zilongwang/ReadingBank huggingface dataset:
tongs, remove the crucible from the clay pipe triangle and allow it to cool – be careful not to drop the crucible – it is hot! Weigh the crucible again Repeat step 4, but this time heat for only 5 minutes Remove the crucible, allow it to cool and weigh it again If the mass has decreased again, repeat steps 8 and 9 until there is no further change in mass Report down your observations from Experiment 1 and explain what is happening. Write down your observations from Experiment 2 and answer the following questions: How effectively were you able to separate the two solids? What was the difference between the solids which allowed them to be separated in this way? Why would the techniques used in Week 1 not be effective for this separation? Write down your observations from Experiment 3 and explain what is happening Write down your observations from Experiment 4 and evaluate the effectiveness of this technique as a way of separating the two solids Write down your observations from Experiment 5 and explain what is happening Calculate the value of x in CuSO4.xH2O Week 3 – Solubility and Solubility Curves Chemical Principles The solubility of a substance is the quantity of that substances (in grams or moles) which can dissolve in a stated amount of solvent or solution (usually 100 ml or 1 dm3) at a given temperature. A solubility curve is a graph of solubility against temperature and hence shows the relationship between solubility and temperature. The solubility of most salts increases with increasing temperature, although there are a number of exceptions. In a small number of cases, the solubility of a substance may increase with increasing temperature up to a certain critical temperature, and then decrease again if the temperature is increased further; this happens if the most stable form of the solid changes - for example, sodium sulphate is most stable in hydrated form (Na2SO4.10H2O) at temperatures below 32.4 oC but in anhydrous form at temperatures above 32.4 oC; its solubility in water increases with increasing temperature up to a maximum at 32.4 oC but decreases with increasing temperature above 32.4 oC. The temperature of maximum (or minimum) solubility is called the transition It occurs at the same temperature for all solvents.
particles in the solid state, however, are not free to move, so only the particles at the surface of the solid are able to collide with other particles; this reduces the collision frequency and reduces the rate of reaction the rate of reaction in solids can be increased by reducing the particle size, and hence increasing the surface area exposed to collisions: A – large particle size, fewer of the blue solid particles can collide with the red particles, slower reaction B – small particle size, more of the blue solid particles can collide with the red particles, faster reaction Factors affecting rate of reaction – summary Effect: On collision frequency On collision energy On activation energy On fraction of successful collisions On rate Increase concentration (liquids and gases) Increases No effect No effect No effect Increases Increase pressure (gases) Increases No effect No effect No effect Increases Increase temperature Increases Increases No effect Increases Increases Add a catalyst No effect No effect Decreases Increases Increases Lesson 4 – Orders of Reaction and Rate Equations Introducing Rate Equations The relationship between the rate of a chemical reaction and the concentration of the reactants is by the rate equation of the reaction Consider the reaction A + 3B 2C + 4D The rate of this chemical reaction is given by the equation: rate = k[A]x[B]y [A] is the concentration of A, and [B] is the concentration of B. x and y are the orders of reaction with respect to A and B respectively. The order of reaction with respect to a given reactant is the power of that reactant's concentration in the rate equation. The sum of powers, in this case x + y, is known as the overall order of reaction: The overall order of reaction is the sum of the powers of the reactant concentrations in the rate equation k is the rate constant of the reaction. The rate constant is the constant of proportionality in the rate equation Determining orders of reaction from initial rate measurements
Gravity: Density: KNOW THAT Absolute Error / Precision %: Pressure: % = Force exerted on 1 vertical wall: Law of Flotation / Archimedes’ Principle: Area of Cylinder Volume of Sphere Area of Circle Circumference of Circle Pressure (general equation): (9.81) Ideal Unit Cell Structures: SCC BCC HCP FCC / CCP L = 2R L = 4R / L = 2 R 1 atom 2 atoms 4 atoms 52% PE 68% PE 74% PE 74% PE PE = Packing Efficiency Real Gases: Molar Volume: Critical Temp: Critical Pressure: Real Gas Molar Volume: Isothermal Compressibility: Percent Volume Change: Page 28 ― Properties of Chemical Substances Page 116 ― Conversions & Physical Constants Page 137 ― Compressibility Chart Page 142 ― Fluid Mechanics Equations Calculator Programs to use: DENSITRB == Density of Rock and Flask (Tutorial 1 Q 4) KAYSPSEU == Kay’s Pseudo-Critical Method (Tutorial 3 Q 7) There are programs for all phase diagrams Simplified Van der Waal’s Equation: Raoult’s Law: , where Temp always in & keep same units for / Young’s Modulus: Bulk Modulus:
100mL Measuring Cylinders [1] 100mL beakers [3] Conductivity Circuit Stopwatch Retort Stand Spatula Boiling Tripod Stand/ Gauze Compound A Compound B Compound C Bunsen Burners You are provided with three compounds A, B and C, the bonding in one of which is ionic, another is covalent and the other is a polar covalent. You are to distinguish between these compounds on the basis of the tests identified below PROCEDURE TEST OBSERVATION COMPOUND A COMPOUND B COMPOUND C 1. Add spatulas full of each compound to 30mL of water.
PREDICTING SHAPES OF MOLECULES USING VSEPR THEORY Formula Lewis Structure/ Name # of REDs Electronic Geometry Draw of the structure Molecular Geometry and Bond Angle Molecular Polarity BeH2 BF3 CF4 PCL3 SO2 NH3 HCN CS2 H3O+ NO2-
A Word of Welcome The Department of Natural & Life Sciences welcomes you to the practical component of the course. The experiments that form part of this course have been selected to: reinforce your knowledge and understanding of the theoretical content of your first year Chemistry course, develop skills such as observing, recording, measuring and reporting of results, and teach you special techniques, such as weighing, pipetting, titrating, filtration etc, so that you will become familiar with the basics of laboratory work.
