Hi I am with these problems from General Chemistry 21 For propanoic acid (CH3CH2COOH Ka =

Question

Hi I am with these problems from General Chemistry 2

1. For propanoic acid (CH3CH2COOH, Ka =

1.3 x 10-5), determine the concentration of all species in solution (H3O+, OH-, CH3CH2COOH, and CH3CH2COO-), the pH, and the percentage of dissociation of a 0.100 M solution

3. Monochloroacetic acid (ClCH2COOH, Ka = 1.35 x 10-3) is a skin irritant that is used in chemical peels intended to remove the top layer of dead skin from the face and ultimately improve the complexion. Calculate the pH of a 0.10 M solution of monochloroacetic acid.

4. Determine the pH of an HNO2 (Ka = 4.5 x 10-4) solution of each concentration. In which cases can you not make the simplifying assumption that x is too small? a) 0.500 M b) 0.100 M c) 0.0100 M

Science

Hi I am with these problems from General Chemistry 21 For propanoic acid (CH3CH2COOH Ka =

Question

Hi I am with these problems from General Chemistry 2

1. For propanoic acid (CH3CH2COOH, Ka =

1.3 x 10-5), determine the concentration of all species in solution (H3O+, OH-, CH3CH2COOH, and CH3CH2COO-), the pH, and the percentage of dissociation of a 0.100 M solution

3. Monochloroacetic acid (ClCH2COOH, Ka = 1.35 x 10-3) is a skin irritant that is used in chemical peels intended to remove the top layer of dead skin from the face and ultimately improve the complexion. Calculate the pH of a 0.10 M solution of monochloroacetic acid.

4. Determine the pH of an HNO2 (Ka = 4.5 x 10-4) solution of each concentration. In which cases can you not make the simplifying assumption that x is too small? a) 0.500 M b) 0.100 M c) 0.0100 M

Science

1 …

Traditionally in chromatography the eluting solvent is an organic compound, such as hexane or

Question

1. Traditionally in chromatography the eluting solvent is an organic compound, such as hexane or

acetonitrile. Explain, in terms of green chemistry, why this experiment uses environmentally friendly compounds, such as table salt, water and isopropyl alcohol. Research an alternative solvent that is currently being used in chromatography to reduce costly wastes and describe the benefits of that solvent, as well as any complications that may be related to the use of the alternative solvent.

Science

1 …

Traditionally in chromatography the eluting solvent is an organic compound, such as hexane or

Question

1. Traditionally in chromatography the eluting solvent is an organic compound, such as hexane or

acetonitrile. Explain, in terms of green chemistry, why this experiment uses environmentally friendly compounds, such as table salt, water and isopropyl alcohol. Research an alternative solvent that is currently being used in chromatography to reduce costly wastes and describe the benefits of that solvent, as well as any complications that may be related to the use of the alternative solvent.

Science

This is a pre lab for general chemistry 2

Question

This is a pre lab for general chemistry 2.

NAME:
Pre-Lab Questions
quot;Titration of the Carbonate Buffer Systemquot;
1. Write the formulas and calculate the molar masses of the two compounds you will
be using in this experiment.
a) Sodium carbonate
b) Sodium bicarbonate
2. Write the reaction for each compound from #1 with water:
get
carbonate + Bicarbonate
a)
right
b )
Go
3. What volume of 0. 100 M HCI is required to titrate 0.100 g of sodium bicarbonate to
its equivalence point?
Titration of the Carbonate Buffer System
153
Science

This is a pre lab for general chemistry 2

Question

This is a pre lab for general chemistry 2.

NAME:
Pre-Lab Questions
quot;Titration of the Carbonate Buffer Systemquot;
1. Write the formulas and calculate the molar masses of the two compounds you will
be using in this experiment.
a) Sodium carbonate
b) Sodium bicarbonate
2. Write the reaction for each compound from #1 with water:
get
carbonate + Bicarbonate
a)
right
b )
Go
3. What volume of 0. 100 M HCI is required to titrate 0.100 g of sodium bicarbonate to
its equivalence point?
Titration of the Carbonate Buffer System
153
Science

