seats. These electrons spin around the nucleus of the atom so quickly that it is impossible to determine the position of an electron circling an atom. A better representation of electron position in the atom would be an electron cloud (see fig 2.4a and remember the yard stick I spun around in a circle in class!) 4A. Discuss the Yankee Stadium metaphor of an atom: Protons and neutrons are baseballs at the pitcher’s mound and the electrons are spinning around the outer tiers of seats in the baseball stadium 4B. Which subatomic particle is involved in chemical reactions? Electrons!
5.	Distinguish between each of the following pairs of terms: a. neutron (neutral charge) and proton (positive charge) b. atomic number (number of protons) and mass number (number of protons + neutrons) c. atomic weight and mass number. (omit)
6.	Explain how the atomic number and mass number of an atom can be used to determine the number of neutrons. EX: you are given the atomic number of oxygens = 8 and the mass number =16. You know that the atomic number is the number of protons in the atom and the mass number is the number of protons + neutrons in the atom. The calculation would be as follows: mass number (16) – atomic number (8) = 8 neutrons!
7.	Explain how two isotopes of an element are similar. Explain how they are different. SIMILAR: Isotopes of an element always have the same number of protons because if they had a different number of protons, they would not be atoms of the same element. Isotopes have the same number of electrons. DIFFER: Isotopes of the same element differ only in the number of neutrons in their respective nuclei.
8.	Describe two biological applications that use radioactive isotopes. Used as tracers in biological research (more on this in ch. 20!) 2. Used in medical diagnosis (ex: detection of cancerous growth)
9.	Define the terms energy and potential energy. Explain why electrons in the first electron shell have less potential energy than electrons in higher electron shells. Electrons in the 1st energy level are closer to the nucleus than electron in the 2nd or 3rd energy levels. Being further away from the nucleus gives the electrons in the higher energy levels more potential energy because it takes work to move an electron (negative charge) away from a positive nucleus. Think of the electrons in the higher energy levels as being on the top step of a staircase and the electrons in the first energy level on one of the bottom stairs in a staircase. Which electron will have more speed as it falls from its stair to the landing at the bottom of the staircase? Of course, the electrons on the top steps. Therefore, the electrons in the higher energy levels that are positioned further from the nucleus have more potential energy. Bonding_____________________________________________________________________ Sec 2.3 Read this section carefully as the information is foundational. Use the vocab list and questions below to help you focus on the more important concepts. Most of you will prefer to complete this SG after the lecture on Chemistry. Vocab/important Terms: Chemical bonds: Covalent & Ionic (STRONG) These form compounds. Covalent bonds: covalent bond molecule electronegativity Ionic bonds ionic bond ion – charged particle cation anion ionic compound/salt Bonds (attractions) between molecules (WEAK) H-bonds van der Waals Interactions READ: Section 2.3, carefully read subsections “Covalent bonds”, Ionic Bonds”, “hydrogen bonds”
10.	Distinguish among nonpolar covalent, polar covalent and ionic bonds. Nonpolar covalent- electrons are equally shared among atoms in the compound. This type of bonding occurs when two or more atoms of the same element combine, ex: 2 atoms of Oxygen (O2. Each atom pulls equally on the electrons being shared because the atoms have the same number of protons in their respective nuclei. Polar covalent- electrons are Unequally shared among the atoms in the compound. This type of bonding occurs when two or more atoms of different elements combine ex: 1 atom of Oxygen + 2 atoms of hydrogen (H2O. The oxygen atom has 8 protons pulling on the electrons being shared with the hydrogen atoms and the hydrogen atoms have only one proton in their respective nuclei pulling on the shared electrons. Thus, the shared electrons spend a greater amount of time around the oxygen atoms, giving it a partial positive charge, and less time around either hydrogen atom, giving each of these atoms in this water molecule a partial positive charge. Ionic- An electron or electrons are transferred from one atom to another. Ex: one electron form sodium (Na) is transferred to a Chlorine (Cl) atom. Two charged species call ions are formed, one positive ion (Na+) and one negative ion (Cl-). The positive and negative ions attract and form an ionic compound (NaCl). How many covalent bonds must each of the following form in order to be stable: H – 1 O – 2 N- 3 C- 4 P-3
11.	Explain why strong covalent bonds and weak bonds are both essential in living organisms. Covalent bonds are necessary for living organisms because these strong interactions among atoms are important to maintain the structure of essential molecules, such as oxygen and water, as well as the 4 macromolecule that make up all living things: carbohydrates, lipids, proteins, nucleic acids (more about these in chapter 5!) Weak bonds, however, such as hydrogen bonds, are also essential to life. These bonds also participate in maintaining the structure of the 2 of the 4 classes of macromolecules that make up our bodies. Also, weak hydrogen bonding among water molecules allows for life to exist on earth, as we will explore in chapter 3.
12.	Distinguish between hydrogen bonds and van der Waals interactions. Hydrogen bonds- forms when a hydrogen atom polar covalently bonded to an electronegative atom is also attracted to another electronegative atom. Ex: The hydrogen atoms in a water molecule are each bound to the very electronegative oxygen atom. As described in #10, this causes the oxygen to be partially negative and each hydrogen atom to be partially positive. The partial positive charge on each hydrogen atom is attracted to the partially negative oxygen atom of two other water molecules. This interaction is what is known as a hydrogen bond. OMIT van der Waals intetractions
	Chemical Reactions__________________________________________________________ READ: Skim section 2.4 for answer 13. Explain what is meant by a chemical equilibrium. The rate of the forward reaction is equal to the rate of the reverse reaction.

LAW HU300 Survivorship Real Estate Law Quiz Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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