Intelligent Video Surveillance - Synesis integrated hardware and software sol...Nikolai Ptitsyn
Our end-to-end solution for security surveillance features HD (1080p, 720p) support, H.264 compression, ONVIF middleware, Linux SoC and reach video analytics. Bundled or third-party (xDIAS-compliant) analytical modules can be embedded in the edge device providing a better performance and scalability than server analytics. The available reference designs include ip-cameras, video encoders and DVRs.
Intelligent Video Surveillance - Synesis integrated hardware and software sol...Nikolai Ptitsyn
Our end-to-end solution for security surveillance features HD (1080p, 720p) support, H.264 compression, ONVIF middleware, Linux SoC and reach video analytics. Bundled or third-party (xDIAS-compliant) analytical modules can be embedded in the edge device providing a better performance and scalability than server analytics. The available reference designs include ip-cameras, video encoders and DVRs.
12 Aldehydes Ketones and Carboxylic Acids 1.pptxNarendra Chinna
It is useful for intermediate students and for prepare who are write Emcet and intermediate and jee students for all ఆర్గానిక్ కెమిస్ట్రీ ఇస్ మోస్ట్ ఇంపార్టెంట్ కెమిస్ట్రీ అండ్ దిస్ ఇస్ ద చాప్టర్ మెయిన్స్ లాట్ ఆఫ్ క్యూస్షన్స్ విత్ అదర్
This is lesson plan for teaching Organic Chemistry Class XII of CBSE syllabus. Topic distnction of -Aldehydes and ketones , primary s ceobdary and tertiary alcohols, alcohol & phenol
Class 10,subject-chemistry,date,1-11-21,medium-english, chapter-carbon and it...PavithraT30
Vista's Learning is one of the leading e-learning platforms shaping the future of the country's education sector.
With the latest AR technology in the web application and personalized methods of learning concepts, Vista's Learning offers a wide variety of features - live classes, pre-recorded classes covering state boards and CBSE, one-on-one coaching, social media and many more. Classes are provided for K-12 and in different regional languages to understand the concepts even better. Languages include - English, Hindi, Kannada, Telugu, Malayalam and Tamil.
https://v-learning.in/live-course/1854/chemistry-carbon-and-its-compoundsprobable-questions-for-exam-kseeb-cbse-vistas-learning
[ Visit http://www.wewwchemistry.com ] This is a summary presentation of the introductory topics in Organic Chemistry, prepared according to the Singapore-Cambridge GCE A Level 9647 H2 Chemistry syllabus.
This is a lesson plan that can be implemented in class room to teach Organic Chemistry in Class XII of CBSE Board. The topic being discussed is "Distiction of Compounds"
The most important pairs has been selected to be discussed in the class room. The pairs are
1. Aldehydes and Ketones
2. Primary , secondary and tertiary alcohols
3.Alcohol and phenol
Organic I Review Workbook – The Toolbox ALL STAR MOLECU.docxjacksnathalie
Organic I Review Workbook – The Toolbox
ALL “STAR MOLECULES” () SHOULD BE ORGANIZED AND EMPHASIZED AS THEY CAN
BE CALLED UPON AT ANY MOMENT THROUGHOUT THE COURSE. THEY SHOULD BE
KNOWN BY THEIR STAR/COMMON NAME, IUPAC NOMENCLATURE, LINE ANGLE
STRUCTURE, ACRONYM, SHORTHAND NOTATION, FAVORITE FLAVOR OF ICE CREAM,
FAVORITE ONE REPUBLIC SONG, ETC.
1. Review Basic Geometries/Hybridization/Bonding
Questions:
a) Does the electronegativity of a carbon atom increase or decrease with increasing p-
character? Use acetylene and ethylene as examples to help explain your
reasoning. Still stuck? Table 4.1 may provide even more assistance.
b) What is more nucleophilic, a carbon-carbon bond or bond?
c) What is lower in energy, the * orbital or * orbital of a C=C bond?
d) Are the orbitals described in part c) representative of electrophiles or nucleophiles?
e) A lone pair must be in what kind of orbital(s) in order to participate in
resonance/conjugation? s, p, sp, sp2 or sp3. Choose all that apply.
