- Living organisms are composed of chemical elements like carbon, hydrogen, oxygen, and nitrogen, which combine to form compounds. Compounds are made of two or more elements bonded together.
- Atoms are the basic units that make up elements. Atoms contain protons, neutrons, and electrons. Chemical bonds like covalent bonds and ionic bonds form when atoms interact and share or transfer electrons.
- Different types of chemical bonds like covalent bonds, ionic bonds, and hydrogen bonds are important for forming molecules and determining molecular structures and properties. Chemical reactions make and break these bonds by rearranging atoms.
This document discusses the cultivation, nutritional requirements, and types of bacteria. It describes how bacteria are cultivated in vitro through isolation in pure culture to study their properties and antibiotic sensitivity. Various culture media are described including liquid, solid, semi-solid, simple, complex, defined, and special media for different purposes. Aerobic and anaerobic culture methods are outlined. The major nutritional requirements of bacteria including mineral nutrients, growth factors, and vitamins are detailed. Finally, the document categorizes bacteria based on their carbon, energy, and electron sources and describes different modes of bacterial nutrition.
This presentation was given at the Delmarva Small Ruminant Conference All Worms All Day on December 8, 2018, in Keedysville, Maryland. The presenter was Susan Schoenian.
Viruses are small infectious agents that can only replicate inside living host cells. They contain either DNA or RNA and have a variety of shapes, sizes, and structures. Viruses infect all types of organisms from plants and animals to bacteria and archaea. They lack cellular machinery like ribosomes and must hijack host cell mechanisms to produce new viral particles. The replication cycle involves a virus attaching to and entering a host cell, releasing its genetic material, making copies of itself using host cell resources, assembling new viral particles, and exiting to infect new host cells.
This document discusses protoplast isolation and cell culture. It begins by defining a protoplast as a plant cell without a cell wall that contains normal cell organelles. Protoplasts can be isolated from actively growing tissues using mechanical and enzymatic methods. The mechanical method involves plasmolysis and cutting of tissues, while the enzymatic method uses lytic enzymes to remove the cell wall. Cell culture methods are also discussed, including primary cell cultures derived directly from tissues that have a finite lifespan, and continuous cell lines derived from tumors that can divide indefinitely. Different cell types, culture media, and tissue culture techniques are described.
Fasciolopsis buski, also known as the Asian giant intestinal fluke, is prevalent in Southeast Asia where it lives in human and pig intestines. The fluke causes enteritis and malnutrition by attaching to the intestines and competing with the host for food. Diagnosis is done through stool examination using direct smear or sedimentation methods. Treatment involves administering praziquantel or other drugs to patients, carriers, and pigs. Prevention focuses on health education, sanitation, and avoiding feeding pigs raw water plants to disrupt the fluke's lifecycle.
- Ancylostoma duodenale, commonly known as the old world hookworm, infects humans in tropical and subtropical regions. It lives in the small intestine and feeds on host blood, causing iron-deficiency anemia.
- The adult worm lays eggs that pass in feces and hatch as larvae in soil. These larvae penetrate the skin, migrate through lungs, are swallowed and mature in the small intestine.
- Infection causes ground itch, creeping eruption, and iron-deficiency anemia marked by pallor and weakness. Diagnosis involves finding eggs in feces or larvae in sputum. Treatment includes albendazole and iron supplements.
The document summarizes information about the parasitic nematode Trichuris trichiura (whipworm) including its life cycle, morphology, pathology, treatment and distribution in humans. It causes whipworm infection in the large intestine. The adult worms penetrate the intestinal mucosa with their anterior ends and feed on blood. Heavy infections can cause hemorrhaging and prolapse of the rectum.
E. coli O157:H7 is a strain of the bacterium E. coli that can cause severe food poisoning. It is found in the intestines of cattle and other animals. Infection may lead to bloody diarrhea and kidney failure. Most illnesses are caused by eating undercooked, contaminated ground beef. The bacteria can be spread if people do not wash their hands after using the bathroom. An outbreak in Massachusetts in 1991 was traced to fresh-pressed apple cider that was not pasteurized. Washing and brushing apples before pressing and preserving cider can reduce risks. A large 1989-1990 outbreak in Missouri sickened over 200 people and was linked to a municipal water supply that was not properly chlorinated.
This document discusses the cultivation, nutritional requirements, and types of bacteria. It describes how bacteria are cultivated in vitro through isolation in pure culture to study their properties and antibiotic sensitivity. Various culture media are described including liquid, solid, semi-solid, simple, complex, defined, and special media for different purposes. Aerobic and anaerobic culture methods are outlined. The major nutritional requirements of bacteria including mineral nutrients, growth factors, and vitamins are detailed. Finally, the document categorizes bacteria based on their carbon, energy, and electron sources and describes different modes of bacterial nutrition.
This presentation was given at the Delmarva Small Ruminant Conference All Worms All Day on December 8, 2018, in Keedysville, Maryland. The presenter was Susan Schoenian.
Viruses are small infectious agents that can only replicate inside living host cells. They contain either DNA or RNA and have a variety of shapes, sizes, and structures. Viruses infect all types of organisms from plants and animals to bacteria and archaea. They lack cellular machinery like ribosomes and must hijack host cell mechanisms to produce new viral particles. The replication cycle involves a virus attaching to and entering a host cell, releasing its genetic material, making copies of itself using host cell resources, assembling new viral particles, and exiting to infect new host cells.
This document discusses protoplast isolation and cell culture. It begins by defining a protoplast as a plant cell without a cell wall that contains normal cell organelles. Protoplasts can be isolated from actively growing tissues using mechanical and enzymatic methods. The mechanical method involves plasmolysis and cutting of tissues, while the enzymatic method uses lytic enzymes to remove the cell wall. Cell culture methods are also discussed, including primary cell cultures derived directly from tissues that have a finite lifespan, and continuous cell lines derived from tumors that can divide indefinitely. Different cell types, culture media, and tissue culture techniques are described.
Fasciolopsis buski, also known as the Asian giant intestinal fluke, is prevalent in Southeast Asia where it lives in human and pig intestines. The fluke causes enteritis and malnutrition by attaching to the intestines and competing with the host for food. Diagnosis is done through stool examination using direct smear or sedimentation methods. Treatment involves administering praziquantel or other drugs to patients, carriers, and pigs. Prevention focuses on health education, sanitation, and avoiding feeding pigs raw water plants to disrupt the fluke's lifecycle.
- Ancylostoma duodenale, commonly known as the old world hookworm, infects humans in tropical and subtropical regions. It lives in the small intestine and feeds on host blood, causing iron-deficiency anemia.
- The adult worm lays eggs that pass in feces and hatch as larvae in soil. These larvae penetrate the skin, migrate through lungs, are swallowed and mature in the small intestine.
- Infection causes ground itch, creeping eruption, and iron-deficiency anemia marked by pallor and weakness. Diagnosis involves finding eggs in feces or larvae in sputum. Treatment includes albendazole and iron supplements.
The document summarizes information about the parasitic nematode Trichuris trichiura (whipworm) including its life cycle, morphology, pathology, treatment and distribution in humans. It causes whipworm infection in the large intestine. The adult worms penetrate the intestinal mucosa with their anterior ends and feed on blood. Heavy infections can cause hemorrhaging and prolapse of the rectum.
E. coli O157:H7 is a strain of the bacterium E. coli that can cause severe food poisoning. It is found in the intestines of cattle and other animals. Infection may lead to bloody diarrhea and kidney failure. Most illnesses are caused by eating undercooked, contaminated ground beef. The bacteria can be spread if people do not wash their hands after using the bathroom. An outbreak in Massachusetts in 1991 was traced to fresh-pressed apple cider that was not pasteurized. Washing and brushing apples before pressing and preserving cider can reduce risks. A large 1989-1990 outbreak in Missouri sickened over 200 people and was linked to a municipal water supply that was not properly chlorinated.