EXPERIMENT 1 Investigating Properties of Solutions AIM: To investigate the effect of temperature on solubility and the effect of solute on boiling PART 1 - Work in pairs The Effect of Temperature on Solubility APPARATUS & MATERIALS: Bunsen Burner KI(s) Matches KNO3(s) Tripod Stand/ Gauze NaCl(s) Thermometers Distilled water Boiling Tubes [3] Solvent 250 mL Beakers [3] Solute PROCEDURE: Prepare three water baths of temperature 0oC, 25oC, and 100oC. Place three boiling tubes with 10cm3 water and a thermometer in each and allow the water to reach the desired temperatures of 0oC, 25oC and 80oC respectively. To each equilibrated boiling tube, add 2g NaCl and stir to dissolve. Observe in which boiling tube the salt dissolves fastest. Repeat steps 1-4 with KI. Repeat steps 1-4 with KNO3
CHEM 1330 FS17 Dr. Jurisson A206E A206W Monday 12 – 3 01A-LAB 12:00 - 12:50 SCHLUNDT 201 Yutian Feng 51772 01B-LAB 12:00 - 12:50 SCHLUNDT 209 Durgesh Monday 2 – 5 51773 01C-LAB 2:00 - 2:50 SCHLUNDT 201 Paul Bruner 56865 01N-LAB 2:00 - 2:50 SCHLUNDT 209 Robert Ward Tuesday 12 – 3 01D-LAB 12:00 - 12:50 SCHLUNDT 201 Alex Myers 51775 01E-LAB 12:00 - 12:50 AGRICULTURE 2-10 Durgesh Wagle Tuesday 2 – 5 51776 01F-LAB 2:00 - 2:50 SCHLUNDT 201 Foley 51777 01G-LAB 2:00 - 2:50 STRICKLAND 208 Tim Phelps Wednesday 2 – 5 56544 01L-LAB 2:00 - 2:50 SCHLUNDT 209 Robert Ward Thursday 12 – 3 51778 01H-LAB 12:00 - 12:50 SCHLUNDT 201 Yutian Feng 51780 01K-LAB 12:00 - 12:50 SCHLUNDT 209 Alex Myers Thursday 2 – 5 51779 01J-LAB 2:00 - 2:50 A & S 200 Tim Phelps 01M-LAB 2:00 - 2:50 STRICKLAND 112 Katie Foley
Mass Number Fill in the following table for four neutral atoms: 158O 168O 3517Cl 2311Na Mass Number 15 16 35 23 Atomic Number 8 8 17 11 Number of protons 8 8 17 11 Number of neutrons 7 8 18 12 Number of electrons 8 8 17 11
Find the wavelength of light that would be emitted when a hydrogen atom undergoes the transition from the state n = 4 to the state n = 2. Express your answer in nm. (hint: the wavelength for the transition 41 is 97.534 nm, 21 is 121.556 nm, and 31is 102.583 nm) TRUE or FALSE: At a given temperature, all gas molecules in a sample have the same velocity. According to the kinetic molecular theory of gases, which of the following gases will have the greatest average molecular speed? HF H2 Ar The pressure in a natural gas tank is maintained at 2.20 atm. On a day when the temperature is 15°c, the volume of the gas in the tank is What is the volume of the same quantity of gas on a day when the temperature is 31°c? Write the noble gas core electron configuration for the following species: Mg Zn2+ A 0.5 mol sample of oxygen is confined at 0oC and 1atm in a cylinder with a movable piston. The piston compresses the gas so that the final volume is half the initial volume and the final pressure is 2.2 atm. What is the final temperature of the gas in degree Celsius? 21.
Exam 2 Review 1. Fill in all blank boxes in the following table. You may use appropriate short-hand notation for the electronic configurations. Element Atomic Number Ground Electronic Configuration # Of core electrons Z effective # Unpaired Electrons Si Cl Ca 2) The pressure in a natural gas tank is maintained at 2.20 atm. On a day when the temperature is 15°c, the volume of the gas in the tank is 3.25cm3. What is the volume of the same quantity of gas on a day when the temperature is 31°c? 3) A 0.5 mol sample of oxygen is confined at 0°c and 1 atm in a cylinder with a movable piston. The piston compresses the gas so that the final volume is half the initial volume is half the initial volume and the final pressure is 2.2 atm. What is the final temperature of the gas in degree Celsius? 4) The pressure on the surface of Titan is 1220 torr. The atmosphere consists of 82 mol percent N2, 12 mol percent Ar and 6.0 mol percent CH4. Calculate partial pressure of each gas. 5) Which of the following conditions might we except a gas to not behave like an ideal gas? a. High temperature b. Low temperature c. High pressure d. Both (b) and (c) e. All of them
6. A fixed quantity of gas at 21 °C exhibits a pressure of 752 torr and occupies 5.12 L. a. What volume will the gas occupy if the pressure is increased to 1.88 atm while the temperature is held constant? b. What volume will the gas occupy if the temperature is increased to 175 °C while the pressure is held constant? 7. Under standard earth conditions, one mole of any gas has a volume of 22.4 liters. Use this fact to determine how many liters of gas are produced when 28.0 grams of KNO3 is reacted in the following equation. 2 KNO3 (s) 2 KNO2 (s) + O2 (g)
1,4 Dioxane 500ml Toluene 2.5L Iodine 100gm Nutrient agar HIMEDIA 100 gms 3 boxes Nutrient broth HIMEDIA 100 gms 3 boxes Muller Hinton Agar HIMEDIA 100 gms 4 boxes Muller Hinton Broth ,HIMEDIA 100 gms 4 boxes Potato dextrose agar, HIMEDIA 100 gms 4 boxes Potato dextrose Broth HIMEDIA 100 gms 3 boxes Streptomycin Antibiotic discs 2box Tetracyclin Antibiotic discs 2 box Ketoconazole Antibiotic discs 4 boxes Fluconazole Antibiotic discs 4 boxes
Worksheet 7 Supplemental Instruction Leader: Nevin Course: Chem 177 Instructor: Schewe-Miller Date: 09/15/2014 The molecular formula of aspartame is . What is the molar mass of aspartame? How many moles of aspartame are present in 1.00 mg of aspartame? How many molecules of aspartame are present in 1.00 mg of aspartame. How many hydrogen atoms are present in 1.00 mg of aspartame? When 30g of benzene (C6H6) reacts with 65.0g of bromine, what is the theoretical yield of bromobenzene (C6H5Br)? If the actual yield of bromobenzene is 42.3g, what is the percentage yield? Solutions of sodium carbonate and silver nitrate to form solid silver carbonate and a solution of sodium nitrate. A solution containing 3.50g of sodium carbonate is mixed with one containing 5.00g of silver nitrate. How many grams of sodium carbonate, silver nitrate, silver carbonate, and sodium nitrate are present after the reaction is complete? When a mixture of 10.0 g of acetylene (C2H2) and 10.0g of oxygen is ignited, the resultant combustion reaction produces CO2 and H2O. Write a balanced equation for this reaction. What is the limiting reactant? How many grams of C2H2, Oxygen, CO2, and H2O are present after the reaction is complete?