2. Functional Group Recognition / Functional Group Transformation (A+B = C)
Alkene Aldehyde Glycol
Alkyl halide Carboxylic Acid Ketone
Alcohol (alkyl vs aryl) Ether Nitrile
Amine (1°, 2°, 3°) Ester Sulfide
Alkyne Epoxide Thiol
Amide (1°, 2°, 3°) Enol
Questions:
a) Which functional groups above contain the carbonyl/acyl group?
b) Is the carbonyl/acyl carbon of a ketone electrophilic or nucleophilic?
c) All things being equal, which functional group is the most Bronsted acidic (not
including the carboxylic acid)?
d) The transformation of a functional group can be described as a single functional group
starting material (A) being added to a selective environment (B) to generate a new
functional group (C). Basically, A+B = C. With this in mind, which functional
group(s) was (were) NOT synthesized in the first semester (as described in the text)?
e) Which functional group has the most electron rich sp2 oxygen? Provide a structure
to support your answer. Resonance comes in handy here….
f) Is a Bronsted acid a nucleophile or electrophile? A Bronsted base?
g) How many atoms are sp2 hybridized in acetic acid?
h) How many atoms are sp2 hybridized in phenol?
i) How many atoms are sp2 hybridized in heroin?
3. Structural Relationships and Language - Review all terms and definitions for the following:
Constitutional isomers vs Conformation isomers vs Configurational Isomers
Stereoisomers (Diastereomers, Enantiomers)
Optical Activity, Racemic, Meso
Determination of Absolute Configuration
Questions:
a) What term can be used to describe the isomeric relationship above?
b) Each molecule above can be described as a vicinal diol. What is a more common and
more utilized term for describing a vicinal diol (Hint: It is often used in common
nomenclature and can be found on the Functional Group List on page .
12 Aldehydes Ketones and Carboxylic Acids 1.pptxNarendra Chinna
It is useful for intermediate students and for prepare who are write Emcet and intermediate and jee students for all ఆర్గానిక్ కెమిస్ట్రీ ఇస్ మోస్ట్ ఇంపార్టెంట్ కెమిస్ట్రీ అండ్ దిస్ ఇస్ ద చాప్టర్ మెయిన్స్ లాట్ ఆఫ్ క్యూస్షన్స్ విత్ అదర్
This is lesson plan for teaching Organic Chemistry Class XII of CBSE syllabus. Topic distnction of -Aldehydes and ketones , primary s ceobdary and tertiary alcohols, alcohol & phenol
Class 10,subject-chemistry,date,1-11-21,medium-english, chapter-carbon and it...PavithraT30
Vista's Learning is one of the leading e-learning platforms shaping the future of the country's education sector.
With the latest AR technology in the web application and personalized methods of learning concepts, Vista's Learning offers a wide variety of features - live classes, pre-recorded classes covering state boards and CBSE, one-on-one coaching, social media and many more. Classes are provided for K-12 and in different regional languages to understand the concepts even better. Languages include - English, Hindi, Kannada, Telugu, Malayalam and Tamil.
https://v-learning.in/live-course/1854/chemistry-carbon-and-its-compoundsprobable-questions-for-exam-kseeb-cbse-vistas-learning
[ Visit http://www.wewwchemistry.com ] This is a summary presentation of the introductory topics in Organic Chemistry, prepared according to the Singapore-Cambridge GCE A Level 9647 H2 Chemistry syllabus.
This is a lesson plan that can be implemented in class room to teach Organic Chemistry in Class XII of CBSE Board. The topic being discussed is "Distiction of Compounds"
The most important pairs has been selected to be discussed in the class room. The pairs are
1. Aldehydes and Ketones
2. Primary , secondary and tertiary alcohols
3.Alcohol and phenol
Organic I Review Workbook – The Toolbox ALL STAR MOLECU.docxjacksnathalie
Organic I Review Workbook – The Toolbox
ALL “STAR MOLECULES” () SHOULD BE ORGANIZED AND EMPHASIZED AS THEY CAN
BE CALLED UPON AT ANY MOMENT THROUGHOUT THE COURSE. THEY SHOULD BE
KNOWN BY THEIR STAR/COMMON NAME, IUPAC NOMENCLATURE, LINE ANGLE
STRUCTURE, ACRONYM, SHORTHAND NOTATION, FAVORITE FLAVOR OF ICE CREAM,
FAVORITE ONE REPUBLIC SONG, ETC.