Viruses, viroids, and prions are infectious agents. Viruses contain genetic material surrounded by a protein coat and infect all domains of life. Viroids are small, circular RNA molecules that infect plants and require a host RNA polymerase for replication. Prions are composed primarily of misfolded protein and cause neurodegenerative diseases in humans and animals by inducing normal protein molecules to take on their abnormal shape.
This document summarizes information about Trypanosoma brucei, the parasite that causes Human African Trypanosomiasis (HAT) or sleeping sickness. It describes the parasite's morphology, life cycle, subspecies that infect humans, vector, geographical distribution, stages of infection, pathogenesis, diagnosis, treatment, and epidemiology. HAT affects around 36 countries in sub-Saharan Africa and causes approximately 40,000 deaths per year, though reported cases have decreased significantly in recent decades.
Haemophilus is a genus of bacteria that includes species normally found in the human respiratory tract as well as pathogenic species. H. influenzae is the most clinically important species and is a cause of pneumonia, septic arthritis, epiglottitis, and meningitis. H. influenzae is a small, non-motile, gram-negative coccobacillus that requires both Factor X and V for growth. Serotype b of H. influenzae causes the majority of invasive disease and was an important cause of childhood meningitis prior to the introduction of the Hib vaccine.
Trematodes are flatworm parasites that are dorsoventrally flattened and unsegmented. They have two suckers and incomplete digestive tracts. Blood flukes include schistosomes which have complex multi-host life cycles involving snail and human hosts. The three main types that infect humans are Schistosoma japonicum, S. mansoni, and S. haematobium. Lung flukes include Paragonimus westermani which uses crabs as an intermediate host. Intestinal flukes include Fasciolopsis buski, a large fluke found in the intestines, and Echinostoma ilocanum, known as Garrison's fluke, which
Newcastle disease is caused by avian paramyxovirus-1. It is transmitted through contact with feces or secretions from infected birds. Clinical signs include respiratory distress, nervous signs, and diarrhea. Gross lesions include edema of the neck and hemorrhages in the intestines. Microscopically, there is lymphocyte depletion in lymphoid tissues. Canine parvovirus causes enteritis or myocarditis in dogs. It spreads through contact with feces and attacks cells of the intestines and heart. Gross lesions include intestinal dilation and hemorrhage. Microscopically, there is crypt epithelial necrosis and lymphoid tissue depletion. Heartwater is transmitted by ticks and caused by Ehrlich
This document summarizes the ultrastructure and morphological classification of bacteria. It describes the three main layers that make up the bacterial cell - the capsule/glycocalyx, cell wall, and cytoplasm. The cell wall provides structure and protection, while the capsule aids in nutrient absorption and adherence. Inside the cell are genetic material, ribosomes, flagella, and other structures. Bacteria can be classified morphologically based on their shape, including cocci (spherical), bacilli (rod-shaped), spirilla (spiral), and others. Plasmids may also be present, containing non-essential genes.
Bordetella pertussis was first observed in 1900 by Bordet and Gengou in the sputum of an infant with whooping cough. It took them six years to develop Bordet-Gengou medium to successfully isolate and culture the bacterium. B. pertussis causes the highly contagious respiratory disease pertussis (whooping cough), especially in infants. It produces several virulence factors like pertussis toxin and tracheal cytotoxin that damage the respiratory epithelium and cause symptoms. Diagnosis involves culturing on Bordet-Gengou medium or PCR. Azithromycin treatment reduces symptoms but not the course of disease. Pertussis vaccination with acellular DTaP
This document outlines the objectives and content of lectures on mycology. It discusses the general characteristics and morphology of fungi, their classification, and laboratory diagnosis of fungal diseases. Key points covered include the different types of fungi (yeast, molds, dimorphic), their structures (cell wall, capsule, hyphae), modes of reproduction (sexual producing spores, asexual producing conidia or blastospores), taxonomic classification, specimen collection and culture methods (media, stains) for diagnosis, and tests like the germ tube test. The goals are to define mycology terms, describe fungal morphology and medical importance, and review methods for laboratory diagnosis of fungal infections.
Actinobacillus, Haemophilus and Brucella.pdfAnkitLakshya
Actinobacillus is a genus of Gram-negative bacteria that are commensals in the oral cavities and intestinal tracts of animals. Some Actinobacillus species can cause disease in farm animals, including A. lignieresii which causes wooden tongue in cattle, A. pleuropneumoniae that causes pleuropneumonia in pigs, and A. equuli that causes sleepy foal disease in horses. Haemophilus are fastidious Gram-negative rods that are commensals in the respiratory tracts of animals. Some pathogenic Haemophilus include H. somnus (formerly H. somni) that can cause septicaemia and thrombotic meningoence
- Listeria was first isolated in 1926 from infected rabbits and named Bacterium monocytogenes. It was later renamed Listeria in 1940.
- Listeria monocytogenes is a pathogenic bacteria that can cause listeriosis in humans and animals through the consumption of contaminated food. It is particularly associated with consumption of contaminated silage by cattle and sheep.
- Symptoms of listeriosis in animals include dullness, circling behavior, head tilt, facial paralysis, and in some cases abortion. It primarily infects the central nervous system.
Introduction to Veterinary ParasitologyOsama Zahid
This document provides an overview of veterinary parasitology. It defines key terms like parasites, symbiosis, and host/symbiont relationships. It describes different parasitic life cycles including direct, indirect, and those with both direct and indirect cycles. It outlines the classification of parasites according to the Linnaean taxonomy system. Finally, it discusses common laboratory tests for diagnosing parasites like fecal exams and blood testing. The overall goal is to learn about parasite biology, life cycles, treatment, prevention, and the role of laboratory testing in diagnosis.
This document provides an overview of Entamoeba, including its classification, morphology, life cycle, virulence factors, transmission, clinical features, diagnosis, and treatment. Key points include:
- Entamoeba histolytica is a pathogenic protozoan that can cause intestinal and extra-intestinal infections like amoebic dysentery and liver abscess.
- It has three morphological stages - trophozoite, precystic, and cystic stages. Trophozoites cause tissue invasion and disease.
- The infective transmissive stage is the mature quadrinucleated cyst which is ingested and excysts in the intestine.
- Virulence factors like lect
Role of companion animals in emergence and transmission of Parasitic ZoonosesBhoj Raj Singh
Several parasitic infections and infestation are common in developing countries where companion animals (dog and cats) play an important role. The presentations talks about a few important ones .
This document summarizes several important digenetic trematodes (flukes) that infect mammals in different organs. It describes the morphology, life cycles, pathology and epidemiology of liver flukes (Fasciola hepatica, Fascioloides magna), intestinal flukes (Fasciolopsis buski), lung flukes, and reproductive system flukes. Key details are provided for each fluke, including the definitive host, intermediate hosts, sites of infection, and symptoms caused.
Infectious bronchitis is an acute respiratory disease of chickens caused by a coronavirus. It was first identified in the US in 1931. Clinical signs include respiratory distress, coughing, sneezing, and decreased egg production. The virus spreads rapidly between chickens through respiratory droplets. While mortality is usually low, secondary infections can increase mortality in young chicks. Vaccines are used to help control the disease.
Fungi are a diverse group of organisms that include mushrooms, molds, yeasts, and lichens. They have filamentous hyphae and obtain nutrients by absorption. Fungi play important ecological roles as decomposers, symbionts that form mycorrhizal relationships with plants, and parasites. They reproduce both sexually through spores or asexually through vegetative growth. There are over 100,000 described fungal species classified into phyla including Chytridiomycota, Zygomycota, Ascomycota, and Basidiomycota. Fungi interact with humans both beneficially through food production and medicine, and harmfully through disease and
This document discusses various types of culture media used for growing bacteria. It provides details on the common constituents of culture media such as peptone, meat extract, and agar. It also describes different types of media including basal media, enriched media, differential media, and transport media. Various culture methods are outlined like streak plating, lawn culture, stab culture, and pour plating which allow isolating bacteria or assessing properties like motility.