In chemistryassigning oxidation numbers to elements

Question

In chemistry

assigning oxidation numbers to elements

Oxidation numbers are assigned to elements using these rules:
1. All elements in their free state (uncombined with other elements) have an oxidation number of
zero.
Examples: Na, Cu, Mg, H2 , O2 ,…
Science

In chemistryassigning oxidation numbers to elements

Question

In chemistry

assigning oxidation numbers to elements

Oxidation numbers are assigned to elements using these rules:
1. All elements in their free state (uncombined with other elements) have an oxidation number of
zero.
Examples: Na, Cu, Mg, H2 , O2 ,…
Science

# 1 Solve the system of elimination if he system is inconsistent or has dependent equations say so

;x -;

Question

# 1 solve the system of elimination. if he system is inconsistent or has dependent equations, say so

;
x –

4y = – 4

-4 – 3y= – 3

#2. Jill is 17.5 kilometers away from joe. both begin to walk toward each other at the same time. Kill walks at 2 kilometers per hour. they meet in 5 hours. how fast is Joe walking?

#3 In a chemistry class, 9 liters of a 4% silver oxide solution must be mixed with 10% solution to get a 6% solution. How many liters of the 10% solution are needed?

#4 divide

42×4-36×3+12×2

# 1 Solve the system of elimination if he system is inconsistent or has dependent equations say so

;x -;

Question

# 1 solve the system of elimination. if he system is inconsistent or has dependent equations, say so

;
x –

4y = – 4

-4 – 3y= – 3

#2. Jill is 17.5 kilometers away from joe. both begin to walk toward each other at the same time. Kill walks at 2 kilometers per hour. they meet in 5 hours. how fast is Joe walking?

#3 In a chemistry class, 9 liters of a 4% silver oxide solution must be mixed with 10% solution to get a 6% solution. How many liters of the 10% solution are needed?

#4 divide

42×4-36×3+12×2

Chemistry 1 Journal Article Report (JAR) I have a JAR that is due this Wednesday (32817)

Question

Chemistry 1 Journal Article Report (JAR).

I have a JAR that is due this Wednesday (3-28-17).

Attachment Images 3014, 3016, 3017, and 3018 cover the experiment as it was presented to us.

The Exp 10 Data attachment is the data I collected.

Attachment Jar basic 1-4 are the JAR instructions given in the lab book. As you can see in my notes, we were asked to add additional information, those being: *the Introduction to also include explanation of what elemental analysis is. *the Results to also include sample calculations. *the Discussion and Conclusion section to also include a comparison of the two trial, and if they are different then why?, as well as explanation on how you would know if you put enough aluminum in, and what will happen if all the copper didn’t precipitate?

The final attachment is the grading rubric.

The JAR must always be in third person.

EMPIRICAL FORMULA OF A HYDRATE
PURPOSE
Understanding how to determine the empirical formula of a hydrate compound. In addition to
grasping the concept of empirical formula determination, the…
Science

Chemistry 1 Journal Article Report (JAR) I have a JAR that is due this Wednesday (32817)

Question

Chemistry 1 Journal Article Report (JAR).

I have a JAR that is due this Wednesday (3-28-17).

Attachment Images 3014, 3016, 3017, and 3018 cover the experiment as it was presented to us.

The Exp 10 Data attachment is the data I collected.

Attachment Jar basic 1-4 are the JAR instructions given in the lab book. As you can see in my notes, we were asked to add additional information, those being: *the Introduction to also include explanation of what elemental analysis is. *the Results to also include sample calculations. *the Discussion and Conclusion section to also include a comparison of the two trial, and if they are different then why?, as well as explanation on how you would know if you put enough aluminum in, and what will happen if all the copper didn’t precipitate?

The final attachment is the grading rubric.

The JAR must always be in third person.

EMPIRICAL FORMULA OF A HYDRATE
PURPOSE
Understanding how to determine the empirical formula of a hydrate compound. In addition to
grasping the concept of empirical formula determination, the…
Science

A chemistry student weighs out 0 500 kg of an unknown solid compound X and adds it to 6 00 L of distilled water at

Question

A chemistry student weighs out 0.500 kg of an unknown solid compound X and adds it to 6.00 L of distilled water at

29.° C . After 10 minutes of stirring, only some of the X has dissolved. The student drains off the solution, then washes, dries and weighs the X that did not dissolve. It weighs 0.710 kg.