1. Review Basic Geometries/Hybridization/Bonding
Questions:
a) Does the electronegativity of a carbon atom increase or decrease with increasing p-
character? Use acetylene and ethylene as examples to help explain your
reasoning. Still stuck? Table 4.1 may provide even more assistance.
b) What is more nucleophilic, a carbon-carbon bond or bond?
c) What is lower in energy, the * orbital or * orbital of a C=C bond?
d) Are the orbitals described in part c) representative of electrophiles or nucleophiles?
e) A lone pair must be in what kind of orbital(s) in order to participate in
resonance/conjugation? s, p, sp, sp2 or sp3. Choose all that apply.
2. Functional Group Recognition / Functional Group Transformation (A+B = C)
Alkene Aldehyde Glycol
Alkyl halide Carboxylic Acid Ketone
Alcohol (alkyl vs aryl) Ether Nitrile
Amine (1°, 2°, 3°) Ester Sulfide
Alkyne Epoxide Thiol
Amide (1°, 2°, 3°) Enol
Questions:
a) Which functional groups above contain the carbonyl/acyl group?
b) Is the carbonyl/acyl carbon of a ketone electrophilic or nucleophilic?
c) All things being equal, which functional group is the most Bronsted acidic (not
including the carboxylic acid)?
d) The transformation of a functional group can be described as a single functional group
starting material (A) being added to a selective environment (B) to generate a new
functional group (C). Basically, A+B = C. With this in mind, which functional
group(s) was (were) NOT synthesized in the first semester (as described in the text)?
e) Which functional group has the most electron rich sp2 oxygen? Provide a structure
to support your answer. Resonance comes in handy here….
f) Is a Bronsted acid a nucleophile or electrophile? A Bronsted base?
g) How many atoms are sp2 hybridized in acetic acid?
h) How many atoms are sp2 hybridized in phenol?
i) How many atoms are sp2 hybridized in heroin?
3. Structural Relationships and Language - Review all terms and definitions for the following:
Constitutional isomers vs Conformation isomers vs Configurational Isomers
Stereoisomers (Diastereomers, Enantiomers)
Optical Activity, Racemic, Meso
Determination of Absolute Configuration
Questions:
a) What term can be used to describe the isomeric relationship above?
b) Each molecule above can be described as a vicinal diol. What is a more common and
more utilized term for describing a vicinal diol (Hint: It is often used in common
nomenclature and can be found on the Functional Group List on page .
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Richard's entangled aventures in wonderlandRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
What is greenhouse gasses and how many gasses are there to affect the Earth.moosaasad1975
What are greenhouse gasses how they affect the earth and its environment what is the future of the environment and earth how the weather and the climate effects.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
5. The Alkanes
Lesson Objectives:
Grade A* – Create ball and stick
representation of the structural
formula of alkanes.
Grade A – Assess the differences
between chemical and physical
properties of alkanes.
Grade B – Investigate the properties
of alkanes.
6. Starter
Periodic Table
Bingo!!!
Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
7. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
8. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
9. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
10. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
11. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
CnH2n+2
12. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
DEMO – The
properties of Alkanes
13. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
14. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
15. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Ethane
16. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Ethane
17. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Butane
18. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Butane
19. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Methane
20. Grade A* – Create ball and stick representation of the structural formula of alkanes.
Grade A – Assess the differences between chemical and physical properties of alkanes.
Grade B – Investigate the properties of alkanes.
Methane
24. Alcohols
Lesson Objectives:
Grade A* – Generate a practical
to compare alcohols with water
and alkanes.
Grade A – Explain what is meant
by the term functional group.
Grade B – Investigate the
properties of alcohols.
25. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
CnH2n+1OH
26. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Q1+Q2 – Grade C
Q3+Q4 – Grade B
Q5 – Grade A
Q6 – Grade A*
(Extension: Q7)
27. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
28. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
29. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Ethanol
30. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Ethanol
31. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Propanol
32. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Propanol
33. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Pentanol
34. Grade A* – Generate a practical to compare alcohols with water and alkanes.
Grade A – Explain what is meant by the term functional group.