Worksheet 2a: Atoms and Molecules Supplemental Instruction Leader: Sara Course: Chem 177D Instructor: Bonaccorsi Date: 9/5/13 Which is the shortest 57 cm .63 m 30 in Fill in the following table: Charge Approx. mass (amu) Location in atom # in neutral carbon atom If number changes the element becomes a… Proton Neutron Electron Naturally occurring chlorine is 75.78% 35Cl (atomic mass 34.969 amu) and 24.22% 37Cl (atomic mass 36.966 amu). Calculate the atomic weight of chlorine. Fill in the table: Symbol 56Fe 59Co3+ Protons 16 53 Neutrons 14 71 Electrons 26 18 Net charge 2+
What would happen to the position of equilibrium if the following changes are made to the reaction below? 2HgO(s) ⇌ 2Hg(l) + O2(g) HgO is added to the system The pressure on the system increases Predict the effect of decreasing the temperature on the equilibrium positions of the following systems: (a) H2(g) + Cl2(g) ↔ 2HCl(g) ∆H = 49.7 kJ 2NH3(g) ↔ N2(g) + 3H2(g) ∆H = 37.2 kJ (c) CO(g) + H2O(g) ↔ CO2(g) + H2(g) ∆H = -27.6 kJ
The reaction between lime and water is spontaneous at 25°C. CaO (s) + H2O (l) Ca(OH)2 (s) Which statement below is true? Select all that apply. ∆Sreaction < 0 ∆Sreaction > 0 ∆Suniverse < 0 ∆Sreaction = -∆Ssurroundings ∆Suniverse > 0 Calculate ∆S°reaction. What can you say about ∆Ssurroundings for this process? What is the equation for ∆G? How can you determine whether a reaction is spontaneous, nonspontaneous, or at equilibrium at a specific temperature based on its ∆G value?
20. Draw the Lewis Structures for CH2O AlBr3 21. Triple bonds are the ______________ (strength) and the ________________ (length) single bonds are the _______________ (strength) and the ________________ (length). 22. Draw all possible Resonance Structures of NCO Assign Formal Charges. Is one structure best? 23. Which ionic compound do you expect to have the largest lattice energy? Smallest? a. LiCl b. KBr c. CaO d. AlN
2 H2O(l) + 2 Mn2+(aq) → 4 MnO4-(aq) + 8 H+(aq) 2 H2O(l) + 2 Mn2+(aq) → 4 MnO4-(aq) + 8 H+(aq) + 2 e- 2 H2O(l) + 2 Mn2+(aq) → 4 MnO4-(aq) + 8 H+(aq) + 5e- 4 H2O(l) + Mn2+(aq) → MnO4-(aq) + 8 H+(aq) + 5e- A voltaic cell utilizes the following reaction and operates at 298 K: 3 Ce4+(aq) + Cr(s) → 3 Ce3+(aq) + Cr3+(aq) What is the emf of this cell under standard conditions? 0.87 V -2.35 V -0.87 V 2.35 V Elemental calcium is produced by the electrolysis of molten What mass of calcium can be produced by this process if 7.5*103 A is flowing for 48 hour period? 168 g 2.69*105 g 4.78*10-3 g 269 g What particle is released during the decay of sodium-24 into magnesium-24. Alpha particle Beta particle Gamma particle Neutron Cobalt-60 which undergoes beta decay, has a half-life of 5.26 yrs. How many beta particles are emitted in 600 s by a 3.75 mg sample of 60Co?
During collisions, energy is transferred from one molecule to another and as a result the speed of both molecules will change. As a result, not all of the molecules will have the same kinetic energy at a given time, but there will be a distribution of molecular energies and velocities. Maxwell and Boltzmann derived the probability distribution function for molecular velocities (v) in a single direction: p = This can be converted into a distribution function in three dimensions for molecular speeds (c): p = Using E = ½mc2, this can also be converted into a distribution function for molecular energies: p = The first part of this distribution is the Maxwell part and it shows p increasing with √E; this happens because the more energy there is, the greater the number of ways to distribute the energy amongst the molecules and so the more probable the energy (the entropy factor); the second part of this distribution is the Boltzmann part and shows p decreasing rapidly with increasing E; the number of molecules with energy much higher than the mean will be small and will decrease with increasing energy To calculate the probability of a molecule having a or energy within a particular range, it is necessary to integrate the distribution function within those two limits; however this is difficult because the function takes the form y = which is not easily integrated; an approximation can be made at high energies by assuming that the Maxwell part of the equation is approximately constant at high energies; the resulting integral then simplifies to = (; note that this approximately is only valid when the range of energies under consideration is significantly greater than the average energy Increasing the temperature and decreasing the of mr increases the proportion of molecules with higher speeds; the Maxwell-Boltzmann distribution of molecular energies is best demonstrated graphically (the plots of probability against speed and probability against energy are very similar) DIFFERENT MEASURES OF MOLECULAR We know that the kinetic energy of one mole of molecules = ½mrv2 = Therefore v2 = Therefore v (or the root mean square speed) = Analysis of the Maxwell-Boltzmann distribution the most probable speed of the molecules as Further analysis of the Maxwell-Boltzmann distribution gives the average speed of the molecules as The values of root mean square speed, average speed and most probable speed are therefore not the same value. Root mean square speed is important for kinetic energy considerations, but average speed is generally more useful in predicting individual particle behaviour vrms > vav > vmp in the √3:: √2