1) Using the information above, can you calculate the solubility of X?

2) If so, calculate it. Remember to use the correct significant digits and units

Science

A chemistry student weighs out 0 500 kg of an unknown solid compound X and adds it to 6 00 L of distilled water at

Question

A chemistry student weighs out 0.500 kg of an unknown solid compound X and adds it to 6.00 L of distilled water at

29.° C . After 10 minutes of stirring, only some of the X has dissolved. The student drains off the solution, then washes, dries and weighs the X that did not dissolve. It weighs 0.710 kg.

1) Using the information above, can you calculate the solubility of X?

2) If so, calculate it. Remember to use the correct significant digits and units

Science

Three questions regarding chemistry that I need help on Thank you

Question

Three questions regarding chemistry that I need help on. Thank you.

Q4) number of photon absorbed = = ∅ -1 * number of molecules that react 300∗10−3∗6.02∗1023 eistein
2.1∗102 mol eistein
= 8.60 * 10 20 ∅= Q5) molecules decomposed
photons absorbed =…
Science

Three questions regarding chemistry that I need help on Thank you

Question

Three questions regarding chemistry that I need help on. Thank you.

Q4) number of photon absorbed = = ∅ -1 * number of molecules that react 300∗10−3∗6.02∗1023 eistein
2.1∗102 mol eistein
= 8.60 * 10 20 ∅= Q5) molecules decomposed
photons absorbed =…
Science

An adult patient with no prior behavioral health history was involuntarily admitted to the mental

Question

An adult patient with no prior behavioral health history was involuntarily admitted to the mental

health unit with a diagnosis of Bipolar Mania after the patient’s brother noticed recent episodes of wild spending sprees, shoplifting, and confrontations with authority figures. When the brother inquires as to what caused the problem, which is the appropriate response by the RN?

a. The disorder is hereditary and, therefore, twins are also at risk.

b. Both biological and psychosocial factors are believed to be involved.

c. It is frequently triggered by excessive alcohol use.

d. The disorder is characterized by brain chemistry disturbances.

Science

An adult patient with no prior behavioral health history was involuntarily admitted to the mental

Question

An adult patient with no prior behavioral health history was involuntarily admitted to the mental

health unit with a diagnosis of Bipolar Mania after the patient’s brother noticed recent episodes of wild spending sprees, shoplifting, and confrontations with authority figures. When the brother inquires as to what caused the problem, which is the appropriate response by the RN?

a. The disorder is hereditary and, therefore, twins are also at risk.

b. Both biological and psychosocial factors are believed to be involved.

c. It is frequently triggered by excessive alcohol use.

d. The disorder is characterized by brain chemistry disturbances.

Science

I need help answering these questions for an organic chemistryScreen

Question

I need help answering these questions for an organic chemistry

Lquot;; A Aio/k
Ami _ ALA/L QUESTION 2 How is the equilibrium shifted in this esterification for a good yield of ester?
-_-.- A-An excess of carboxylic acid is used. -_-.- B.A special dowex resin catalyst is used.
-_-.- C.An agonizingly prolonged reflux is used.
D.Water by-product is removed. QUESTION 3 Methods that can be used to shift an equilibrium toward the product side of a reaction are:
‘3 A. Decreasing the quantity of one of the reactants. ‘3’ B. Increasing the quantity of one of the reactants. C. Removal of the product as it is formed. ‘3 Both A and C will shift the equilibrium toward the product side.
‘3 Both B amp; C will shift the equilibrium toward the product side. ‘3’ A, B and C will all shift the equilibrium toward the product side.

QUESTION 1 Which of the following is the product of the Fischer esterification reaction between isoamyl alcohol and acetic acid?
Lquot;; A Aio/k
Ami _ ALA/L QUESTION 2 How is the equilibrium shifted in this esterification for a good yield of ester?
-_-.- A-An excess of carboxylic acid is used. -_-.- B.A special dowex resin catalyst is used.
-_-.- C.An agonizingly prolonged reflux is used.
D.Water by-product is removed. QUESTION 3 Methods that can be used to shift an equilibrium toward the product side of a reaction are:
‘3 A. Decreasing the quantity of one of the reactants. ‘3’ B. Increasing the quantity of one of the reactants. C. Removal of the product as it is formed. ‘3 Both A and C will shift the equilibrium toward the product side.
‘3 Both B amp; C will shift the equilibrium toward the product side. ‘3’ A, B and C will all shift the equilibrium toward the product side.
Science

