1. Carbon is the most important element in living things because it can form bonds with itself and long chains and rings of molecules. Many important molecules like DNA, sugars, fats and proteins contain long chains of carbon.
2. Salt and water are small molecules, while DNA, fats and proteins are large molecules found in living things. The six main elements that make up molecules in living things are carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur.
3. Crystals like salt and diamonds are made up of repeating patterns of atoms arranged in a lattice structure. In salt the atoms are arranged in a repeating cube shape of sodium and chlorine atoms. In diamonds the carbon atoms form repeating hexagonal
A) Which of the following element is seen in all organic molecules Si.pdffeelinggift
A) Which of the following element is seen in all organic molecules Silicon. B) C) Nitrogen. D)
Sodium E) Carbon organic molecules display a great deal of complexity and variations this is
due to A) The complex interaction carbon creates with water B) The large number of rare
elements that form functional groups in organic molecules. C) The fact that only living
organisms can form these atypical bonds in carbon E) versatility in the types chemical bonds and
chemical partners that carbon atoms can make, Their y large sizes 3, organisms of same species
onen have limited difference while member of different A) The use of species have many
differences, these differences are do to? B) completely different elements for composing
molecules from organism to organism. C) Differences in the types and relative amounts of
organic molecules synthesized by each organism. The use of different types of bonds within
carbon molecules between each organism. D) The relative sizes of organic between organisms,
the more complex the organism th large organic molecules become. E) The use of different
inorganic compounds with in each organism. 4. In order for carbon to have completely filled
orbital shells stabilizing the shells how many pairs of electron bonds carbon does carbon form in
order to complete its valence shell? A) 1 B) 2 C) 3 D) 4 E) 8 You are study a seeding-eating bird
and are following the carbon atoms in the birds organic molecules which of these statements best
describes the carbon atoms present in the bird? A) Ultimately these carbon atoms came from
carbon dioxide incorporated into sugars through photosynthesis B The inorganic carbon atoms
from the soil the bird was eating with the seeds C) The carbon atoms in CO2 the birds was
breathing. D) Inorganic carbon atoms in the seeds were incorporated into organic molecules by
the bird. E) The carbon atoms ultimately came from simple organic compounds that formed
abiotically from inorganic carbon, hydrogen, oxygen, and nitrogen atoms.
Solution
According to rules of chegg, we need to provide you with a brief explanation.So, kindly
cooperate.
Organic molecules are bio-molecules. They are produced in living organisms.It is made up of
carbon,oxygen,hydrogen and nitrogen.The molecule may be a lipid,protein,carbohydrate or
nucleic acid.
1) Carbon is seen in all organic molecules.(E)
2) The verstility in the types of chemical bonds and chemical partners carbon can make.(D)
3) differences in the types and relative amounts of organic molecules synthesized by each
organism(B)
4) It forms 4 electron bonds.(D)
5) Ultimately these carbon atoms came from carbondioxide incorporated into sugars through
photosynthesis.(A).
elements and compounds
joining up makes the difference
what is everything made of?
more about molecules
density
learning to measure
solving measurement problems
apparatus
doing experiments
growing up non-human animals
Organic Chemistry 02 _ Class Notes __ (Victory 2023).pdfNamanPahuja6
steadily used others to gain their own attention. The message this play left behind after many laughs was do not use others, plain and simple.
The space was a well-constructed thrust stage however, the stage was not raised off the ground and the seats appeared to be mobile which lead to the belief that this is an Environmental Theater. As for the layout of the stage, there was a couch and a table in center stage for the first two acts, a door to the unseen outside front of the house upstage right, there were two large double doors upstage center leading to the backyard garden, and a raised floor upstage left containing a piano, a bookcase and a door leading to the home library. Stage left there was a half spiral staircase that lead up to the second floor which had a painting and lights that extended across to stage right. The second floor also contained the bedrooms for the house but the doors were not in sight. The detail was greater than expected: the hardwood floor throughout the first floor seemed to be genuine, the actual bookcase filled with real books not stage books, and the extremely large double doors with translucent glass and floral designs lead to the Garden, which featured an array of plants behind the doors. The entire space was well lit for the duration of the play; the stage took place inside the Bliss’ home so the bright lighting added a confortable feel to the inside of the house. The theatre was nearly sold out; it was hard to spot an empty seat, including the balcony and lower level seating. The crowd contained nearly an even amount of student audience members and senior citizens; there was few in the audience that appeared middle aged.
The play was well cast, the entire Bliss family did a great job showing how overly dramatic and deceitful the family had become. Each actor portrayed their character accurately; there were no standouts that didn’t match the character. Each visitor in the first act seemed to be feasible as far as the possibility of a relationship was concerned. All of the family members acted genuine. There was one actor who stood out as a perfect fit for his character. Taylor Rascher played Simon Bliss and played him perfectly. Rascher’s character Simon was a young man who was dramatic and romantic so much so it was almost to the point of ridiculousness. Rascher stole the show in the first act when he was romancing with Michelle Luz, who plays Myra Arundel. Rascher was displaying his love for Michelle Luz (Myra) in the most dramatic of fashions; he was playing the Bliss’ game of pretending to be in complete love with someone and then a moment later change his mind. Rascher was proclaiming his love with elegant speeches and coddling up next to her and eventually kissing her. Rascher made this scene particularly hilarious because he was completely over the top in typical Bliss fashion. Of course, all of this was for naus in act two and also Ras
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
15. Carbon: Chemistry of Life
C. Many molecules found in
living things (like DNA, sugars,
fats, and proteins) are LARGE
molecules containing chains of
carbon.glucose saturated fat
DNA
16. Carbon: Chemistry of Life
D. Salt (NaCl) and water (H2O)
are small molecules in living
things.
18. Hands on Activity
6C 12H C6H12O6
6 carbon 12 hydrogen 6 oxygen 1 glucose
atoms atoms atoms sugar
molecule
=+
Making Molecular Models of Chemical Equations:
1. Write the reaction below.
2. Using the legend, make a model of this reaction:
6O
+
19. glucose
Hands on Activity
6C 12H C6H12O6
Making Molecular Models of Chemical Equations:
6O
O
O
O
O
H
O
O
C
C
C C
C
C
H
H
H
H H
H
H
H
23. Carbon: Chemistry of Life
I. Six elements form most
molecules in living things:
Phosphorus
Nitrogen
Carbon
Hydrogen
Oxygen
Sulfur
Please Never
Call Her On
Sunday
35. III. Six elements form most
molecules in living things:
Phosphorus
Nitrogen
Carbon
Hydrogen
Oxygen
Sulfur
Please Never
Call Her On
Sunday
What can I use to help me remember?
45. Copyright Richards 2009
Structure of Crystal
Molecules Thinking
Map
Page 51
salt
Salt crystals are made of alternating
sodium and chlorine atoms.
diamond
Diamonds are made of hexagons of
carbon atoms.
55. Think-Write-Group-Share
How are atoms arranged in a salt
molecule?
A. rings of alternating chlorine and
sodium atoms.
B. chains of repeating chlorine atoms
C. a cube of alternating sodium and
chlorine atoms.
56. Think-Write-Group-Share
How are atoms arranged in a salt
molecule?
A. rings of alternating chlorine and
sodium atoms.
B. chains of repeating chlorine atoms
C. a cube of alternating sodium
and chlorine atoms.
57. Crystal Molecules
II. The repeating groups of
atoms in crystals form a
crisscross net called a lattice.