η is the viscosity (kgm-1s-1) η is related to the velocity of the particles and mean free path: η = It can therefore be shown that η is proportional to , d-2 and Thermal Conductivity Energy flows from hot bodies to cold bodies until the temperature (or kinetic energy) of the molecules is equalised. The rate of heat flow fE in a gas (Jm2s-1) is proportional to the temperature gradient fE = κ κ is the thermal conductivity (JK-1m-1s-1) κ is related to the velocity of the particles and their mean free path: κ = It can therefore be shown that κ is proportional to , d-2 and Summary of transport properties of gases Transport Property Rate of Transfer Constant of Proportionality Diffusion fn = D D = Viscosity fp = η η = Thermal Conductivity fE = κ κ = Lesson 7 THE BEHAVIOUR OF REAL GASES Observing deviations from gas behaviour Compressibility factor Most gases only obey the ideal gas laws at a limited range of pressures and temperatures – generally low pressure and high temperature. In ideal gases, = 1 If gas behaviour is not observed, however, then is not equal to 1 and is given a value known as the compressibility factor (z). At low temperatures and reasonably high pressures, the attractive forces between the particles need to be considered – these forces cause the V to be lower than expected for a particular P and cause P to be lower than expected for a particular V. These factors cause PV to be lower than expected (ie PV < nRT and z < 1); at low temperatures and relatively high pressures, z < 1. At very high pressures, the size of the particles themselves becomes a consideration; the larger the particles, the less space there is in which for them to move. When this factor is significant, P is larger than expected for a
CHEM 231 Supplemental Instruction Iowa State University Leader: Daniel Course: CHEM 231 Instructor: Dr. Appy Date: 4/11/18 Exam 3 Review 1) Nomenclature: Give the IUPAC name for each of the following: (a) (b) (c) 2) Properties/Trends: Rank each substance with numbers 1 through 4 according to the indicated criteria: (a) Rank by increasing basicity (1 – basic → 4 – most basic) (b) Circle the compound which is more acidic. vs
4) Mechanisms a) Draw a reasonable mechanism for the conversion of a ketone to a hemiacetal in the presence of a base catalyst, OH-. (Tips: OH- will attack the alcohol first) b) Draw resonance structure of the compound below. Then, state which position of the benzene ring should the electrophile (E+) be added. Explain. (c) Draw a reasonable mechanism for the reaction of acyl chloride with alcohol.
CHEM 231 Supplemental Instruction Iowa University Leader: Ho Lee Course: CHEM 231 Instructor: Dr. Appy Date: 4/25/2017 Final Exam Review 2 1. Give the IUPAC name for each of the following: (a) (b) 2. Draw the full mechanism for the reaction in the system Show any relevant stereochemistry in the product. (a) (b)
Exam 2 Review B Supplemental Instruction Iowa State University Leader: Laura Course: CHEM 231 Instructor: Dr. Kingston Date: 3/2/16 Complete the following naming table: Name Structure oct-1-yn-3-ol hexan-2-one methoxybenzene 2,4,4-trimethylpent-1-ene N,N-dimethylmethanamide hexa-1,5-diene Label the acid, basic, conjugate acid, and conjugate base. Show arrow pushing. Also indicate which direction the reaction will favor. A.
ACS PRACTICE TEST KEY Acids & Bases: D C C A E Atomic Structure: A D A B C Bonding: B D A E C Formulas & Equations: D B D A Gases: D C B D Introductory Concepts: C C C C D Laboratory: C C D A Metals & Nonmetals: D C D Molecular Geometry: B A B C D Oxidation & Reduction: C A C Periodic Properties: B A A A Stoichiometry: D B C Thermochemistry: B B D D D
Worksheet 5 9-16-16 Supplemental Instruction Iowa University Leader: Kalyca Course: CHEM 331 Instructor: Dr. Zhao Date: Draw the following structures: 1,1 difluoro-2,3,3,4-tetramethylcyclopentane 1,7-dicyclohexyl-4-cyclopentyl-heptane Name the following structures:
STEP ONE: Check the courses completed at a transfer institute for the degree program you have declared. Degree Gen. Chem with lab Organic Chem with lab Calculus sequence Physics with lab Biology with lab BA Chemistry General Chemistry I (CHEM 115) Organic Chemistry I (CHEM 233 and CHEM 234) Calculus I (MATH 226) General Physics I (PHYS 111 and PHYS 121) General Chemistry II (CHEM 215 and CHEM 216) Organic Chemistry II (CHEM 335 and CHEM 336) Calculus II (MATH 227) General Physics II (PHYS 121 and PHYS 122) BS Biochemistry General Chemistry I (CHEM 115) Organic Chemistry I (CHEM 233 and CHEM 234) Calculus I (MATH 226) General Physics I (PHYS 111 and PHYS 121) Biology I (BIOL 230) General Chemistry II (CHEM 215 and CHEM 216) Organic Chemistry II (CHEM 335 required, CHEM 336 an elective) Calculus II (MATH 227) General Physics II (PHYS 121 and PHYS 122) BS Chemistry General Chemistry I (CHEM 115) Organic Chemistry I (CHEM 233 and CHEM 234) Calculus I (MATH 226) Physics with Calculus I (PHYS 220 and PHYS 222) General Chemistry II (CHEM 215 and CHEM 216) Organic Chemistry II (CHEM 335 and CHEM 336) Calculus II (MATH 227) Physics with Calculus II (PHYS 230 and PHYS 232) Calculus III* (Math 228 or CHEM 251) Physics with Calculus III* (PHYS 240 and PHYS 242 or CHEM 251) * CHEM 251 can be taken in place of Calculus III and Physics with Calculus III. It is offered FALL ONLY and must be completed before starting the physical chemistry sequence. To take CHEM 251, you must have completed Calculus II and Physics with Calculus II. DO YOU HAVE ANY UNCHECKED BOXES? If so, these are the course you should put a priority on taking at SFSU in the Fall semester. PLEASE NOTE – these are all high demand courses at SFSU and seats may be limited for the Fall semester. There are readiness/placement exams for CHEM 115 and Math 226.