I need help answering these questions for an organic chemistryScreen

Question

I need help answering these questions for an organic chemistry

Lquot;; A Aio/k
Ami _ ALA/L QUESTION 2 How is the equilibrium shifted in this esterification for a good yield of ester?
-_-.- A-An excess of carboxylic acid is used. -_-.- B.A special dowex resin catalyst is used.
-_-.- C.An agonizingly prolonged reflux is used.
D.Water by-product is removed. QUESTION 3 Methods that can be used to shift an equilibrium toward the product side of a reaction are:
‘3 A. Decreasing the quantity of one of the reactants. ‘3’ B. Increasing the quantity of one of the reactants. C. Removal of the product as it is formed. ‘3 Both A and C will shift the equilibrium toward the product side.
‘3 Both B amp; C will shift the equilibrium toward the product side. ‘3’ A, B and C will all shift the equilibrium toward the product side.

QUESTION 1 Which of the following is the product of the Fischer esterification reaction between isoamyl alcohol and acetic acid?
Lquot;; A Aio/k
Ami _ ALA/L QUESTION 2 How is the equilibrium shifted in this esterification for a good yield of ester?
-_-.- A-An excess of carboxylic acid is used. -_-.- B.A special dowex resin catalyst is used.
-_-.- C.An agonizingly prolonged reflux is used.
D.Water by-product is removed. QUESTION 3 Methods that can be used to shift an equilibrium toward the product side of a reaction are:
‘3 A. Decreasing the quantity of one of the reactants. ‘3’ B. Increasing the quantity of one of the reactants. C. Removal of the product as it is formed. ‘3 Both A and C will shift the equilibrium toward the product side.
‘3 Both B amp; C will shift the equilibrium toward the product side. ‘3’ A, B and C will all shift the equilibrium toward the product side.
Science

Hello im currently taking online chemistry classes on platoweb i have evrything done but the final exam and thses

Question

hello im currently taking online chemistry classes on platoweb, i have evrything done but the final exam and thses

offline activities (the documents attached) im also taking other classes that i have to finish and i simply dont have the time to do them

Chemistry Unit Activity Unit 3: Chemical Bonding
__________________________________________________________________________
Task 1: Greenhouse Effect and Global Warming
1. Describe what the…
Science

In…

General, Organic, amp
Biological Chemistry
read the Chapter 4 opening vignette titled, An

Question

In General, Organic, Biological Chemistry read the Chapter 4 opening vignette titled, An

Accidental Overdose and the conclusion at the end of Chapter 4 titled, An Accidental Overdose Revisited. Choose a drug – prescription or over-the-counter, other than acetaminophen, to research.

Science

Help me answer the question below The chemical element thorium [is] mapped [by a GRS] with higher

Question

help me answer the question below.

The chemical element thorium [is] mapped [by a GRS], with higher

concentrations shown in yellow/orange/red in the left-hand side image shown on the right.

the colour of growing foliage, as well as other plant cells containing chlorophy is called green, or green radiation.

Grain size varies from 98 to 530 lm with an average of *150 lm. Minor [elements] oxidation [from an iron–nickel–chromium–coba–phosphorus alloy] is evidenced by the presence of a light brown and blue surface layer composed of very fine-grained (1 lm) crystals on the surface. The oxidation of minor elements in metallic alloys in the early solar system is indicated to possess at instances a blue surface layer.

The orange system [in orange astronomy] is a number of emission lines very close together forming a band in the orange portion of the visible spectrum. These lines are usually associated with particular molecular species, including ScO, YO, and TiO

The orange system [in orange astronomy] is a number of emission lines very close together forming a band in the orange portion of the visible spectrum.

the analysis of material samples to gain an understanding of their chemical composition and structure. Analytical chemistry incorporates standardized experimental methods in chemistry. These methods may be used in all subdisciplines of chemistry, excluding purely theoretical chemistry.

what deals with the following:

Science

University Case Study Congratulations! You have just become the safety manager for Podunk University Your