This document defines key terminology used in fish parasitology. It discusses different types of parasites like monoxenous, oligoxenous, and polyxenous parasites which differ based on host specificity. It also describes parasites based on life cycles like stenoxenous, heteroxenous, diheteroxenous, and triheteroxenous parasites. Parasites are also defined based on where they live in the host body, like ectoparasites, endoparasites, and haemoparasites. Other terminology discussed includes host, definitive host, intermediate host, reservoir host, paratenic host, vectors, antigen, antibody, pathogen, and various parasite larvae.
This document provides an overview of mycobacteriology and tuberculosis. It discusses the characteristics of acid-fast bacilli including their cell walls and staining properties. Current methods for identifying mycobacteria include genetic probes, MALDI-TOF mass spectrometry, and 16S rRNA sequencing. There are over 170 recognized mycobacterial species, including those in the TB complex like M. tuberculosis, as well as many non-tuberculosis mycobacteria. Proper specimen collection, processing, staining, culturing, and molecular/genetic techniques are required for accurate identification and diagnosis of mycobacterial infections.
Viruses, viroids, and prions are infectious agents. Viruses contain genetic material surrounded by a protein coat and infect all domains of life. Viroids are small, circular RNA molecules that infect plants and require a host RNA polymerase for replication. Prions are composed primarily of misfolded protein and cause neurodegenerative diseases in humans and animals by inducing normal protein molecules to take on their abnormal shape.
This document summarizes information about Trypanosoma brucei, the parasite that causes Human African Trypanosomiasis (HAT) or sleeping sickness. It describes the parasite's morphology, life cycle, subspecies that infect humans, vector, geographical distribution, stages of infection, pathogenesis, diagnosis, treatment, and epidemiology. HAT affects around 36 countries in sub-Saharan Africa and causes approximately 40,000 deaths per year, though reported cases have decreased significantly in recent decades.
Haemophilus is a genus of bacteria that includes species normally found in the human respiratory tract as well as pathogenic species. H. influenzae is the most clinically important species and is a cause of pneumonia, septic arthritis, epiglottitis, and meningitis. H. influenzae is a small, non-motile, gram-negative coccobacillus that requires both Factor X and V for growth. Serotype b of H. influenzae causes the majority of invasive disease and was an important cause of childhood meningitis prior to the introduction of the Hib vaccine.
Trematodes are flatworm parasites that are dorsoventrally flattened and unsegmented. They have two suckers and incomplete digestive tracts. Blood flukes include schistosomes which have complex multi-host life cycles involving snail and human hosts. The three main types that infect humans are Schistosoma japonicum, S. mansoni, and S. haematobium. Lung flukes include Paragonimus westermani which uses crabs as an intermediate host. Intestinal flukes include Fasciolopsis buski, a large fluke found in the intestines, and Echinostoma ilocanum, known as Garrison's fluke, which
Newcastle disease is caused by avian paramyxovirus-1. It is transmitted through contact with feces or secretions from infected birds. Clinical signs include respiratory distress, nervous signs, and diarrhea. Gross lesions include edema of the neck and hemorrhages in the intestines. Microscopically, there is lymphocyte depletion in lymphoid tissues. Canine parvovirus causes enteritis or myocarditis in dogs. It spreads through contact with feces and attacks cells of the intestines and heart. Gross lesions include intestinal dilation and hemorrhage. Microscopically, there is crypt epithelial necrosis and lymphoid tissue depletion. Heartwater is transmitted by ticks and caused by Ehrlich
This document summarizes the ultrastructure and morphological classification of bacteria. It describes the three main layers that make up the bacterial cell - the capsule/glycocalyx, cell wall, and cytoplasm. The cell wall provides structure and protection, while the capsule aids in nutrient absorption and adherence. Inside the cell are genetic material, ribosomes, flagella, and other structures. Bacteria can be classified morphologically based on their shape, including cocci (spherical), bacilli (rod-shaped), spirilla (spiral), and others. Plasmids may also be present, containing non-essential genes.
Bordetella pertussis was first observed in 1900 by Bordet and Gengou in the sputum of an infant with whooping cough. It took them six years to develop Bordet-Gengou medium to successfully isolate and culture the bacterium. B. pertussis causes the highly contagious respiratory disease pertussis (whooping cough), especially in infants. It produces several virulence factors like pertussis toxin and tracheal cytotoxin that damage the respiratory epithelium and cause symptoms. Diagnosis involves culturing on Bordet-Gengou medium or PCR. Azithromycin treatment reduces symptoms but not the course of disease. Pertussis vaccination with acellular DTaP
This document outlines the objectives and content of lectures on mycology. It discusses the general characteristics and morphology of fungi, their classification, and laboratory diagnosis of fungal diseases. Key points covered include the different types of fungi (yeast, molds, dimorphic), their structures (cell wall, capsule, hyphae), modes of reproduction (sexual producing spores, asexual producing conidia or blastospores), taxonomic classification, specimen collection and culture methods (media, stains) for diagnosis, and tests like the germ tube test. The goals are to define mycology terms, describe fungal morphology and medical importance, and review methods for laboratory diagnosis of fungal infections.
Actinobacillus, Haemophilus and Brucella.pdfAnkitLakshya
Actinobacillus is a genus of Gram-negative bacteria that are commensals in the oral cavities and intestinal tracts of animals. Some Actinobacillus species can cause disease in farm animals, including A. lignieresii which causes wooden tongue in cattle, A. pleuropneumoniae that causes pleuropneumonia in pigs, and A. equuli that causes sleepy foal disease in horses. Haemophilus are fastidious Gram-negative rods that are commensals in the respiratory tracts of animals. Some pathogenic Haemophilus include H. somnus (formerly H. somni) that can cause septicaemia and thrombotic meningoence
- Listeria was first isolated in 1926 from infected rabbits and named Bacterium monocytogenes. It was later renamed Listeria in 1940.
- Listeria monocytogenes is a pathogenic bacteria that can cause listeriosis in humans and animals through the consumption of contaminated food. It is particularly associated with consumption of contaminated silage by cattle and sheep.
- Symptoms of listeriosis in animals include dullness, circling behavior, head tilt, facial paralysis, and in some cases abortion. It primarily infects the central nervous system.
Introduction to Veterinary ParasitologyOsama Zahid
This document provides an overview of veterinary parasitology. It defines key terms like parasites, symbiosis, and host/symbiont relationships. It describes different parasitic life cycles including direct, indirect, and those with both direct and indirect cycles. It outlines the classification of parasites according to the Linnaean taxonomy system. Finally, it discusses common laboratory tests for diagnosing parasites like fecal exams and blood testing. The overall goal is to learn about parasite biology, life cycles, treatment, prevention, and the role of laboratory testing in diagnosis.
This document provides an overview of Entamoeba, including its classification, morphology, life cycle, virulence factors, transmission, clinical features, diagnosis, and treatment. Key points include:
- Entamoeba histolytica is a pathogenic protozoan that can cause intestinal and extra-intestinal infections like amoebic dysentery and liver abscess.
- It has three morphological stages - trophozoite, precystic, and cystic stages. Trophozoites cause tissue invasion and disease.
- The infective transmissive stage is the mature quadrinucleated cyst which is ingested and excysts in the intestine.
- Virulence factors like lect
Role of companion animals in emergence and transmission of Parasitic ZoonosesBhoj Raj Singh
Several parasitic infections and infestation are common in developing countries where companion animals (dog and cats) play an important role. The presentations talks about a few important ones .
This document summarizes several important digenetic trematodes (flukes) that infect mammals in different organs. It describes the morphology, life cycles, pathology and epidemiology of liver flukes (Fasciola hepatica, Fascioloides magna), intestinal flukes (Fasciolopsis buski), lung flukes, and reproductive system flukes. Key details are provided for each fluke, including the definitive host, intermediate hosts, sites of infection, and symptoms caused.
Infectious bronchitis is an acute respiratory disease of chickens caused by a coronavirus. It was first identified in the US in 1931. Clinical signs include respiratory distress, coughing, sneezing, and decreased egg production. The virus spreads rapidly between chickens through respiratory droplets. While mortality is usually low, secondary infections can increase mortality in young chicks. Vaccines are used to help control the disease.