8 10b 3 97 ± 3 90 95 9 10c 4 101 ± 1 100 98 10 10d 5 100 ± 4 96 91 11 3b 3 >100 68 53 12 3c 4 103 9 78 96 13 3d 5 83 4 74 58 14 3e 6 98 1 99 96 15 3f 8 97 ± 3 72 69 16 11b 3 102 ± 4 95 89 17 11c 4 101 ± 3 100 97 18 11d 5 104 ± 4 100 93 19 4b 3 >100 96 98 20 4c 4 96 11 89 88 21 4d 5 52 3 61 61 22 4e 6 95 ± 1 100 89 23 4f 8 96 ± 1 86 90 24 12b 3 101 ± 3 100 97 25 12c 4 97 ± 4 100 100 26 12d 5 105 ± 9 99 100 Interestingly, the lowest residual activities occur for Boc molecules with the saturated (4d, entry 21) and unsaturated (3d, entry 13) 16-membered cycles, and their open precursor (2d, entry 4). Some activities on PBP2a are also observed for other compounds of the Boc family (entries 2, 3, 11, 15). By opposite, none of the V side-chain molecules has a significant activity on the R39 DD-peptidase, nor on PBP2a and PBP5f. Only the saturated 16-membered cycle of the Boc family (4d) has a high activity on the R39 DD-peptidase. In order to understand this phenomenon, more elaborate reactivity models of the active site have been built. Building of the models
CWEO 4.1 Breadth and depth of knowledge: Understanding the foundational content and philosophical assumptions of one’s specialized area of study ULO 2 Breadth and depth of knowledge Develop knowledge common to the liberal arts and sciences in the fields of arts, humanities, natural sciences, and social sciences. Students will also develop specialized knowledge and disciplinary expertise Student Learning Outcome/Objective Courses in which students receive feedback Measure Target Timeline Describe the fundamental principles and applications of chemistry Describe the structure and composition of matter Describe the major reaction types in chemistry Apply fundamental principles from thermodynamics and kinetics to the study of chemical systems Identify the splendor of God’s creation in the context of molecules, atoms, and electrons Describe the role of chemistry in science and society CHEM 105 CHEM 106 CHEM 309 ACS First Term General Chemistry Exam ACS General Chemistry Exam ACS First Term Organic Chemistry Exam > 60% percentile on each of these exams Every fall Every spring Every fall CWEO 4.3 Specialized skills: Developing proficiency in one’s specialized area of study sufficient to pursue a career and/or continue education at the graduate level ULO 4.3 Specialized skills Become proficient in the scholarship of their discipline and demonstrate specialized skills needed to pursue a career and/or graduate school Student Learning Outcome/Objective Courses in which students receive feedback Measure Target Timeline Apply fundamental and advanced principles across multiple areas of chemistry Use the theories of microscopic properties to explain macroscopic behavior Explain the role of energy and chemical bonding in determining the structure and reactivity of molecules CHEM 221 CHEM 310 CHEM 437 Comprehensive final exam ACS Organic Chemistry Exam ACS Thermodynamics Exam Mean ≥ 75% ≥ 70th percentile ≥ 60th percentile fall Every spring Every fall
Worksheet 15, ch 5 Supplemental Instruction Iowa State University Leader: Matt H Course: Chem 177 Instructor: Dr Holme & Dr Awino Date: 10-15-17 1. Heat of formation, __________ (symbol), measures the total energy needed to form ____________ (amount) of a compound from its component elements in their _________ (state) at _________ °C. 2. Write equations for the Standard Enthalpy of Formation for each compound a. N2O (g) b. Mg(NO3)2 (s) c. C18H27NO3 (l) 3. What is the equation for enthalpy (∆H ) of a reaction? 4. Using the table of enthalpies of formation, find the ∆H for the following reaction KOH (aq) + HBr (aq) KBr (aq) + H2O (l) 5. What is the heat of combustion, ΔHcomb, for one mole of Propane ( C3H8 ) How much heat is released from burning 15.0 g of Propane?
NAME: Science 9 Unit 2: Matter and Chemical Change Reading Logs – SCIENCE Topic # Topic Title Science Focus Page Due Complete or No Initial 1 Exploring Matter 92-98 2 Changes in Matter 99-105 3 What are Elements? 106-115 4 Classifying Elements 116 - 125 5 The Periodic Table 126-135 6 Chemical Compounds 136-145 7 Chemical Reactions 146-152 8 Reaction Rate 153-169 ALL Review 170-173 1 – Exploring Matter A good laboratory is a safe laboratory. Your knowledge and actions in this unit will help keep you and your peers safe. Do you know where the safety equipment is stored in our lab? ** Can you find the following equipment in our classroom? Fire extinguisher Aprons WHIMIS chart Telephone Fire blanket Broken bin Fire exit Dustpan and brush Safety goggles kit Eyewash station Sink(s)
2. 3. 4. #2 - ______________________________________ Thought of atoms as negatively charged electrons stuck to a positively charged mass “Raisin Buns” “_______________________________________” #3 - ______________________________________ Thought the entire mass of an atom was in the center of the atom (called the atomic nucleus) He thought the rest of the atom was just empty space He called the positively charged particles in the center of the atom _________________. He called the negatively charged particles floating around the atomic nucleus, ________________. #4 - _____________________________________________ Pictured the atom like a mini solar system. Electrons rotated around the nucleus like the planets around the sun in things called _____________________________ Later on, _________________________________ discovered ___________________________ He said these particles didn’t have a charge but helped make up the mass of the atom.