Grade B – Investigate the properties of alcohols.
Pentanol
41. Reactions of Carboxylic Acids
Lesson Objectives:
Grade A* – Generate a practical to
show that carboxylic acids in
solution show the characteristic
reactions of acids.
Grade A – Explain the practical
importance of carboxylic acids.
Grade B – Summarise the term
carboxylic acid.
42. Grade A* – Generate a practical to show that carboxylic acids in solution show the
characteristic reactions of acids.
Grade A – Explain the practical importance of carboxylic acids.
Grade B – Summarise the term carboxylic acid.
acid + metal salt + hydrogen
acid + soluble hydroxide salt + water
acid + metal carbonate salt + carbon dioxide + water
Carboxylic Acid Characteristic Properties:
43. Grade A* – Generate a practical to show that carboxylic acids in solution show the
characteristic reactions of acids.
Grade A – Explain the practical importance of carboxylic acids.
Grade B – Summarise the term carboxylic acid.
Practical equipment available to you:
• ethanoic acid
•(1 x 30 ml per group only!)
• sodium hydroxide
• magnesium strips
• copper (II) carbonate
44. Grade A* – Generate a practical to show that carboxylic acids in solution show the
characteristic reactions of acids.
Grade A – Explain the practical importance of carboxylic acids.
Grade B – Summarise the term carboxylic acid.
48. QUESTION TIME
One way of removing the smell
of vomit is to use sodium
hydrogen carbonate powder.
Can you explain why the smell
might disappear after this
reaction?
49. Properties of Carboxylic Acids
Lesson Objectives:
Grade A* – Create balanced
equations describing the reactions
of carboxylic acids.
Grade A – Conclude how vinegar is
a dilute solution of ethanoic acid.
Grade B – Explain the importance
of the –COOH functional group in
relation to its properties.
50. Grade A* – Create balanced equations describing the reactions of carboxylic acids.
Grade A – Conclude how vinegar is a dilute solution of ethanoic acid.
Grade B – Explain the importance of the –COOH functional group in relation to its properties.
Carboxylic acids have the
functional group -COOH
51. Grade A* – Create balanced equations describing the reactions of carboxylic acids.
Grade A – Conclude how vinegar is a dilute solution of ethanoic acid.
Grade B – Explain the importance of the –COOH functional group in relation to its properties.
Ethanoic Acid Methanoic Acid
Extension: Can you work out
propanoic acid?
52. Grade A* – Create balanced equations describing the reactions of carboxylic acids.
Grade A – Conclude how vinegar is a dilute solution of ethanoic acid.
Grade B – Explain the importance of the –COOH functional group in relation to its properties.
Important safety info!!!
53. Grade A* – Create balanced equations describing the reactions of carboxylic acids.
Grade A – Conclude how vinegar is a dilute solution of ethanoic acid.
Grade B – Explain the importance of the –COOH functional group in relation to its properties.
61. Making EstersLesson Objectives:
Grade A* – Generate molecular
models to show the differences
between an acid, an alcohol and
an ester.
Grade A – Investigate and observe
the properties of esters.
Grade B – Summarise esters as the
products of the reactions of
alcohols with carboxylic acids.
62. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
What are ESTERS?
63. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
What are ESTERS?
64. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
What are ESTERS?
65. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
methanol + butanoic acid → methyl butanoate + water
66. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
Some esters have fruity smells.
benzyl ethanoate peach flavour
ethyl butanoate pineapple
ethyl methanoate raspberry
methyl butanoate apple
pentyl ethanoate pear
67. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
Making Esters
68. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
Important safety info!!!
69. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
Important
safety
info!!!
70. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
Making EstersPractical equipment available to you
per table:
• Activity sheets AC7.5
• Test tubes (3)
• Water bath (or 250 cm3 beaker and
heating apparatus)
• Beakers, 100 cm3 (3)
71. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
72. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
methanol + butanoic acid → methyl butanoate + water
73. Grade A* – Generate molecular models to show the differences between an acid, an alcohol
and an ester.