Fungi are a diverse group of organisms that include mushrooms, molds, yeasts, and lichens. They have filamentous hyphae and obtain nutrients by absorption. Fungi play important ecological roles as decomposers, symbionts that form mycorrhizal relationships with plants, and parasites. They reproduce both sexually through spores or asexually through vegetative growth. There are over 100,000 described fungal species classified into phyla including Chytridiomycota, Zygomycota, Ascomycota, and Basidiomycota. Fungi interact with humans both beneficially through food production and medicine, and harmfully through disease and
This document discusses various types of culture media used for growing bacteria. It provides details on the common constituents of culture media such as peptone, meat extract, and agar. It also describes different types of media including basal media, enriched media, differential media, and transport media. Various culture methods are outlined like streak plating, lawn culture, stab culture, and pour plating which allow isolating bacteria or assessing properties like motility.
This document defines key terminology used in fish parasitology. It discusses different types of parasites like monoxenous, oligoxenous, and polyxenous parasites which differ based on host specificity. It also describes parasites based on life cycles like stenoxenous, heteroxenous, diheteroxenous, and triheteroxenous parasites. Parasites are also defined based on where they live in the host body, like ectoparasites, endoparasites, and haemoparasites. Other terminology discussed includes host, definitive host, intermediate host, reservoir host, paratenic host, vectors, antigen, antibody, pathogen, and various parasite larvae.
This document provides an overview of mycobacteriology and tuberculosis. It discusses the characteristics of acid-fast bacilli including their cell walls and staining properties. Current methods for identifying mycobacteria include genetic probes, MALDI-TOF mass spectrometry, and 16S rRNA sequencing. There are over 170 recognized mycobacterial species, including those in the TB complex like M. tuberculosis, as well as many non-tuberculosis mycobacteria. Proper specimen collection, processing, staining, culturing, and molecular/genetic techniques are required for accurate identification and diagnosis of mycobacterial infections.
This document discusses opportunities for a career as a financial representative with Modern Woodmen of America, highlighting the potential for income, impact, and independence. It notes that the top 100 representatives earn substantial incomes and new representatives average $74,525 in their first year. The role offers opportunities to help communities through charitable donations and youth programs while operating independently with support from Modern Woodmen.
Este documento describe dos circuitos resistivos y un circuito RLC. En los circuitos resistivos, se midieron los valores reales de las resistencias con un multímetro y se simularon los voltajes y corrientes, los cuales coincidieron con los cálculos matemáticos. En el circuito RLC, se observó una respuesta sobreamortiguada al usar valores resistencia, inductancia y capacitancia específicos, y una respuesta subamortiguada al cambiar esos valores.
Este documento trata sobre el salmón, incluyendo su fisiología, reproducción, especies como el salmón del Atlántico y Pacífico, y propiedades nutricionales. También discute usos gastronómicos del salmón, plagas que afectan a los filetes, y un artículo sobre la toxicidad del salmón de acuicultura. Finalmente, proporciona contacto para un chef experto en gastronomía del salmón.
This document presents a personality test consisting of 4 questions about preferences for animals, descriptive words for various subjects, associating colors with important people, and a favorite number and day of the week. It claims answering honestly and sending the results to the specified number of people will improve one's life and bring surprises and wishes coming true. However, no evidence or credentials are provided to support the test's validity or predictive claims.
This document lists 50 things that commonly upset hotel guests. Some examples include ashtrays with too many cigarette butts, food that is not hot or cold enough, dirty or damaged dishes, glasses, or silverware, and poor customer service attitudes from staff. Addressing these basic issues is important to provide a high quality experience for guests.
The document discusses flip flops and pricing. It asks the reader how many pairs of flip flops they own and what they paid for their favorites. It then notes that prices usually do not come from the government. The rest of the document describes a trading game about a flip flop market where buyers maximize consumer surplus, sellers maximize producer surplus, and the top two players receive points. It closes by asking questions about how the equilibrium price changed during different rounds of the game and how prices would be affected if the number of buyers or sellers was doubled.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily design slideshows.
This document discusses the relationship between the immune system and brain development/function. It notes that immune molecules are present during neural development and help modulate the healthy and diseased central nervous system. Vaccinations and other immune challenges could affect the brain through communication between the immune and neuroendocrine systems. Evidence suggests pro-inflammatory cytokines released during immune responses can influence brain activity and may be implicated in disorders like autism. The aluminum adjuvants used in some vaccines are also discussed as potentially able to access the brain and trigger abnormal immune responses/neuroinflammation.
Los argentinos son un misterio cuya alma vive en un mundo dual e impenetrable. Individualmente son simpáticos e inteligentes pero en grupo son insoportables debido a su griterío y apasionamiento. Cada uno se cree un genio pero los genios no se llevan bien entre sí, por lo que son fáciles de reunir pero difíciles de unir.
The document provides instructions for an activity where students will present on and compare cities. Students will be placed into groups and each group will present on a different city, discussing details like founding date, population, notable companies and cultural contributions. The document lists 14 cities for the groups to choose from. It also includes background information on the Mayan cities of Chichen Itza and Palenque and prompts students to answer questions about Mayan cultural norms and architecture based on a map of Palenque.
This document provides an overview of part two of a paper on Integral Sustainable Development. It discusses the importance of values in sustainable development frameworks and approaches. Specifically, it notes that sustainable commitment arises from values, so understanding and working with different stakeholder values is important for effective sustainable development initiatives. The document outlines two major approaches - transformation, which encourages shifting to new values, and translation, which works with existing values through effective communication. It argues that both approaches can be effective when used appropriately.
The document discusses the chemical basis of life, including that:
1) Living organisms are composed of elements like carbon, hydrogen, oxygen, and nitrogen that combine to form compounds essential to life.
2) Water is crucial to life as it supports chemical reactions in cells and organisms through its unique properties including hydrogen bonding.
3) Chemical bonds like covalent and ionic bonds hold atoms and molecules together, while hydrogen bonding gives water important properties for life.
Here is a 3 sentence summary of the document:
The document discusses the chemical basis of life, focusing on the key roles of elements, atoms, compounds, and water. It explains that living organisms are composed of elements that combine to form compounds, and that water is essential for life due to its unique chemical properties including hydrogen bonding which allows it to moderate temperature, transport nutrients, and serve as the solvent for biochemical reactions in living things. The document provides an overview of these fundamental chemical concepts that form the foundation of life's chemistry.
1) The document discusses the chemical basis of life, including that living organisms are composed of matter made up of chemical elements that form compounds.
2) It explains that atoms are made up of protons, neutrons, and electrons, and that the distribution of electrons determines an element's chemical properties. Atoms can form bonds through electron sharing (covalent) or electron transfer (ionic).
3) Water is important for life because its polar molecules and hydrogen bonds allow it to have unique properties like surface tension and ability to conduct chemicals through plants.
1) Water is a versatile solvent that is fundamental to life processes due to its polarity and ability to form hydrogen bonds. Hydrogen bonding gives water unique properties like being less dense as a solid and having a high heat capacity.
2) The chemistry of life is sensitive to acidic and basic conditions. Acids increase the concentration of hydrogen ions while bases decrease it. The pH scale measures whether a solution is acidic, basic, or neutral.
3) Chemicals in living things are arranged in a hierarchy from atoms to molecules to macromolecules and cells. Life requires 25 essential elements that form the compounds which make up organisms through ionic and covalent bonds.
This document summarizes key concepts about the chemistry of life from Chapter 2. It begins by describing the basic components of atoms, including protons, neutrons, and electrons. It then discusses elements and isotopes, and how atoms bond to form compounds through ionic and covalent bonding. The four major macromolecules found in living things are introduced as carbohydrates, lipids, nucleic acids, and proteins. The document focuses in depth on water and its unique properties, which allow it to serve many functions in living organisms. It concludes by explaining how chemical reactions and enzymes work and the role of activation energy.