Monovalent (21a) 1.0 1.0 1.0 Divalent (21b) 1.3 1.1 6.7 Tetravalent (21c) 1.9 2.0 63 Octavalent (21d) 5.3 4.4 39 2 Table 2 Multivalent compounds targeted against LecA. β values are calculated versus the monomeric compounds with linkers, unless otherwise stated Comp. Valency HIA (MIC) ELLA (IC50) SPR (Kd) ITC (Kd) Ref. αMeGal 1 150 μM 50 μM 106 βMeGal 1 190 μM 94 μM 106 22 4 Haemolysis 0.7 μM, β = 315 Not soluble —/— 109 23 12 0.78 μM, β = 0.040 μM, β = 458 0.367 μM, β = 173 —/— 51 24 4 > 2000 μM —/— 3.5 μM, β = 18 1.8 μM, β = 83 108 25 4 > 2000 μM —/— 2.5 μM, β = 25 0.3 μM, β = 500 108 26 6 63 μM, β = 159 —/— 0.8 μM, β = 80 0.14 μM, β = 1071 108 27 4 63 μM, β = 159 —/— 1.4 μM, β = 45 0.33 μM, β = 454 108
28 4 500 μM, β = 20 —/— 0.5 μM, β = 144 0.176 μM, β = 852 38 29 Polymer 9 μM —/— —/— 4.12 μM 34 30 2 —/— 0.22 μM, β = 545 —/— —/— 111 31 67 0.45 μM, β = 100 —/— 33 μM 0.05 μM, β = 2824 105 32 9 —/— —/— —/— 230 nM, β = 409 106 33 4 0.78 μM, β = 4000a —/— —/— 0.1 μM, β = 875 112 a β value calculated with galactose as reference. Table 3 3 Multivalent compounds targeted to LecB. β values are calculated versus fucose Comp. Val. ELLA ITC Ref. αMeFuc 1 0.47 μM 167 35 4 Test biofilm 80% inhibition at 200 μM 116 36 4 0.14 μM, β = 79 —/— 125 37 4 0.11 μM, β = 100 —/— 126 38 8 0.025 μM, β = 440 —/— 168 39 10 0.25 μM, β = 22 —/— 117 40 2 —/— 0.09 μM 118 41 2 —/— 0.62 μM, β = 3 119
Table 4 P. aeruginosa lectin binding and biofilm inhibition by glycopeptide dendrimers No Structurea Lectin IC50, μM (ELLA)b KD, μM (ITC)c inhibitione α-NPF α-(p-Nitrophenyl)-L-fucoside LecB 5.27 ± 0.55 2.1 — T1 (cFuc-RL)2BRIFV LecB 5 ± 0.45 1.7 n.d. KT1 37 (cFuc)4(KRL)2BRIFV LecB 0.59 ± 0.059 7.2 n.d. 2G0 cFuc-KPL LecB 5.94 ± 1.24 1.9 n.d. 2G1 LecB 2.7 ± 0.56 2.0 n.d. 37 (cFuc-KPL)4(KFKI)2KHI LecB 0.14 ± 0.035 20 ++++ D-36 (cFuc-kpl)4(Kfkl)2Khl LecB 0.66 ± 0.12 4.2 +++ 2G3 (cFuc-KP)8(KLF)4(KKI)2KHI LecB 0.025 ± 0.005 55 n.d. NPG p-Nitrophenyl LecA 14.1 ± 0.2 6.2 — GalAG0 GalA-KPL LecA 4.2 ± 0.9 21 + GalAG1 (GalA-KPL)2KFKI LecA 0.5 ± 0.2 91 ++ GalAG2 33 (GalA-KPL)4(KFKI)2KHI LecA 0.1 ± 0.01 220 +++ GalBG0 GalB-KPL LecA 51.5 ± 6.7 1.7 + GalBG1 (GalB-KPL)2KFKI LecA 2.1 ± 1.0 21 ++
Worksheet 1, ch 1 Supplemental Instruction Iowa University Leader: Matt H Course: Chem 177 Instructor: Dr Holme Dr Awino Date: 8-28-17 Today’s Topic: Unit Conversions, Chapter 1 1. Discuss some important terms, topics, and equations we covered in lecture today. 2. Label the following as an Element, Compound, or Mixture 3. Which of the following is the highest temperature a) 38 ° C b) 96 ° F c 302 K d. freezing point of water 4. Write the correct amount of significant figures a. 15.98 b. 10 c. 10. d. 10.0 e. 0.12 f) 0.0012 a. 7.5 x 106 b. 3.00 x 10 8 c. 0.0810 d. 625 e. 440 f. 1020.0 a. .0035 b. 008307 c. 6.022 x 10 23 d. 13.6 e. 450,000 5. Label each of the following situations as Precise, Accurate, Both, or Neither a. Targets b. Data Points… Actual Value is 10 Data Set A: 10.11 9.93 10.07 Data Set B: 7.39 7.44 7. 41
Contribution of Course to Meeting ABET Criteria 5 (Curriculum) Math and Basic Sciences Engineering Topics General Education 0 Credits 3 Credits 0 Credits Relationship of Course to Student Outcomes (PO’s) Student Outcome A B C D E F G1 G2 H I J K Level of Coverage S S S R R R Date of Preparation and Person(s) Preparing This Description March 10, 2016: Tom Hanley, Y. Y. Lee and James Radich
S1. Oligonucleotide sequences used for qPCR assays and the source of DNA used for quantitative standards. Target gene Primer name Sequence Std curve sp. Source amoA amoA-1F amoA-2R GGGGTTTCTACTGGTGGT CCCCTCKGSAAAGCCTTCTTC Nitrosospira multiformis Rotthauwe et al. () nirK nirK876 ATYGGCGGVAYGGCGA Pseudomonas fluorescens Henry et al. () nirK1040 nirS nirS-cd3aF GTSAACGTSAAGGARACSGG Pseudomonas fluorescens Throback et al. () nirS-R3cd GASTTCGGRTGSGTCTTGA norB qnor-2F GGNCAYCARGGNTAYGA Alcaligenes faecalis Braker and Tiedj () qnor-5R ACCCANAGRTGNACNACCCACCA cnor-2F GACAAGNNNTACTGGTGGT Pseudomonas fluorescens Braker and Tiedj () cnor-7R TGNCCRTGNGCNGCNGT nosZ nosZ-F CGYTGTTCMTCGACAGCCAG Alcaligenes faecalis Rosch et al. () nosZ-R CATGTGCAGNGCRTGGCAGAA 16S rRNA 16S_Forward (1055f) ATGGCTGTCGTCAGCT Cloned Plasmid et al.() 16S_Reverse (1392r) ACGGGCGGTGTGTAC Zhang et al.() 16S_probe (16STaq1115) CAACGAGCGCAACCC
Bandura, A., & Grusec, J. E., & Menlove, F. L. (1966). Observational learning as a function of symbolization and incentive set. Child Development, 37(3), 499-506. Bandura, A., & Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. Bernstein, D., Penner, L., Clarke-Stewart, A., & Roy, E. (2006). Psychology Ap Version. Boston, MA: Houghton Mifflin College Div. Brauer, J. R., & Tittle, C. R. (2012). Social learning theory and human reinforcement. Sociological Spectrum: Mid-South Sociological Association, 32(2), 157-177. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, Mass.; Don Mills, Ontario: Pub. Co. Forsyth, D. (1980). The functions of attributions. Social Psychology Quarterly, 43, Gedeon, J., & Rubin, R. (1999). Attribution theory and academic library performance evaluation. The Journal of Academic Librarianship, 25(1), 18-25. Heider, F. (1958). The psychology of interpersonal relations. New York, NY: John & Sons. Jurkowski, O., & Patricia, A., & Robins, J. (2005). Building bridges between students and practitioners. Journal of Education for Library and Information Science, 46(3), Kelley, H. (1973). The process of causal attribution. American Psychologist, 28,