Grade A – Investigate and observe the properties of esters.
Grade B – Summarise esters as the products of the reactions of alcohols with carboxylic acids.
78. Preparation of an ester
Lesson Objectives:
Grade A* – Generate yield and
percentage yield calculations.
Grade A – Summarise the purposes
of practical techniques involved in
the preparation of an ester.
Grade B – Demonstrate the
procedure for making an ester on
a laboratory scale.
79. Grade A* – Generate yield and percentage yield calculations.
Grade A – Summarise the purposes of practical techniques involved in the preparation of an ester.
Grade B – Demonstrate the procedure for making an ester on a laboratory scale.
Can you work out
what is happening
at each stage of
the reaction?
80. Grade A* – Generate yield and percentage yield calculations.
Grade A – Summarise the purposes of practical techniques involved in the preparation of an ester.
Grade B – Demonstrate the procedure for making an ester on a laboratory scale.
81. Grade A* – Generate yield and percentage yield calculations.
Grade A – Summarise the purposes of practical techniques involved in the preparation of an ester.
Grade B – Demonstrate the procedure for making an ester on a laboratory scale.
82. Grade A* – Generate yield and percentage yield calculations.
Grade A – Summarise the purposes of practical techniques involved in the preparation of an ester.
Grade B – Demonstrate the procedure for making an ester on a laboratory scale.
Choose your
past paper to
your target level
or above!
85. Can you think of
sources or
keywords
associated with
fats and oils?
86. Fats and OilsLesson Objectives:
Grade A* – Summarise how C=C and C-C
bonding affects a compounds properties
and uses.
Grade A – Assess that the differences
between a saturated and unsaturated
compound is due to bonding.
Grade B – Explain that animal fats and
vegetable oils are esters of fatty acids
and glycerol.
87. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
88. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
In fats (e.g. butter), the fatty acids are
mostly saturated. This means that
there are single C-C bonds in the fatty
acids.
In oils (e.g. olive oil), the fatty acids are
unsaturated. This means that there are
some double C=C bonds in the fatty
acids.
89. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
90. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
The double bonds stop the
fatty acid molecules being
straight. This means that the
oil molecules can’t pack
together very well. This
makes oils liquids at room
temperature because the
forces of attraction
between the molecules are
weak.
91. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
Task 2 Properties of Fats and Oils
You need to produce an A5 fact card
highlighting the differences in
structure and properties between
saturated and unsaturated fats.
92. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
93. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
94. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
95. Grade A* – Summarise how C=C and C-C bonding affects a compounds properties and uses.
Grade A – Assess that the differences between a saturated and unsaturated compound is due to bonding.
Grade B – Explain that animal fats and vegetable oils are esters of fatty acids and glycerol.
99. Energy Changes
Lesson Objectives:
Grade A* – Calculate energy changes in a
range of reactions, given the energy
changes when bonds break or form.
Grade A – Explain how energy is needed to
break chemical bonds and given out
when making chemical bonds.
Grade B – Explain how energy changes
within reactions using an energy level
diagram and explain the role of
activation energy.
100. Grade A* – Calculate energy changes in a range of reactions, given the energy changes when
bonds break or form.
Grade A – Explain how energy is needed to break chemical bonds and given out when making
chemical bonds.
Grade B – Explain how energy changes within reactions using an energy level diagram and
explain the role of activation energy.
Important safety info!!!
101. Grade A* – Calculate energy changes in a range of reactions, given the energy changes when
bonds break or form.
Grade A – Explain how energy is needed to break chemical bonds and given out when making
chemical bonds.
Grade B – Explain how energy changes within reactions using an energy level diagram and
explain the role of activation energy.
102.
103.
104.
105. Grade A* – Calculate energy changes in a range of reactions, given the energy changes when
bonds break or form.
Grade A – Explain how energy is needed to break chemical bonds and given out when making
chemical bonds.
Grade B – Explain how energy changes within reactions using an energy level diagram and
explain the role of activation energy.
106.
107.
108. Grade A* – Calculate energy changes in a range of reactions, given the energy changes when
bonds break or form.
