metals and non-metals
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Metals are materials that are typically hard, shiny, good conductors of heat and electricity, and malleable. About 91 of the 118 elements in the periodic table are metals. In contrast, nonmetals lack metallic attributes - they are highly volatile, have low elasticity, and are good insulators. The 17 nonmetal elements are mostly gases like hydrogen, helium, nitrogen and oxygen, with a few solids like carbon, phosphorus and iodine. One nonmetal, bromine, is a liquid.
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PPT for Reaction of metals with acid
The document discusses the reaction of various metals with acids. When metals like magnesium, aluminum, zinc, and iron react with hydrochloric acid, they produce bubbles of hydrogen gas. Copper does not react with dilute hydrochloric acid and produces no bubbles. Unlike reactions with hydrochloric acid, reactions of metals with nitric acid do not produce hydrogen gas. Aluminum also does not react with nitric acid due to the formation of a protective layer of aluminum oxide.
Physical properties of metals and non metals
Metals are typically hard, shiny materials that are good conductors of heat and electricity. About 91 of the 118 elements are metals as they can be hammered into shape without cracking, melted when heated, and drawn into thin wires. In contrast, nonmetals lack metallic properties and tend to be gases, liquids, or solids that are not malleable, highly volatile, and act as insulators rather than conductors. The 17 nonmetals include gases like hydrogen, oxygen, and noble gases as well as solid nonmetals like carbon, phosphorus, and iodine.
Chemical reaction between metals and water/acid
- Lighter metals like sodium, potassium, and calcium react vigorously with acids, while heavier metals like magnesium, aluminum, zinc, and lead react more slowly.
- Dilute acids are weaker as they are mixed with water, while concentrated acids are strong and pure.
- Most reactions of metals with dilute acids are single replacement reactions where the metal replaces hydrogen in the acid, producing hydrogen gas.
- Reactions of metals with concentrated acids can involve both single replacement and decomposition reactions.
- Lighter metals like sodium react vigorously with cold water, producing hydroxides and hydrogen gas, while their reaction with steam produces metal oxides and hydrogen gas.
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The document discusses the extraction of metals from ores. It begins by explaining that metals are found either in their free state or combined as compounds in minerals and ores. It then outlines some common metal ores such as bauxite (Al2O3.2H2O) for aluminum, zinc blende (ZnS) for zinc, and hematite (Fe2O3) for iron. Finally, it notes that the steps in extracting metal from ore depend on the reactivity of the metal. Highly reactive metals require more processing steps since they must be extracted from their ionic compounds in the ore. Less reactive metals like gold and silver are sometimes found in their free state.
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PowerPoint Presentation on Metals and Non Metals
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Reaction of metals with air
Metals react with oxygen in the air to form metal oxides. For example, magnesium burns with an intense light when heated in air, forming magnesium oxide. Other metals like copper and aluminum also form oxides when heated in air. The reactivity of different metals with oxygen varies, with sodium and potassium being the most reactive and catching fire in open air. Less reactive metals like iron do not burn but will react when sprinkled as filings in a flame. Some metal oxides like aluminum oxide are amphoteric, reacting with both acids and bases.
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PPT for Reaction of metals with acid
The document discusses the reaction of various metals with acids. When metals like magnesium, aluminum, zinc, and iron react with hydrochloric acid, they produce bubbles of hydrogen gas. Copper does not react with dilute hydrochloric acid and produces no bubbles. Unlike reactions with hydrochloric acid, reactions of metals with nitric acid do not produce hydrogen gas. Aluminum also does not react with nitric acid due to the formation of a protective layer of aluminum oxide.
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Metals are typically hard, shiny materials that are good conductors of heat and electricity. About 91 of the 118 elements are metals as they can be hammered into shape without cracking, melted when heated, and drawn into thin wires. In contrast, nonmetals lack metallic properties and tend to be gases, liquids, or solids that are not malleable, highly volatile, and act as insulators rather than conductors. The 17 nonmetals include gases like hydrogen, oxygen, and noble gases as well as solid nonmetals like carbon, phosphorus, and iodine.
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- Lighter metals like sodium, potassium, and calcium react vigorously with acids, while heavier metals like magnesium, aluminum, zinc, and lead react more slowly.
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The document provides information about grade 10 IGCSE chemistry content related to properties and reactions of metals. It discusses distinguishing metals from non-metals, reactivity series, extraction of metals like iron from ores, and uses of metals such as aluminum and zinc. It also describes physical and chemical properties of metals, structure and properties of alloys, and reactions of metals with water, steam, and acids to determine reactivity order.
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Metals react with oxygen in the air to form metal oxides. For example, magnesium burns with an intense light when heated in air, forming magnesium oxide. Other metals like copper and aluminum also form oxides when heated in air. The reactivity of different metals with oxygen varies, with sodium and potassium being the most reactive and catching fire in open air. Less reactive metals like iron do not burn but will react when sprinkled as filings in a flame. Some metal oxides like aluminum oxide are amphoteric, reacting with both acids and bases.