Teaching Fellow, Forbidden Romance in Modern China, Prof. David Der-wei Wang. Spring 2014. Soochow University: Lecture Series on Music and Western Civilization: “From Wagner to Bach: Music, Language and Image in Western Culture.” “A Cultural History of Nineteenth Century Europe in Wagner’s Ring.” Fall 2016. Peking University: Teaching Assistant, Theories of Biography, Prof. Zhao Baisheng. Fall 2009. ADDITIONAL STUDIES: July - Aug 2015 Freie Universität Berlin: Global Humanities Campus within the thematic network Principles of Cultural Dynamics. Aug 2014 Charles University, Prague: Czech Language and Culture Course. July – Aug 2012 Goethe Institute, Berlin: Intensive 8-Week German Language Course. July 2010 University of London: T. S. Eliot Summer School. 2006 – 2007 University of Newcastle upon Tyne: Exchange Student at the School of English Literature, Language and Linguistics. REFERENCES: David Damrosch Chair, Department of Comparative Literature Ernest Bernbaum Professor of Comparative Literature Director, Institute for World Literature Harvard University 617-496-7031, David Der-wei Wang Edward C. Henderson Professor of Chinese Literature Professor of Comparative Literature Harvard University Academician, Academia Sinica 617-496-0925, John T. Hamilton Chair, Department of Germanic Languages and Literatures William R. Kenan Professor of German and Comparative Literature 617-496-4272, Leo Ou-Fan Lee Sin Wai Kin Professor of Chinese Culture The Chinese University of Hong Kong
Chepstow Racecourse 1540 1555 1610 1615 1625 1640 1655 Chepstow Bus Station 1550 1605 1620 - 1635 1650 - Chepstow Train Station 1600 1615 1630 - 1645 1700 - Crick, Old Shirenewton Road - - - 1630 - - 1710 Langstone, New Inn - - - 1640 - - 1725 Newport Train Station - - - 1655 - - 1735
# ___ DATE PAY TO THE $ ORDER OF DOLLARS TP Creek Bank Main Street Teepee Creek www.teepee.net MEMO |:111000526:| 552685452||0100 # ___ DATE PAY TO THE $ ORDER OF DOLLARS TP Creek Bank Main Street Teepee Creek www.teepee.net MEMO |:111000526:| 552685452||0100 # ___ DATE PAY TO THE $ ORDER OF DOLLARS TP Creek Bank Main Street Teepee Creek www.teepee.net MEMO |:111000526:| 552685452||0100
Tribute Night Booking Form – Friday 8th September, 2017 Name Address Postcode Telephone number Email address Payment details Number in Party 2 course meal 3 course meal Quantity Member & guests £15.00 per person Non Member & guests £17.50 per person Quantity Member & guests £17.50 per person Non Member & guests £20.00 per person Total Payable = £ Payment method Cash / Cheque (made payable to Mytime active) / credit/Debit card Credit/Debit Card Details Card Holders Name ______________________________________________________________ Card Number ______________________________________________________________ Valid From______/______ Expiry Date______/_______ CSV(3 digit security code)____________ Issue Signature ________________________________________________________ Menu Choices Please complete menu choices for your party below Starters Mains Desserts Name Soup Salmon Pate Chicken Pork Cod Vegetarian Lemon Compote Cheesecake Fruit Salad
Table 5.9.16.A—Chermside centre neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Chermside centre neighbourhood plan code Table 5.9.16.B—Chermside centre neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Chermside centre neighbourhood plan code Table 5.9.16.C—Chermside centre neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Chermside centre neighbourhood plan code Table 5.9.16.D—Chermside centre neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Chermside centre neighbourhood plan code
acres)and the Wilderness FMU (66,389 acres) consisting of eleven designated wildernesses; seven in the South Zone and four in the North Zone. The Cherokee NF contains approx. 20,000 acres of recommended wilderness study areas, as legislation passes classifying these lands as wilderness they will be included in the WFMU. Cherokee National Forest Designated Wilderness Approximate Acreage South Zone Wilderness Areas approx. 40,640 acres Cohutta Big Little Frog Mountain Gee Creek Bald Gorge Citico Creek Joyce Kilmer/Slickrock * CNF Section only 1,709* 7,993* 4,666 2,493 3,721 16,226 3,832* North Zone Wilderness Areas approx. 25,749 acres Samson Mountain Big Laurel Branch 7,992 4,496 6,929 6,332 Table 4. Cherokee National Forest Designated Wilderness Areas. Figure 1. South Zone Wilderness Area Locations.