Question

University Case Study Congratulations! You have just become the safety manager for Podunk University. Your

position is at the campus in Podunk, Colorado, and your predecessor left the job a year and a half ago. There has been nobody in the position during that interval. The commitment of the institution to safety is dubious at best, but you are looking forward to starting your new position and making a positive change. After introducing yourself to the secretary you share with a half dozen other, more senior, people, you decide to focus on hazardous material and hazardous waste issues since you just completed a great college course on those topics. You tour the campus and discover that the following departments and programs are yours to deal with: ï· The biology department has animal dissection, human dissection, a microbiology lab, and a medical laboratory education program that uses small quantities of a lot of chemicals. ï· The chemistry department has chemicals that have never been inventoried and a new forensics program (as in CSI, not in college debate). ï· The physics department has high-voage equipment, lasers, and LEDs. ï· The English department has lots and lots of books and papers, as well as photocopiers. ï· The math department has lots of computers and whiteboards. BOS 3125, Hazardous Materials Management 4 ï· The automotive technology department has everything pertaining to auto repair, including solvents, asbestos brake linings, pneumatic tools, waste oil, and cutting and grinding tools. ï· The Massive Arena is one of the original buildings on campus and has a variety of interesting problems, including asbestos insulation, and the building is undergoing a massive renovation. Respond to each of the following questions: 1. Where do you start? 2. Where should you focus your initial HazCom efforts? In what order do you tackle the rest of the departments? 3. What are the HazCom issues in the automotive technology department? 4. What are the hazardous waste issues in the automotive technology department? 5. What are the HazCom issues in the chemistry department? 6. What are the hazardous waste issues in the chemistry department? 7. With the Massive Arena renovation, who are the people to whom you need to communicate hazards? 8. What are your main concerns with the physics department? 9. What are the hazardous material/waste spill response issues for the university, and how should you prepare for them? 10. Is any HazCom training needed for the English and math departments? 11. What are some resources for finding out how to solve the HazCom issues? 12. You must choose technology or trainers to do the needed training. What are some issues to consider when selecting these? 13. Due to budget cuts, you have to do the training yourself, and you will use PowerPoint. What are some considerations when developing your PowerPoint Presentation? 14. How can you evaluate your training to ensure that it is accomplishing your goals? 15. One of the chemistry professors working with some of the automotive technology facuy members, invents a new nonflammable compound that will render obsolete the need for solvents to degrease auto parts. She wants to market the stuff. What needs to be done before it can be marketed, and who should do it? 16. The University decides to partner with the chemistry professor and market this new compound. Due to the lack of flammability, it is a great hit nationwide. They then decide to market it worldwide. What concerns need to be addressed? 17. It turns out that this wonderful new compound makes a really great explosion when used in conjunction with another chemical. As the University is manufacturing the compound in large quantities and storing it on the grounds, what concerns do you now have? What experts should you consu? 18. The biology department has been busy as well. The little microbiology lab is large now, and they are working with stronger pathogens. How would you determine the new hazard communication requirements and things that you should do beyond that minimum? After a tough five years, you have the Podunk University campus running smoothly. Everybody is trained, and your successor will not have nearly as much of a challenge as you did. Congratulations, and best wishes on your next challenge!

Management

I need two final type questions made

You did some previous work for me in this course already, so you can use

Question

– I need two final type questions made. You did some previous work for me in this course already, so you can use

that as reference if you like for two questions.

– The questions must be in any of the following formats:

Matching

Muiple Select

Muiple Choice

Calculations

Short answer

– I will also need a short answer for the question that you provide.

TOPICS:

Science and the scientific method

Understand the difference between basic and applied science.

Understand the difference between chemical and physical properties.

Define chemistry.

Understand risk-benefits in relation to a knowledge of chemistry.

The Chemical View of Matter

Relate these terms and differentiate among them: matter, pure substances, mixtures, elements, and compounds.

Understand about reactants and products.

Understand chemical compound names, subscripts and structural formulas.

Understand qualitative and quantitative properties.

Atoms and the Periodic Table

Understand the law of conservation of matter and the law of definite proportions.

Discuss the features of the periodic table, including the groups it contains, and the locations of metals and nonmetals.

Understand the difference between atoms and molecules, and between the symbols for elements and the formulas for chemical compounds.

Name selected chemical elements and compounds.