The document discusses the basic concepts of chemical elements and compounds. It defines a chemical element as a substance that cannot be broken down further by chemical means, and describes elements as the basic building blocks of matter. It then discusses the structure of atoms, isotopes, electrons and their energy levels, and how chemical bonds including ionic, covalent and hydrogen bonds form between elements and allow the creation of chemical compounds. It also briefly touches on mixtures vs compounds and the different states of matter.
This document provides a summary of basic chemistry concepts covered in chapters 2 and 3 of a unit 1 notes document. It discusses the following key points in 3 sentences:
Matter is anything that takes up space and has specific physical and chemical properties. Atoms are the basic building blocks of matter and consist of a nucleus with protons and neutrons surrounded by electrons. Compounds are formed when two or more elements chemically combine, resulting in new substances with different properties than the individual elements.
Lecture 1 By MUHAMMAD FAHAD ANSARI 12 IEEM 14fahadansari131
The document discusses various topics in chemistry including the definition of chemistry, different branches of chemistry, atomic structure, periodic table, bonding, and properties of ionic and covalent compounds. It defines chemistry as the science dealing with matter, its composition and properties. It explains organic chemistry deals with carbon compounds while biochemistry is the chemistry of living organisms.
Po l2e ch02.1 2.4 lecture-the chemistry and energy of life edited sphs2James Franks
The document summarizes key concepts about the chemistry and energy involved in life processes from Chapter 2. It discusses how atomic structure is the basis for life's chemistry, with most living things composed of carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur. Atoms interact and form molecules through covalent bonding, with carbon able to form four bonds. Water is an especially important molecule for life, being polar and able to form hydrogen bonds that contribute to its unique properties and role as the universal solvent.
This document provides an overview of key chemistry concepts related to biology. It discusses the structure of atoms and defines elements, isotopes, and compounds. It describes the two main types of chemical bonds - covalent bonds which form when electrons are shared between atoms, and ionic bonds which form through electrostatic attraction between oppositely charged ions. Chemical reactions and the role of enzymes in living organisms are also summarized.
Introduction to Biology Lecture Chapter 2 Study Guide.pdfGeorgeYoung63
These notes are based on the Introduction to Biology 1: The Chemistry of Biology - Atoms, Molecules, and How They Support Life. I do apologize that some of it did not load correctly, but hopefully, your book will fill in those parts.
This document provides an overview of biology by defining living organisms and their basic components. It explains that all living things are made of cells, contain carbon and water, and have DNA. Additionally, it covers the structure of atoms and molecules like water, discussing their chemical properties and importance for sustaining life.
Tiếng Anh chuyên ngành Sinh học (02 lecture presentation)Tài liệu sinh học
This document provides an overview of chapter 2 from Campbell Biology, 9th edition. It discusses how biology connects to chemistry through basic laws of physics and chemistry that govern living organisms. It gives the example of ants using formic acid to maintain "devil's gardens" of protected Duroia trees. The document then covers various chemistry concepts like the structure of atoms, types of chemical bonds between elements like covalent and ionic bonds, molecular shapes, and how chemical properties depend on electron configuration. It includes diagrams of chemical structures and the results of an experiment on DNA synthesis rates at different temperatures.
This document summarizes key concepts from Chapter 2 of Campbell Biology about the chemical context of life. It discusses how biology is influenced by basic laws of physics and chemistry. It provides examples of how ants use formic acid to create "devil's gardens" that protect certain tree species. The document then covers several concepts, including that matter is made of elements and compounds, an element's properties depend on atomic structure, and the formation of molecules relies on chemical bonding between atoms like covalent bonds. Figures and diagrams are included to illustrate these concepts.
This chapter discusses the chemical level of organization of the human body. It covers the basic units that make up all matter - elements, atoms, and molecules. The structures and types of four major biomolecules - carbohydrates, lipids, proteins, and nucleic acids - are summarized. Key chemical processes like metabolism and catalysis by enzymes are also introduced.
The document introduces basic chemistry concepts such as the composition of matter, elements and their symbols, atomic structure, bonds between atoms including ionic and covalent, states of matter, chemical reactions and energy, and acid-base solutions including pH and buffers. It defines terms like elements, atoms, protons, neutrons, electrons, compounds, molecules, and provides examples of chemical reactions and bonds between different types of atoms.
The document discusses the basic chemistry concepts that are essential to life. It covers the structure of atoms and their components of protons, neutrons and electrons. It describes elements, compounds, chemical bonds and reactions. Key concepts include water having unique properties due to hydrogen bonding that make it essential for life. Carbohydrates, lipids, proteins and nucleic acids are the four major classes of organic compounds found in living things.
This document discusses life chemistry and energy. It begins by explaining atomic structure and the 6 main elements that make up living things. It then discusses how atoms interact and form molecules through various bonds like ionic bonds, covalent bonds, and hydrogen bonds. Carbohydrates consist of sugar molecules that are linked together, while lipids are hydrophobic molecules that store energy. Biochemical changes involve energy transfers through reactions.
This document provides an overview of key concepts from Chapter 2 on the chemical level of organization, including:
1) It defines atoms as the basic units of matter and describes their structure, including protons, neutrons, electrons, atomic number, and electron shells.
2) It explains how atoms bond through ionic bonds, covalent bonds, and hydrogen bonds to form molecules and compounds. Water is held together by covalent bonds and hydrogen bonds between molecules.
3) It introduces the three main types of chemical reactions - decomposition, synthesis, and exchange reactions - and notes that metabolism consists of all chemical reactions in the body.
4) Key biomolecules like carbohydrates, lipids, proteins,
The document provides an overview of key concepts in AP Biology related to chemistry and macromolecules. It discusses the following main points:
1) Matter is made up of elements and compounds that combine in fixed ratios. Carbon, oxygen, hydrogen and nitrogen make up 96% of living matter.
2) Atoms are made of protons, neutrons and electrons. The number of protons determines the element. Chemical bonds like covalent and ionic bonds form between atoms.
3) Macromolecules like carbohydrates, lipids, proteins and nucleic acids are polymers of smaller monomers. They serve important functions in energy storage, structure and heredity.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
Computer in pharmaceutical research and development-Mpharm(Pharmaceutics)MuskanShingari
Statistics- Statistics is the science of collecting, organizing, presenting, analyzing and interpreting numerical data to assist in making more effective decisions.
A statistics is a measure which is used to estimate the population parameter
Parameters-It is used to describe the properties of an entire population.
Examples-Measures of central tendency Dispersion, Variance, Standard Deviation (SD), Absolute Error, Mean Absolute Error (MAE), Eigen Value
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
This presentation gives information on the pharmacology of Prostaglandins, Thromboxanes and Leukotrienes i.e. Eicosanoids. Eicosanoids are signaling molecules derived from polyunsaturated fatty acids like arachidonic acid. They are involved in complex control over inflammation, immunity, and the central nervous system. Eicosanoids are synthesized through the enzymatic oxidation of fatty acids by cyclooxygenase and lipoxygenase enzymes. They have short half-lives and act locally through autocrine and paracrine signaling.
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
54. Figure 2.UN03_1
Atoms
atomic number of
each element
Chemical
Bonds
(d)
(a) (b) (c)
number present
equals
number may
differ in
number in outer
shell determines
formation of
have positively
charged
have negatively
chargedhave neutral
55. Figure 2.UN03_2
Chemical
Bonds
electron transfer
between atoms
creates
ions
nonpolar
covalent bonds
water
has important
qualities due
to polarity and
(h)
(f) (g)
(e)
example is can lead to
attraction between
ions creates
unequal
sharing creates
equal
sharing creates
electron sharing
between atoms
creates
Editor's Notes
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
The text notes the unique properties of pure sodium, pure chlorine, and the compound sodium chloride formed when the two bond together. Consider challenging your students to think of other simple examples of new properties that result when a compound is formed (for example, water, formed from hydrogen and oxygen, and rust, formed from iron and oxygen).
Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
Table 2.1 Elements In the Human Body
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
1. The text notes the unique properties of pure sodium, pure chlorine, and the compound sodium chloride formed when the two bond together. Consider challenging your students to think of other simple examples of new properties that result when a compound is formed (for example, water, formed from hydrogen and oxygen, and rust, formed from iron and oxygen).
2. Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
1. The text notes the unique properties of pure sodium, pure chlorine, and the compound sodium chloride formed when the two bond together. Consider challenging your students to think of other simple examples of new properties that result when a compound is formed (for example, water, formed from hydrogen and oxygen, and rust, formed from iron and oxygen).
2. Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
1. Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
2. Many breakfast cereals are fortified with iron (see Figure 2.2c). As noted in Module 2.2, you can crush the cereal and extract distinct iron particles with a magnet. An overhead projector or video imaging device should clearly reveal the iron particles stuck to the magnet. This short practical demonstration can help connect an abstract concept to a concrete example.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
1. Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
2. Many breakfast cereals are fortified with iron (see Figure 2.2c). As noted in Module 2.2, you can crush the cereal and extract distinct iron particles with a magnet. An overhead projector or video imaging device should clearly reveal the iron particles stuck to the magnet. This short practical demonstration can help connect an abstract concept to a concrete example.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
1. Students might be interested in the following aside: One of the challenges of raising captive, exotic animals is meeting the unique dietary requirements of a species. A zoo might have trouble keeping a particular animal because zoologists have not identified all of the trace elements required in the animal’s diet.
2. Many breakfast cereals are fortified with iron (see Figure 2.2c). As noted in Module 2.2, you can crush the cereal and extract distinct iron particles with a magnet. An overhead projector or video imaging device should clearly reveal the iron particles stuck to the magnet. This short practical demonstration can help connect an abstract concept to a concrete example.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Students with limited backgrounds in chemistry and physics might struggle with basic concepts of mass, weight, compounds, elements, and isotopes. It may also be early in the semester when mature study habits have not yet developed. Consider passing along basic studying advice and tips to help students master these early chemistry concepts. In-class quizzes (graded or not) or a few homework problems will also provide reinforcing practice.
Teaching Tips
Here is a comparison that helps make the point about the differences in mass of protons and electrons. If a proton were as massive as a bowling ball, an electron would be the mass of a Lifesaver. (This is calculated by considering a 15-pound bowling ball, a Lifesaver with a mass of 0.12 ounces, and the mention in Module 2.3 that an electron is about 1/2,000 the mass of a proton.)
The text in Module 2.3 makes an analogy regarding the size of a helium atom. The text notes that if a helium atom were the size of a baseball stadium, the nucleus would be about the size of a fly in center field, and the two electrons would be like tiny gnats buzzing around the stadium. This analogy helps to relate the great distances between parts of an atom. Consider modifying the analogy to any local stadium in your region. Such concrete examples help to relate abstract concepts.
After sharing teaching tips 4 and 5 above, consider asking your students to compare the mass of the gnat orbiting a baseball stadium to the mass of the fly in center field. If a proton or neutron is about 2,000 times more massive than an electron, how does the mass of a helium nucleus compare to the mass of one of its electrons?
The text notes the use of radioactive isotopes in dating fossils but references Module 15.5 for further discussion. If your course does not include Chapter 15, consider explaining this process at this point in your course.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Students with limited backgrounds in chemistry and physics might struggle with basic concepts of mass, weight, compounds, elements, and isotopes. It may also be early in the semester when mature study habits have not yet developed. Consider passing along basic studying advice and tips to help students master these early chemistry concepts. In-class quizzes (graded or not) or a few homework problems will also provide reinforcing practice.
Teaching Tips
Here is a comparison that helps make the point about the differences in mass of protons and electrons. If a proton were as massive as a bowling ball, an electron would be the mass of a Lifesaver. (This is calculated by considering a 15-pound bowling ball, a Lifesaver with a mass of 0.12 ounces, and the mention in Module 2.3 that an electron is about 1/2,000 the mass of a proton.)
The text in Module 2.3 makes an analogy regarding the size of a helium atom. The text notes that if a helium atom were the size of a baseball stadium, the nucleus would be about the size of a fly in center field, and the two electrons would be like tiny gnats buzzing around the stadium. This analogy helps to relate the great distances between parts of an atom. Consider modifying the analogy to any local stadium in your region. Such concrete examples help to relate abstract concepts.
Consider asking your students to compare the mass of the gnat orbiting a baseball stadium to the mass of the fly in center field. If a proton or neutron is about 2,000 times more massive than an electron, how does the mass of a helium nucleus compare to the mass of one of its electrons?
The text notes the use of radioactive isotopes in dating fossils but references Module 15.5 for further discussion. If your course does not include Chapter 15, consider explaining this process at this point in your course.
Figure 2.3A Two models of a helium atom
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Students with limited backgrounds in chemistry and physics might struggle with basic concepts of mass, weight, compounds, elements, and isotopes. It may also be early in the semester when mature study habits have not yet developed. Consider passing along basic studying advice and tips to help students master these early chemistry concepts. In-class quizzes (graded or not) or a few homework problems will also provide reinforcing practice.
Teaching Tips
Here is a comparison that helps make the point about the differences in mass of protons and electrons. If a proton were as massive as a bowling ball, an electron would be the mass of a Lifesaver. (This is calculated by considering a 15-pound bowling ball, a Lifesaver with a mass of 0.12 ounces, and the mention in Module 2.3 that an electron is about 1/2,000 the mass of a proton.)
The text in Module 2.3 makes an analogy regarding the size of a helium atom. The text notes that if a helium atom were the size of a baseball stadium, the nucleus would be about the size of a fly in center field, and the two electrons would be like tiny gnats buzzing around the stadium. This analogy helps to relate the great distances between parts of an atom. Consider modifying the analogy to any local stadium in your region. Such concrete examples help to relate abstract concepts.
Consider asking your students to compare the mass of the gnat orbiting a baseball stadium to the mass of the fly in center field. If a proton or neutron is about 2,000 times more massive than an electron, how does the mass of a helium nucleus compare to the mass of one of its electrons?
The text notes the use of radioactive isotopes in dating fossils but references Module 15.5 for further discussion. If your course does not include Chapter 15, consider explaining this process at this point in your course.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Students with limited backgrounds in chemistry and physics might struggle with basic concepts of mass, weight, compounds, elements, and isotopes. It may also be early in the semester when mature study habits have not yet developed. Consider passing along basic studying advice and tips to help students master these early chemistry concepts. In-class quizzes (graded or not) or a few homework problems will also provide reinforcing practice.
Teaching Tips
Here is a comparison that helps make the point about the differences in mass of protons and electrons. If a proton were as massive as a bowling ball, an electron would be the mass of a Lifesaver. (This is calculated by considering a 15-pound bowling ball, a Lifesaver with a mass of 0.12 ounces, and the mention in Module 2.3 that an electron is about 1/2,000 the mass of a proton.)
The text in Module 2.3 makes an analogy regarding the size of a helium atom. The text notes that if a helium atom were the size of a baseball stadium, the nucleus would be about the size of a fly in center field, and the two electrons would be like tiny gnats buzzing around the stadium. This analogy helps to relate the great distances between parts of an atom. Consider modifying the analogy to any local stadium in your region. Such concrete examples help to relate abstract concepts.
Consider asking your students to compare the mass of the gnat orbiting a baseball stadium to the mass of the fly in center field. If a proton or neutron is about 2,000 times more massive than an electron, how does the mass of a helium nucleus compare to the mass of one of its electrons?
The text notes the use of radioactive isotopes in dating fossils but references Module 15.5 for further discussion. If your course does not include Chapter 15, consider explaining this process at this point in your course.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
The half-lives of many radioactive substances, especially those used for dating fossils, might lead some students to expect very long periods of decay for any radioactive substance. This might even be alarming if students are someday asked to consume a radioactive substance for a medical test. However, some medically significant isotopes have relatively short half-lives. Radioactive iodine-131 is often used to diagnose or treat certain thyroid problems. Its half-life of eight days means that it will decay quickly.