“You want to please those men as much as you can Cherry,” Ben said, “they’re all millionaires and if you’re lucky, one of them might just whisk you off to paradise.” “I should be so lucky.” I replied before getting up and having a shower. Then I phoned Piper to tell her all about it. Swimming Lessons ---------------------- Just before Easter I got a surprise phone call from Jenny, the swimming instructor. She started out by saying that she thought that I should stop going to lessons on a Thursday evening. As she said that my spirits dropped as I thought about the naked swimming and flashing the men and boys there. Had someone complained about me and Piper being naked? I needn’t have worried, Jenny went on to tell me that my swimming had improved enough for me to move to the adults class that was on a Monday evening. My spirits jumper and I had a vision of Piper and I being naked in front of a dozen or so men and women. Jenny asked me if it would be okay for me to go on a Monday. Ben and I are always at home on a Monday evening so I knew that it would be okay. If Ben couldn’t take me I’d get the bus. Then I had a horrible thought, “Jenny,” I asked; “will I have to wear a swimsuit?” Jenny laughed then said, “I doubt that very much; there’s only 6 men in that class and they’re all under 30 so I guess that they’ll appreciate 2 naked young girls joining them.” “Have you told Piper?” “Not yet, I wanted to check with you first.” “Will you be taking the class Jenny?” “Yes.” “Will you be wearing a swimsuit or will you be naked?” “I don’t think that the men would learn much if their teacher was naked Piper.”
(Not 4/4) 6th Friday 6:30-7:30pm Post-tryout Meeting Varsity and JV Team Room Room #W88 Across from Athletic office April 9th 4pm Uniform Fittings Varsity and JV West Café April 16th - May 25th (NO practice Graduation Day) 4-6pm Camp Practice Begins Varsity and JV Dance Room (V) and W. Café (JV) May 29th 8 - 11am Camp Practice Varsity and JV Campus Middle School May 30th - June 1st 7-9am Camp Practice Varsity and JV Campus Middle School June 4th - June 8th 8 - 11am Camp Practice Varsity and JV Campus Middle School May 30th - June 1st 9:30-11:30 Int 9:30-12:30 Adv Jr. Pom Camp Varsity Campus Middle School June 9th -12th (Sat-Tues) All day UDA and JV Varsity and JV DoubleTree- Colorado Springs July 30th 4-6pm Fall Practice Begins Varsity and JV Room (V) and W. Café (JV) End July/August or September TBD Jazz Choreo! Varsity Dance Room End July/August or September TBD Pom Choreo! Varsity Dance Room August 10th - 11th TBD Pom Choreo! JV Dance Room August 14th 2018 5:30 pm Team Pictures Varsity and JV Monty Nuss August 17th-18th TBD Jazz Choreo! JV Dance Room August 18th 10:00-1:00 Car Wash (Mandatory All Varsity POMs attend) Varsity Hope United Methodist Church 5101 S Dayton St GV, CO November 3rd TBD USA Competition Varsity and JV Legacy High School November 6th TBD Centennial League Competition Varsity and JV Hill High School November 10th TBD UDA Competition Varsity and JV National Western
Still, William. The Underground Railroad: A Record of Facts, Authentic Narrative, Letters …. Philadelphia: Porter & Coates, 1872. Still deserves credit for recording the narratives of those who fled slavery and arrived in Philadelphia. He a valuable primary source for studying the Underground Railroad and the experiences of former slaves. As valuable as the source is, there are times when William Still recorded names of people and places incorrectly. The Maryland Directory, 1882. Baltimore: J. Frank Lewis & Co., 1882. This primary source featured an ad showing a Baltimore and Philadelphia Steamboat Company, or Ericsson Line, schedule. Although the schedule was several decades after the escapes on the Ericsson Line, it illustrates the vary of ports these steamboats visited on the way up the bay, and the total time between Baltimore and Philadelphia is close to the times Green and Jones spent in transit in the 1850s. US Army Corps of Engineers, Philadelphia District, Marine Design Center, Chesapeake and Delaware Canal website: http://www.nap.usace.army.mil/Missions/CivilWorks/ChesapeakeDelawareCanal.aspx . Photographs from this website were used with permission. US Department of Commerce, Distances between United States Ports, 12th Edition, 2012, http://www.nauticalcharts.noaa.gov/nsd/distances-ports/distances.pdf. These are the official government statistics for distances between United States ports. [Baltimore] American & Commercial Daily Advertiser, August 13, 1850, May 2, 1853. [Baltimore] Sun, June 1, 1857. Cecil Democrat, November 1, 1851, April 26, 1856, September 27, 1856, May 2, 1857. Cecil Whig, January 5, 1856, February 2, 1856. [Boston] The Liberator, June 25, 1858 [Philadelphia] The North American, July 29, 1853.
………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Signed …………………………………………………….. Position in club ………………………………………….. This appeal must be sent to the league secretary to arrive no later than 7 days after the incident took place. PLAYER TRANSFER FORM This form should be completed should any player wish to transfer during a season. The new club will need to update their current registration form and normal rules will apply before the player will be allowed to play for her new club Name of Player: Current Club: New Club: This is to certify that we, name of Club, have been informed of the above player(s) wish to terminate her registration with our club. Signed by:
CHESHIRE JUNIOR NETBALL LEAGUE 2018/2019 MATCH DATE 28th Sept AGE GROUP U13 DIV LETTER A TIME 10.40am COURT 1 TEAM Imagine 8 TEAM ChesterChicks ABOVE TEAMS FINAL SCORE 44 ABOVE TEAMS FINAL SCORE 44 PLAYERS NAMES NAME OF TEAM LISTED BELOW IMAGINE 8 TICK IF PLAYER IS PLAYING UP AND STATE FROM WHICH AGE GROUP GK - Gena Kendrick (FULL PLEASE) GD - Davidson WD - Dawson C - Charlotte Cross WA - Wanda Atkinson GA - Geva Adams GS - Gloria Smith * U12 SUBS 1 - Lottie Baker 2 - Jane Thomson 3 - Joy Randall 4 UMPIRE 1 NAME, TEAM AND QUALIFICATION UMPIRE 2 NAME, TEAM AND QUALIFICATION Nikki Kendrick C Award Rachel Tansey C Award TEAM SIGNATURE TEAM SIGNATURE Graham Taylor Andy Lowe POINTS 5 = WIN, 3 DRAW, 2 WITHIN 5 GOALS (E.G 20-25 2 POINTS) 1 50% OR OVER OPPOSITION SCORE Team Player of the Match Awarded to; GENA KENDRICK