Understand valence electrons, electronegativity, molecular size and orientation on the periodic table.

Understand element groups and periods.

Air and environmental pollution

Describe air in terms of its major components and their relative amounts.

Understand oxygen’s role in chemical combustion, including how carbon dioxide burns to from carbon dioxide, carbon monoxide, and soot.

Understand atmospheric pressure and the major atmospheric layers (stratosphere, troposphere, ozone layer)

Identify the sources and nature of air pollution.

Describe how ozone forms, including how sunlight, NO, NO2, and VOC’s are involved.

List the major pollutants and describe the effects of each on humans.

Chemical Bonding and States of Matter

Write and interpret chemical formulas.

Balance chemical equations.

Differentiate atomic number from mass number. Be able to apply mass number to describing isotopes.

Understand the States of Matter.

Be familiar with bond energies and recognize calculations.

Differentiate between covalent and ionic bonding.

Be familiar with lone electron pairs and their impact on bonding.

Understand electronegativity and its impact on bonding.

Be able to identify solvents and solutes.

Understand boiling point, vapor pressure and miscibility/solubility.

Apply the terms endothermic and exothermic to chemical systems.

Interpret chemical equations and basic thermodynamic relationships to calculate heats of reaction (especially heats of reaction like heat of combustion).

Carbon Dioxide and the Greenhouse Effect

Understand the different processes that take part in the Earth’s energy balance.

Realize the difference between the Earth’s natural greenhouse effect and the enhanced greenhouse effect.

List the major greenhouse gases and explain why each has the appropriate molecular geometry to be a greenhouse gas. Understand the major role that certain atmospheric gases play in the greenhouse effect.

Describe various approaches towards reducing CO2 emissions.

Describe and define the ratified Kyoto Protocol and explain world and U.S. policy towards it.

Compare how the issue of global warming is both similar to and different from the issue of ozone depletion.

Chlorofluorocarbons and the Ozone Layer

Describe the chemical nature of ozone, location of the ozone layer, and factors affecting its existence.

Describe the electromagnetic spectrum in terms of frequency, wavelength, and energy.

Interpret graphs related to wavelength and energy, radiation and biological damage, and ozone depletion.

Understand how the stratospheric ozone layer protects against harmful uraviolet radiation.

Compare energies and the biological effects of UV-A, UV-B, and UV-C radiation and understand the interaction of radiation with matter and the biological changes caused by these interactions.

Understand and explain the circumstances responsible for seasonal ozone depletion in the Antarctic.

Discuss the factors that will lead to the recovery of the ozone layer.

Chemical Reactivity: Chemicals in Action

Understand how molar mass is defined and used.

Define Avogadro’s number and use it to calculate the average mass of an atom.

Understand the concept of mole and how it is used in chemical calculations.

Understand the concept of activation energy and catalysts.

Understand the difference between entropy and enthalpy.

Be familiar with the laws of thermodynamics.

Acid-Base Reactions

Understand the difference between strong and weak acids and bases.

Understand the importance and be able to use the acid-base equation: [H3O+][OH-] = 1 X 10-14.

Understand how buffers work

Be able to calculate molarity.

Oxidation-Reduction Reactions

Understand oxidation-reduction reactions.

Be able to identify oxidizing and reducing agents (and compounds that are oxidized and reduced).

Understand how electrochemical cells work.

Understand how batteries work.

Be familiar with the underlying process of corrosion.

Water Chemistry

Explain how ionic and covalent substances dissolve in water.

Recognize the sources and distribution of water.

Understand why water is an excellent solvent for some ionic and some (polar) covalent compounds.

Use concentration units (percent, ppm, ppb, and molarity) to describe solutions that contain water.

Understand the relationship between the properties (specific heat, electronegativity, bond polarity, etc.) of water and its molecular structure.

Discuss how drinking water is made safe to drink.

Energy and Hydrocarbons

Distinguish between energy and heat and be able to convert among the energy units of joules and calories, and Calories.

Relate the energy theoretically from a process with the efficiency of that process.

Interpret chemical equations and basic thermodynamic relationships to calculate heats of reaction (especially heats of reaction like heat of combustion).

Use bond energies to describe the energy content of materials, and to calculate energy changes in reactions.