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Metals are materials that are typically hard, opaque, shiny and good conductors of heat and electricity. They have properties such as malleability, ductility, hardness, metallic luster, and high melting points and densities. Some key properties include being able to be hammered into thin sheets or drawn into thin wires. Metals also produce sound when tapped and are generally solid at room temperature, except for mercury. They are essential materials used across many industries and applications.
Metals
Metals are good conductors of heat and electricity. They are usually malleable and ductile, allowing them to be hammered into thin sheets or drawn into wires. This is due to their strong metallic bonds and free-flowing electrons. However, pure metals can be too soft or brittle for many applications. Alloys modify the properties of pure metals, making them harder, less brittle, and more corrosion resistant through combining different ratios of metals. Non-metals are generally dull, brittle, poor conductors of heat and electricity, have lower melting points than metals, and are not malleable or ductile.
The periodic table
The document summarizes key aspects of the periodic table. It describes the elements hydrogen and helium as the lightest and most abundant in the universe. It also notes that atoms are electrically neutral, with negative charges from electrons balancing out the positive nucleus. Further, it provides details on protons, neutrons, and electrons as well as how elements are organized by atomic number and mass. Key groups of elements like metals, nonmetals, transition metals, and metalloids are outlined according to their typical properties.
structure of the periodic table
The document discusses the structure and properties of elements in the periodic table. It describes metals as having properties like luster, conductivity, and forming positive ions. Nonmetals are described as having opposite properties like brittleness, low conductivity, and forming negative ions. Metalloids are said to have properties that are between metals and nonmetals, such as varying luster and conductivity.
Science METAL AND NON METAL
This document discusses the properties and chemical reactions of metals and non-metals. It defines metals as solid materials that form metallic bonds between closely packed atoms. Metals have properties like lustre, malleability, and conductivity. Non-metals lack metallic properties and form many useful compounds. The document outlines common chemical reactions of metals, such as forming oxides with oxygen or salts with acids, and reactions of non-metals like combining with oxygen to form oxides or chlorine to form chlorides. In conclusion, it thanks the reader for their time.
CH1 Introduction to engineering materials.pptx
The document discusses different types of engineering materials including metals, non-metals, and composites. It describes how materials are classified based on their properties such as structure, state, conductivity, density, strength, and other characteristics. Key types of materials mentioned include metals, alloys, ceramics, polymers, and composites. The document also compares properties of metals versus non-metals and outlines different categories of material properties such as physical, mechanical, electrical, magnetic, and chemical properties.
CH1 Introduction to engineering materials.pptx
The document discusses different types of engineering materials including metals, non-metals, and composites. It describes how materials are classified based on their properties such as structure, state, conductivity, density, strength, and other characteristics. Key types of materials mentioned include metals, alloys, ceramics, polymers, and composites. The document also compares properties of metals versus non-metals and outlines different categories of material properties such as physical, mechanical, electrical, magnetic, and chemical properties.
Groups are the eighteen series of elements in col.pdf
Groups are the eighteen series of elements in columns across the table. For instance,
the elements in group one (the alkali metals) are hydrogen, lithium, sodium, potassium,
rubidium, caesium and francium. Each of these groups are special for the common characteristics
their constituent elements share. Alkali Metals (Group 1) - do not occur elementally in nature -
have one valence electron - have low ionization energies - form colorless ions, each with a +1
charge - are reactive metals obtained by reducing the +1 ions in their natural compounds - are
stored under kerosene or other hydrocarbon solvent because they react with water vapor or
oxygen in air - form water-soluble bases - are strong reducing agents - are good conductors of
electricity and heat - are ductile, malleable, and soft enough to be cut with a knife - have a
silvery luster, low density, and a low melting point Alkaline Earth Metals (2) - do not occur
elementally in nature - occur most commonly as carbonates, phosphates, silicates, and sulfates -
occur naturally as compounds that are either insoluble or only slightly soluble in water - contain
two valence electrons - tend to lose two electrons per atom, forming ions with a +2 charge - are
less reactive than alkali metals - primarily form ionic compounds - react with water to form bases
and hydrogen gas - are good conductors of heat and electricity - are ductile and malleable - have
a silvery luster - include the naturally radioactive element radium Transition Metals (3-12) -
consist of metals in groups 3 through 12 - contain one or two valence electrons - are usually
harder and more brittle than metals in groups 1 and 2 - have higher melting and boiling points
that metals in groups 1 and 2 - are good conductors of heat and electricity - are malleable and
ductile - have a silvery luster, except copper and gold - include radioactive elements 89 through
109 - include mercury, the only metal that is liquid at room temperature - have chemical
properties that tend to differ from each other - tend to have two or more common oxidation states
- often form colored compounds - may form complex ions Boron Family (13) - do not occur
elementally in nature - are scarce in nature (except aluminum, which is the most abundant
metallic element) - have three valence electrons - are metallic (except boron, which is a solid
metalloid) - are soft and have low melting points (except boron, which is hard and has a high
melting point) - are chemically reactive at moderate temperatures (except boron) Carbon Family
(14) - includes a nonmetal (carbon), two metalloids (silicon and germanium) and two metals (tin
and lead) - vary greatly in both physical and chemical properties - occur in nature in both
combined and elemental forms - have four valence electrons - are relatively unreactive - tend to
form covalent compounds (tin and lead also form ionic compounds) Nitrogen Family (15) -
consists of two nonmetals (nitrogen and phosphorus), two metalloids (arsen.