Grade A – Explain how energy is needed to break chemical bonds and given out when making
chemical bonds.
Grade B – Explain how energy changes within reactions using an energy level diagram and
explain the role of activation energy.
Know Want Learnt
111. QUIZ TIME
1) Name ALL of the factors that
can affect the rate of reaction.
2) For each factor can you name an
example chemical reaction?
(each one must be different!)
First team to finish WINS!
112. EquilibriumLesson Objectives:
Grade A* – Interpret the strength of
acids in solution in terms of dynamic
equilibrium.
Grade A – Explain the concept of
dynamic equilibrium.
Grade B – Explain how reversible
changes can reach a state of
equilibrium.
113. Important safety info!!!
Grade A* – Interpret the strength of acids in solution in terms of dynamic equilibrium.
Grade A – Explain the concept of dynamic equilibrium.
Grade B – Explain how reversible changes can reach a state of equilibrium.
114. Grade A* – Interpret the strength of acids in solution in terms of dynamic equilibrium.
Grade A – Explain the concept of dynamic equilibrium.
Grade B – Explain how reversible changes can reach a state of equilibrium.
Can you define the
term ‘dynamic
equilibrium’ in no
more than 20
words?
115. Grade A* – Interpret the strength of acids in solution in terms of dynamic equilibrium.
Grade A – Explain the concept of dynamic equilibrium.
Grade B – Explain how reversible changes can reach a state of equilibrium.
116. Grade A* – Interpret the strength of acids in solution in terms of dynamic equilibrium.
Grade A – Explain the concept of dynamic equilibrium.
Grade B – Explain how reversible changes can reach a state of equilibrium.
Can you define the
term ‘dynamic
equilibrium’ again in
no more than 20
words?
119. Can you define the
process of
‘chromotography’ in
no more than 20
words?
120. Chromatography
Lesson Objectives:
Grade A* – Demonstrate thin-layer
chromatography to distinguish
metal ions.
Grade A – Summarise the process
of paper chromatography.
Grade B – Distinguish between
qualitative and quantitative
methods of analysis.
121. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
122. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
Important safety info!!!
123. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
Important safety info!!!
124. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
You will need to know the
definitions of these keywords to
complete the activity:
• chromatography
• chromatogram
• mobile phase
• stationary phase
• aqueous
• non-aqueous
125. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
126. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
127. Grade A* – Demonstrate thin-layer chromatography to distinguish metal ions.
Grade A – Summarise the process of paper chromatography.
Grade B – Distinguish between qualitative and quantitative methods of analysis.
Know Want Learnt
130. Gas Chromotography
Lesson Objectives:
Grade A* – Compare the different
methods of chromatography.
Grade A – Explain the term
‘retention time’.
Grade B – Illustrate the technique
of gas chromatography and its
applications.
131. Grade A* – Compare the different methods of chromatography.
Grade A – Explain the term ‘retention time’.
Grade B – Illustrate the technique of gas chromatography and its applications.
Define the following keywords :
• chromatography
• chromatogram
• mobile phase
• stationary phase
• aqueous
• non-aqueous
132. Grade A* – Compare the different methods of chromatography.
Grade A – Explain the term ‘retention time’.
Grade B – Illustrate the technique of gas chromatography and its applications.
135. Q) Will 1 tonne of
Carbon contain the
same number of
atoms as 1 tonne of
Uranium?
136.
137. Titration Calculations
Lesson Objectives:
Grade A* – Analyse calculations
related to concentration of solutes
in solution.
Grade A – Produce a standard
solution.
Grade B – Explain the procedure for
producing a standard solution.
138. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
3
Units for concentration:
139. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
140. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
Example:
For Grade A produce this
standard solution.
141. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
142. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
143. Grade A* – Analyse calculations related to concentration of solutes in solution.
Grade A – Produce a standard solution.
Grade B – Explain the procedure for producing a standard solution.
Know Want Learnt
146. Can you list all of
the items and
their quantities?
147. Titration Practical
Lesson Objectives:
Grade A* – Analyse titration results
using balanced equations and
relative formula masses.
Grade A – Interpret titration results
quantitatively.
Grade B – Conduct an acid-base
titration using a pipette and
burette.
148. Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
- The term "neutral point" is best avoided.
- The term "equivalence point" means that the
solutions have been mixed in exactly the right
proportions according to the equation.
- The term "end point" is where the indicator
changes colour. This is not always the
equivalence point!
SOME HELPFUL HINTS:
149. Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
150. Important safety info!!!
Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
151. Important safety info!!!
Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
152. Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
4.0
1000
60
40
Possible steps in the calculation:
•The titre is y cm3 of a 4.0 g/dm3 solution of sodium hydroxide. So:
y g NaOH reacted with the acid in
25.0 cm3 of diluted vinegar.
•From the reacting masses, this shows that in 25.0 cm3 vinegar there were:
153. Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
4.0
1000
60
40
Possible steps in the calculation:
•The titre is y cm3 of a 4.0 g/dm3 solution of sodium hydroxide. So:
y g NaOH reacted with the acid in
25.0 cm3 of diluted vinegar.
•From the reacting masses, this shows that in 25.0 cm3 vinegar there were:
154. Grade A* – Analyse titration results using balanced equations and relative formula masses.
Grade A – Interpret titration results quantitatively.
Grade B – Conduct an acid-base titration using a pipette and burette.
Know Want Learnt
157. Can you define the
term of ‘catalyst’ in
no more than 10
words?
158. Catalysts
Lesson Objectives:
Grade A* – Investigate the effect
of a range of possible catalysts
on the rate of reaction.
Grade A – Explain how catalysts
work.
Grade B – Define the term
catalyst.
159. Important safety info!!!
Grade A* – Investigate the effect of a range of possible catalysts on the rate of reaction.
Grade A – Explain how catalysts work.
Grade B – Define the term catalyst.
160. Grade A* – Investigate the effect of a range of possible catalysts on the rate of reaction.
Grade A – Explain how catalysts work.
Grade B – Define the term catalyst.
161. Grade A* – Investigate the effect of a range of possible catalysts on the rate of reaction.
Grade A – Explain how catalysts work.
Grade B – Define the term catalyst.
165. Green Chemistry
Lesson Objectives:
Grade A* – Summarise the
importance of ‘green chemistry’
within industrial chemical
synthesis.
Grade A – Identify and describe
examples to illustrate the green
principle.
Grade B – Define the term ‘green
chemistry’.
166. Green Chemistry Market
TOPICS:
By-products and waste
Energy inputs and outputs
Environmental Impact
Health and safety issues
Social and economic benefits and risks
Renewable feedstocks
167. Green Chemistry Market
AIM: to produce a market stall and question sheet
about your assigned topic.
INCLUDE THE FOLLOWING:
• Brief description of your title (Grade C/D)
• Explanations of the processes involved
including relevant diagrams/pictures (Grade B)
• Use of national/international examples in detail
(Grade A)
• Link to regional examples in detail (Grade A*)
*Include http references*
171. Atom EconomyLesson Objectives:
Grade A* – Calculate the reactant and
product mass using symbol equations
only.
Grade A – Explain the term ‘atom
economy’ and its importance within
the butanol conversion reaction.
Grade B – Calculate yield and
percentage yield from a range of
practical data.
172. Grade A* – Calculate the reactant and product mass using symbol equations only.
Grade A – Explain the term ‘atom economy’ and its importance within the butanol conversion reaction.
Grade B – Calculate yield and percentage yield from a range of practical data.
173. butanol to impure bromobutane
C4H9-OH C4H9-Br
20g 30g
Work out theoretical yield and
percentage yield!
Grade A* – Calculate the reactant and product mass using symbol equations only.
Grade A – Explain the term ‘atom economy’ and its importance within the butanol conversion reaction.
Grade B – Calculate yield and percentage yield from a range of practical data.
174. Grade A* – Calculate the reactant and product mass using symbol equations only.
Grade A – Explain the term ‘atom economy’ and its importance within the butanol conversion reaction.
Grade B – Calculate yield and percentage yield from a range of practical data.
175. Grade A* – Calculate the reactant and product mass using symbol equations only.
Grade A – Explain the term ‘atom economy’ and its importance within the butanol conversion reaction.
Grade B – Calculate yield and percentage yield from a range of practical data.