Describe the factors related to the United States’ dependency on fossil fuels for energy and be able to evaluate the risks and benefits associated with petroleum, coal, and natural gas as fossil fuel energy sources.

Describe why reformulated and oxygenated gasolines are used.

Nuclear Changes and Nuclear Power

Explain the process of nuclear fission and the role of neutrons in sustaining a chain reaction, and the source of the energy it produces.

Apply the concept of half-life to radiocarbon dating and the storage of nuclear waste.

Compare and contrast how electricity is produced in a conventional power plant and in a nuclear power plant.

Compare the processes of alpha, beta, and gamma decay in the nucleus of an atom.

Understand and define the concepts of radiation and radioactive decay.

Explain how the radioactive decay of uranium-238 leads to the production of a series of radioisotopes.

Describe the accident at Chernobyl and explain why radioactive iodine was released and was hazardous to people.

Evaluate radioisotopes in terms of their heah hazards.

Assess the risks and benefits in regard to the use of nuclear power.

Nutrition: The Basis of Heahy Living

Understand what nutrition is.

Know the difference between major nutritional components like fiber, carbohydrates, lipids, vitamins, etc.

Be able to identify the heah benefits (or detriment) to HDLs and LDLs.

Understand why minerals and nutrients (inorganics) are needed in the human diet.

Be able to generally describe the process of digestion.

Life Chemistry

Know the difference between the major compounds associated with life chemistry

Carbohydrates (mono saccharides vs. poly saccharides)

Lipids (fatty acids, triglycerides, cholesterol)

Proteins (amino acids, polypeptides)

Nucleic Acids (DNA, RNA)

Be able to identify and describe the essential function of each type of life chemistry biomolecule ( as mentioned above)

A. Matching type
1.
2.
3.
4.
5.
6. Combustion is a/an ___ reaction
Cells that undergo non-spontaneous chemical reactions
Most basic unit of carbohydrates
Boiling point, meing point, color, smell…
Science

Write an essay of 1500 words double spaced in standard fonts giving credible references on the use of organic

Question

Write an essay of 1500 words, double spaced, in standard fonts, giving credible references on the use of organic

chemistry in your daily activity. You need to mention 5 or more activities where organic chemistry is used. Please follow APA (Links to an external site.) format.

Submit your 1500 word essay as a MS Word attachment below.

Running head: APPLICATIONS OF ORGANIC CHEMISTRY Applications of Organic Chemistry
Student’s Name
Institutional Affiliation 1 APPLICATIONS OF ORGANIC CHEMISTRY 2 Organic Chemistry and Modern Life…
Science

Hi there I need help with this Comparison of Reactivity of Butanol Isomers

Lab as it is confusing for me. If

Question

Hi there. I need help with this Comparison of Reactivity of Butanol Isomers Lab as it is confusing for me. If

you can write detailed answers for me and provide me with explanations and conclusions to the unit Organic Chemistry, I’d much appreciate it. Thanks. This is for Chemistry Grade 12.

Science

I need help understanding organic chemistry and raise my grades in college

Question

I need help understanding organic chemistry and raise my grades in college.

1. Basic O Chem Knowledge 1
Learn the definition of quot;organic chemistry.quot; Generally speaking, organic chemistry is
the study of carbon­based chemical compounds.[1] Carbon is the sixth…
Science

Help with Chemistry homework please I am having a hardtime with Chemistry Please help and I will use answers as

Question

Help with Chemistry homework please. I am having a hardtime with Chemistry. Please help, and I will use answers as

examples for future assignments. Thank you!

1. Sulfur atoms gain two electrons when they react. Write the symbol of the ion that is formed. (Express your answer as an ion).

2. Write the formulas for the ionic compounds that are formed for each of the following ion combinations: (Express your answer as a chemical formula).

a. Oxide ion and aluminum ion

b. Iodide ion and magnesium ion

3. Which of the following compounds would have the highest meing point?

a. CsCl

b. LiCl

c. KCl

Hi there ExpertGuidance! ) I’m having my Organic Chemistry test in about two weeks and we received this practice

Question

Hi there ExpertGuidance! 🙂 I’m having my Organic Chemistry test in about two weeks and we received this practice

test that will help me study for it. If you can help me with this I would really appreciate it! This is for Grade 12 Chemistry 🙂

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