Depending upon where you are teaching, radon in homes may be a common problem and significant health risk. If you are in a high radon region, consider adding details about home remediation methods and expenses or having students research the topic and report back.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
The half-lives of many radioactive substances, especially those used for dating fossils, might lead some students to expect very long periods of decay for any radioactive substance. This might even be alarming if students are someday asked to consume a radioactive substance for a medical test. However, some medically significant isotopes have relatively short half-lives. Radioactive iodine-131 is often used to diagnose or treat certain thyroid problems. Its half-life of eight days means that it will decay quickly.
Depending upon where you are teaching, radon in homes may be a common problem and significant health risk. If you are in a high radon region, consider adding details about home remediation methods and expenses or having students research the topic and report back.
Student Misconceptions and Concerns
The dangers posed by certain chemicals in our food and broader environment have sometimes misled people to associate chemicals with harm. People might not want chemicals added to their food or in their environment. Students often fail to appreciate the chemical nature of our bodies and our world and the potential harm or benefits of naturally occurring chemistry. They often fail to understand why “natural” does not necessarily mean good. (Consider presenting a long list of naturally occurring toxins to make this point.) Your class may benefit from a class discussion of these misconceptions about our attitudes toward chemicals.
Teaching Tips
The half-lives of many radioactive substances, especially those used for dating fossils, might lead some students to expect very long periods of decay for any radioactive substance. This might even be alarming if students are someday asked to consume a radioactive substance for a medical test. However, some medically significant isotopes have relatively short half-lives. Radioactive iodine-131 is often used to diagnose or treat certain thyroid problems. Its half-life of eight days means that it will decay quickly.
Depending upon where you are teaching, radon in homes may be a common problem and significant health risk. If you are in a high radon region, consider adding details about home remediation methods and expenses or having students research the topic and report back.
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Figure 2.5 The electron distribution diagrams of the first 18 elements in the periodic table
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Student Misconceptions and Concerns
Students with limited backgrounds in chemistry will benefit from a discussion of Table 2.6 and the differences and limitations of representing atomic structure. The contrast in Table 2.6 is a good beginning for such a discussion. In addition to comparing how the positions of electrons are depicted, note the problems with the sense of scale as discussed in Module 2.3.
Teaching Tips
1. Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
2. Have your students try to calculate the number of covalent bonds possible for a variety of atoms. (Carbon, for example, can form up to four covalent bonds.) Then provide the students with a list of elements and the number of outer electrons for each and have them make predictions about the chemical formula for many types of molecules. (For example, carbon could form covalent bonds with four hydrogen atoms.)
3. Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Student Misconceptions and Concerns
Students with limited backgrounds in chemistry will benefit from a discussion of Table 2.6 and the differences and limitations of representing atomic structure. The contrast in Table 2.6 is a good beginning for such a discussion. In addition to comparing how the positions of electrons are depicted, note the problems with the sense of scale as discussed in Module 2.3.
Teaching Tips
1. Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
2. Have your students try to calculate the number of covalent bonds possible for a variety of atoms. (Carbon, for example, can form up to four covalent bonds.) Then provide the students with a list of elements and the number of outer electrons for each and have them make predictions about the chemical formula for many types of molecules. (For example, carbon could form covalent bonds with four hydrogen atoms.)
3. Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Table 2.6_1 Alternative ways to represent four common molecules (part 1)
Table 2.6_2 Alternative ways to represent four common molecules (part 2)
Student Misconceptions and Concerns
Students with limited backgrounds in chemistry will benefit from a discussion of Table 2.6 and the differences and limitations of representing atomic structure. The contrast in Table 2.6 is a good beginning for such a discussion. In addition to comparing how the positions of electrons are depicted, note the problems with the sense of scale as discussed in Module 2.3.
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Have your students try to calculate the number of covalent bonds possible for a variety of atoms. (Carbon, for example, can form up to four covalent bonds.) Then provide the students with a list of elements and the number of outer electrons for each and have them make predictions about the chemical formula for many types of molecules. (For example, carbon could form covalent bonds with four hydrogen atoms.)
Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Student Misconceptions and Concerns
Students with limited backgrounds in chemistry will benefit from a discussion of Table 2.6 and the differences and limitations of representing atomic structure. The contrast in Table 2.6 is a good beginning for such a discussion. In addition to comparing how the positions of electrons are depicted, note the problems with the sense of scale as discussed in Module 2.3.
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Have your students try to calculate the number of covalent bonds possible for a variety of atoms. (Carbon, for example, can form up to four covalent bonds.) Then provide the students with a list of elements and the number of outer electrons for each and have them make predictions about the chemical formula for many types of molecules. (For example, carbon could form covalent bonds with four hydrogen atoms.)
Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Student Misconceptions and Concerns
Students with limited backgrounds in chemistry will benefit from a discussion of Table 2.6 and the differences and limitations of representing atomic structure. The contrast in Table 2.6 is a good beginning for such a discussion. In addition to comparing how the positions of electrons are depicted, note the problems with the sense of scale as discussed in Module 2.3.
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Have your students try to calculate the number of covalent bonds possible for a variety of atoms. (Carbon, for example, can form up to four covalent bonds.) Then provide the students with a list of elements and the number of outer electrons for each and have them make predictions about the chemical formula for many types of molecules. (For example, carbon could form covalent bonds with four hydrogen atoms.)
Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Figure 2.6 A water molecule, with polar covalent bonds
Teaching Tips
Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example.Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
Figure 2.7A_s2 Formation of an ionic bond, producing sodium chloride (step 2)
Teaching Tips
1. Consider challenging your students to suggest relationships in human lives that are analogous to each of the three types of chemical bonds (covalent, ionic, and hydrogen). Evaluating the accuracy of potential analogies requires careful analysis of the chemical bonding relationships and practices critical thinking skills. Small groups might provide immediate critiques before passing along analogies for the entire class to consider. The following is one example. Ionic and covalent bonds are different types of relationships. Consider this analogy. A woman taking out a loan has a specific relationship to her bank. She owes the bank money, something she got from the bank. A man shares an office with another man. Both look out the same window and answer the same phone. Ionic bonds are like a bank loan, in which something is borrowed. Covalent bonds are like sharing an office, with items (electrons) shared by both members of the relationship. After presenting this analogy, ask your students to modify the office analogy to represent a polar covalent bond. (Perhaps one man in the office sits closer to the window and the phone.)
2. Modules 2.6 and 2.8 discuss the special bonding in and between water molecules. Many students do not appreciate the importance of weak chemical bonds in water and cellular chemistry. Extra time and attention may be required to address this special aspect of chemistry.
Student Misconceptions and Concerns
1. Students may misunderstand the chemical shorthand equation of photosynthesis presented in Module 2.9. As noted in the text, this overall equation does not include many smaller steps and reactions that occur in photosynthesis. If you discuss greater details of photosynthesis in your course, you might mention that you will address the details at a later time.
2. A common student misconception is that energy is produced by a chemical reaction. When introducing chemical reactions, consider addressing the conservation of energy (the first law of thermodynamics) and the investment and release of energy in the creation and breaking of chemical bonds.
Teaching Tips
As noted in the text, chemical reactions do not create or destroy matter. Instead, they rearrange the structure and form new relationships. This is much like shuffling and dealing cards. When playing poker, cards are not created nor destroyed. Instead, new combinations are formed as the cards are dealt to the players.
2. The overall reaction of photosynthesis illustrates the investment and release of energy by chemical reactions. Consider discussing the investment of sunlight energy to create chemical bonds and the release of energy in the form of heat when plant materials are burned. (Animals invest some of the energy released by the breakdown of sugars to form new chemical bonds, such as those in ATP.)
Student Misconceptions and Concerns
Students may misunderstand the chemical shorthand equation of photosynthesis presented in Module 2.9. As noted in the text, this overall equation does not include many smaller steps and reactions that occur in photosynthesis. If you discuss greater details of photosynthesis in your course, you might mention that you will address the details at a later time.
A common student misconception is that energy is produced by a chemical reaction. When introducing chemical reactions, consider addressing the conservation of energy (the first law of thermodynamics) and the investment and release of energy in the creation and breaking of chemical bonds.