Similar to metals and non-metals (20)
PPT - Properties of Metals Non-Metals Metalloids.ppt
PPT - Properties of Metals Non-Metals Metalloids.ppt
PPT - Properties of Metals Non-Metals Metalloids (1).ppt
PPT - Properties of Metals Non-Metals Metalloids (1).ppt
Presentation - Properties of Metals Non-Metals Metalloids.ppt
Presentation - Properties of Metals Non-Metals Metalloids.ppt
Groups are the eighteen series of elements in col.pdf
Groups are the eighteen series of elements in col.pdf
Recently uploaded
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/Randomised Optimisation Algorithms in DAPHNE
Slides from talk:
Aleš Zamuda: Randomised Optimisation Algorithms in DAPHNE .
Austrian-Slovenian HPC Meeting 2024 – ASHPC24, Seeblickhotel Grundlsee in Austria, 10–13 June 2024
https://ashpc.eu/
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Phenomics assisted breeding in crop improvement
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Bob Reedy - Nitrate in Texas Groundwater.pdf
Presented at June 6-7 Texas Alliance of Groundwater Districts Business Meeting
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Direct Seeded Rice - Climate Smart Agriculture
Direct Seeded Rice - Climate Smart AgricultureInternational Food Policy Research Institute- South Asia Office
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
在线办理(salfor毕业证书)索尔福德大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(salfor毕业证书)索尔福德大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
SAR of Medicinal Chemistry 1st by dk.pdf
In this presentation include the prototype drug SAR on thus or with their examples .
Syllabus of Second Year B. Pharmacy
2019 PATTERN.
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Micronuclei test.M.sc.zoology.fisheries.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Recently uploaded (20)
The debris of the ‘last major merger’ is dynamically young
The debris of the ‘last major merger’ is dynamically young
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
Immersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths Forward
Applied Science: Thermodynamics, Laws & Methodology.pdf
Applied Science: Thermodynamics, Laws & Methodology.pdf
The cost of acquiring information by natural selection
The cost of acquiring information by natural selection
mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
GBSN - Biochemistry (Unit 6) Chemistry of Proteins
GBSN - Biochemistry (Unit 6) Chemistry of Proteins
metals and non-metals
- 3. A metal is a material (an element, compound, or alloy) that is typically hard, opaque, shiny, and has good electrical and thermal conductivity. Metals are generally malleable — that is, they can be hammered or pressed permanently out of shape without breaking or cracking — as well as fusible (able to be fused or melted) and ductile (able to be drawn out into a thin wire). About 91 of the 118 elements in the periodic table are metals. Some elements appear in both metallic and non-metallic forms. E.g.- gold ,silver , iron , copper etc.
- 5. In chemistry, a nonmetal (or non-metal) is a chemical element that mostly lacks metallic attributes. Physically, nonmetals tend to be highly volatile (easily vapourised ), have low elasticity, and are good insulators of heat and electricity; chemically, they tend to have high ionization energy and electronegativity values, and gain or share electrons when they react with other elements or compounds. Seventeen elements are generally classified as nonmetals; most are gases (hydrogen, helium, nitrogen, oxygen, fluorine, neon, chlorine, argon, krypton, xenon and radon); one is a liquid (bromine), and a few are solids (carbon, phosphorus, sulfur, selenium, and iodine).
- 7. Metals have luster. This means they are shiny… E.g. gold, copper , silver ,iron, etc.
- 8. Metals are ductile that is they can be drawn into thin wires … E.g. gold, copper, silver ,iron, etc.
- 9. Metals have high density… E.g. iron ,copper ,gold ,etc.
- 10. Metals are good conductors of heat and electricity that is it allows heat and electricity to pass through it easily… E.g. gold, copper, silver ,iron, etc.
- 11. Metals are sonorous it means it make sound when hit with an object… E.g. bells ,strings of guitar etc.
- 12. Metals are Generally hard in nature… E.g. iron ,copper ,gold ,etc.
- 13. Metals are malleable that is they can be beaten into thin sheets with hammer… E.g. iron ,copper, gold ,alluminium ,etc.
- 14. Metals have high melting and boiling point… E.g. iron ,copper, gold ,aluminium ,etc.