Teaching Tips
As noted in the text, chemical reactions do not create or destroy matter. Instead, they rearrange the structure and form new relationships. This is much like shuffling and dealing cards. When playing poker, cards are not created nor destroyed. Instead, new combinations are formed as the cards are dealt to the players.
The overall reaction of photosynthesis illustrates the investment and release of energy by chemical reactions. Consider discussing the investment of sunlight energy to create chemical bonds and the release of energy in the form of heat when plant materials are burned. (Animals invest some of the energy released by the breakdown of sugars to form new chemical bonds, such as those in ATP.)
Figure 2.9 Breaking and making of bonds in a chemical reaction
Student Misconceptions and Concerns
Students may misunderstand the chemical shorthand equation of photosynthesis presented in Module 2.9. As noted in the text, this overall equation does not include many smaller steps and reactions that occur in photosynthesis. If you discuss greater details of photosynthesis in your course, you might mention that you will address the details at a later time.
A common student misconception is that energy is produced by a chemical reaction. When introducing chemical reactions, consider addressing the conservation of energy (the first law of thermodynamics) and the investment and release of energy in the creation and breaking of chemical bonds.
Teaching Tips
As noted in the text, chemical reactions do not create or destroy matter. Instead, they rearrange the structure and form new relationships. This is much like shuffling and dealing cards. When playing poker, cards are not created nor destroyed. Instead, new combinations are formed as the cards are dealt to the players.
The overall reaction of photosynthesis illustrates the investment and release of energy by chemical reactions. Consider discussing the investment of sunlight energy to create chemical bonds and the release of energy in the form of heat when plant materials are burned. (Animals invest some of the energy released by the breakdown of sugars to form new chemical bonds, such as those in ATP.)
Student Misconceptions and Concerns
Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
Teaching Tips
1. Here is a way to help your students think about the sticky nature of water in their lives. Ask them to consider the need for a towel after a shower or a bath. Once we get out of the shower or bath, we have left the source of water. So why do we need the towel? A towel helps us dry off water that is still clinging to our bodies because water molecules are polar. The molecules on cell surfaces are also polar, so our skin and the water stick to each other.
2. Some students may be intrigued if you tell them that you too can stand on the surface of water—when it is frozen. Thus, it is necessary to note a liquid water surface when discussing surface tension.
Student Misconceptions and Concerns
Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
Teaching Tips
Here is a way to help your students think about the sticky nature of water in their lives. Ask them to consider the need for a towel after a shower or a bath. Once we get out of the shower or bath, we have left the source of water. So why do we need the towel? A towel helps us dry off water that is still clinging to our bodies because water molecules are polar. The molecules on cell surfaces are also polar, so our skin and the water stick to each other.
Some students may be intrigued if you tell them that you too can stand on the surface of water—when it is frozen. Thus, it is necessary to note a liquid water surface when discussing surface tension.
Student Misconceptions and Concerns
Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
Teaching Tips
1. Have students compare the seasonal ranges of temperatures of Anchorage and Fairbanks, Alaska. (Many websites, such as www.weather.com, provide weather information about various cities.) These two northern cities have large differences in their annual temperature ranges. Make the point that the coastal location of Anchorage moderates the temperature.
2. The following analogies may help students to understand the relationships between evaporation, heat, and temperature. (a) Ask students how the average on an exam would be affected if the brightest students didn’t take the test. (b) The authors note that the performance of a track team would drop if the fastest runners did not compete. In both analogies, removing the top performers lowers the average, just as the evaporation of the most active water molecules cools the evaporative surface.
3. It’s not the heat, it’s the humidity. The efficiency of evaporative cooling is affected by humidity. As humidity rises, the rate of evaporation decreases, making it more difficult to cool our heat-generating bodies on a warm and humid summer day.
Student Misconceptions and Concerns
1. Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
2. Students at all levels struggle with the distinction between heat and temperature. Students might also expect that all ice is about the same temperature, 0 ºC. Redefining and correcting misunderstandings often takes more class time and energy than introducing previously unknown concepts.
Teaching Tips
1. Ask your students if the ocean levels would change if ice did not float. They can try this experiment to find out, or you can begin class with the demonstration and watch the progress throughout the class period. Place several large chunks of ice in a glass and fill the glass up completely with water to the top rim. Thus, the ice cubes should be sticking up above the top of the filled glass. Will the glass overflow when the ice melts? (No.) This phenomenon is important when we consider the potential consequences of global warming. If floating glaciers melt, ocean levels will not be affected. However, if the ice over land melts, we can expect higher ocean levels.
2. Module 2.12 notes the insulating effect of ice forming at the surface of a lake. This phenomenon would not occur if ice were denser than water. Challenge students to think of other consequences from the expansion of water when it forms ice. (These include the ability to widen cracks in rocks, roads, and sidewalks!)
Figure 2.12 Hydrogen bonds between water molecules in ice and water
Student Misconceptions and Concerns
Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
Teaching Tips
A simple demonstration of a solute dissolving in a solvent can focus students’ attention on the process when discussing solutions. Using colored water and white sugar or salt may make it easier to see and reference while you are discussing the process. Such simple visual aids add life to a lecture. (You might also add corn oil to the top of the solution to demonstrate the properties of hydrophobic substances, and challenge your class to explain why oil and water do not mix.)
Student Misconceptions and Concerns
Students are unlikely to have carefully considered the four special properties of water that are apparent in our world. However, these properties are of great biological significance and are often familiar parts of our lives. The connections between these properties and personal experiences can invest great meaning into a discussion of water’s properties. A homework assignment asking for examples of each of these properties in each student’s experiences will require reflection and may produce meaningful illustrations. Similarly, quizzes or exam questions matching examples to a list of the properties may require high-level evaluative analysis.
Teaching Tips
Have students compare the seasonal ranges of temperatures of Anchorage and Fairbanks, Alaska. (Many websites, such as www. weather.com, provide weather information about various cities.) These two northern cities have large differences in their annual temperature ranges. Make the point that the coastal location of Anchorage moderates the temperature.
The following analogies may help students to understand the relationships between evaporation, heat, and temperature. (a) Ask students how the average on an exam would be affected if the brightest students didn’t take the test. (b) The authors note that the performance of a track team would drop if the fastest runners did not compete. In both analogies, removing the top performers lowers the average, just as the evaporation of the most active water molecules cools the evaporative surface.
It’s not the heat, it’s the humidity. The efficiency of evaporative cooling is affected by humidity. As humidity rises, the rate of evaporation decreases, making it more difficult to cool our heat-generating bodies on a warm and humid summer day.
Teaching Tips
Discussions of pH are enhanced by lab activities that permit students to test the pH of everyday items (foods and household solutions). If students do not have opportunities to conduct such tests in lab, consider testing a few items during your class (pH paper or a basic pH meter will, of course, be necessary).
Teaching Tips
Discussions of pH are enhanced by lab activities that permit students to test the pH of everyday items (foods and household solutions). If students do not have opportunities to conduct such tests in lab, consider testing a few items during your class (pH paper or a basic pH meter will, of course, be necessary).
Teaching Tips
Discussions of pH are enhanced by lab activities that permit students to test the pH of everyday items (foods and household solutions). If students do not have opportunities to conduct such tests in lab, consider testing a few items during your class (pH paper or a basic pH meter will, of course, be necessary).
Figure 2.14_1 The pH scale reflects the relative concentrations of H and OH
(part 1).
Figure 2.14_2 The pH scale reflects the relative concentrations of H and OH
(part 2).
Figure 2.14_3 The pH scale reflects the relative concentrations of H and OH
(part 3).
Teaching Tips
The Environmental Protection Agency (EPA) website, www.epa.gov/acidrain/, includes useful information about acid rain and related science experiments.
2. In Module 2.15, the authors note that threats to water quality are addressed in Chapter 38. If your course does not include Chapter 38, consider covering some of those threats in your discussion of acid precipitation.
Figure 2.UN03_1 Connecting the Concepts, question 1 (part 1)
Figure 2.UN03_2 Connecting the Concepts, question 1 (part 2)