This document provides conversion factors for various units including quarts, gallons, miles, feet, inches, pounds, kilograms, centimeters, meters, micrometers, nanometers, and Kelvin and Celsius temperatures. It also gives examples of converting between these units and checking answers in scientific notation. Conversions between metric units can be done using multiplication and division with the appropriate conversion factors.
This is a summary of the topic "Physical quantities, units and measurement" in the GCE O levels subject: Physics. Students taking either the combined science (chemistry/physics) or pure Physics will find this useful. These slides are prepared according to the learning outcomes required by the examinations board.
This is a summary of the topic "Physical quantities, units and measurement" in the GCE O levels subject: Physics. Students taking either the combined science (chemistry/physics) or pure Physics will find this useful. These slides are prepared according to the learning outcomes required by the examinations board.
The PPT is designed for the Math teacher to teach about the unit system and length as an Individual parameter for standard 3rd to 10th.
First, inspire the curiosity of students by showing images instead of directly introducing the topic.
To make the live presentation better ask various questions to students like
-Where else you see the application of measurements?
-How and who invented it?
-Which unit we use for a particular purpose and where?
and more.
This ppt includes,
Learn unit conversion easily with a smart trick.
Understand the SI unit and Imperial unit system.
The value of each unit as well with practice sum.
Mainly focus on the length and its unit.
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
Avogadro's law (sometimes referred to as Avogadro's hypothesis or Avogadro's principle) or Avogadro-Ampère's hypothesis is an experimental gas law relating the volume of a gas to the amount of substance of gas present.[1] The law is a specific case of the ideal gas law. A modern statement is:
Avogadro's law states that "equal volumes of all gases, at the same temperature and pressure, have the same number of molecules."
Physical Quantities--Units and Measurement--Conversion of UnitsKhanSaif2
This presentation covers physical quantities and their types, units and their types, conversion of units and order of magnitude in a very interactive manner. I hope this presentation will be helpful for teachers as well as students.
The PPT is designed for the Math teacher to teach about the unit system and length as an Individual parameter for standard 3rd to 10th.
First, inspire the curiosity of students by showing images instead of directly introducing the topic.
To make the live presentation better ask various questions to students like
-Where else you see the application of measurements?
-How and who invented it?
-Which unit we use for a particular purpose and where?
and more.
This ppt includes,
Learn unit conversion easily with a smart trick.
Understand the SI unit and Imperial unit system.
The value of each unit as well with practice sum.
Mainly focus on the length and its unit.
CONVERSION OF UNITS OF MEASUREMENTS.pptxLiezlBontilao
CONVERSION OF UNITS OF MEASUREMENTS
Conversion of unit of Measurements for Length
1) Identify the unit you are starting with.
2) Identify the unit you want to end with.
3) Find the conversion factor/s that will convert the starting unit to ending unit. Using the fractional form the unit you want to end will be the numerator the unit to be cancelled will be the denominator.
4) Set up the Mathematical expression so that all units except the unit you want to end with, will not be cancelled.
Convert 36 inches to feet.
Solution:
Step 1: inches
Step 2 : feet
Step 3 : (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠)
Step 4: 36 inches x (1 𝑓𝑜𝑜𝑡)/(12 𝑖𝑛𝑐ℎ𝑒𝑠) = 3 feet
Step 5: Therefore, 36 in = 3 feet
Avogadro's law (sometimes referred to as Avogadro's hypothesis or Avogadro's principle) or Avogadro-Ampère's hypothesis is an experimental gas law relating the volume of a gas to the amount of substance of gas present.[1] The law is a specific case of the ideal gas law. A modern statement is:
Avogadro's law states that "equal volumes of all gases, at the same temperature and pressure, have the same number of molecules."
Physical Quantities--Units and Measurement--Conversion of UnitsKhanSaif2
This presentation covers physical quantities and their types, units and their types, conversion of units and order of magnitude in a very interactive manner. I hope this presentation will be helpful for teachers as well as students.
Overview of Lumen Learning progress and milestones over the past year, supporting widespread adoption of open educational resources in U.S. higher education
Ppt basic concepts in chemistry, xi, Dr Mona Srivastava Founder - MasterCh...DR MONA Srivastava
This is an effort to explin in easy way the basic concrpts of chemistry , the first chapter in XI Chemistry paper in CBSE.
PPT includes NCERT topic thoroughly suitable numericals and explaination of conepts.
the ppt also includes excercise at the end of the concept. hope it will be helpful in catering the need of students os science.
Dr Mona Srivastava
m.Sc. Ph.D. Chemistry
Founder- MasterChemClasses
This is a basic overview of your first chemistry exam. You will find real test problems and explanations so you know what to be expecting. We will also go over this presentation together.
The increased availability of biomedical data, particularly in the public domain, offers the opportunity to better understand human health and to develop effective therapeutics for a wide range of unmet medical needs. However, data scientists remain stymied by the fact that data remain hard to find and to productively reuse because data and their metadata i) are wholly inaccessible, ii) are in non-standard or incompatible representations, iii) do not conform to community standards, and iv) have unclear or highly restricted terms and conditions that preclude legitimate reuse. These limitations require a rethink on data can be made machine and AI-ready - the key motivation behind the FAIR Guiding Principles. Concurrently, while recent efforts have explored the use of deep learning to fuse disparate data into predictive models for a wide range of biomedical applications, these models often fail even when the correct answer is already known, and fail to explain individual predictions in terms that data scientists can appreciate. These limitations suggest that new methods to produce practical artificial intelligence are still needed.
In this talk, I will discuss our work in (1) building an integrative knowledge infrastructure to prepare FAIR and "AI-ready" data and services along with (2) neurosymbolic AI methods to improve the quality of predictions and to generate plausible explanations. Attention is given to standards, platforms, and methods to wrangle knowledge into simple, but effective semantic and latent representations, and to make these available into standards-compliant and discoverable interfaces that can be used in model building, validation, and explanation. Our work, and those of others in the field, creates a baseline for building trustworthy and easy to deploy AI models in biomedicine.
Bio
Dr. Michel Dumontier is the Distinguished Professor of Data Science at Maastricht University, founder and executive director of the Institute of Data Science, and co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles. His research explores socio-technological approaches for responsible discovery science, which includes collaborative multi-modal knowledge graphs, privacy-preserving distributed data mining, and AI methods for drug discovery and personalized medicine. His work is supported through the Dutch National Research Agenda, the Netherlands Organisation for Scientific Research, Horizon Europe, the European Open Science Cloud, the US National Institutes of Health, and a Marie-Curie Innovative Training Network. He is the editor-in-chief for the journal Data Science and is internationally recognized for his contributions in bioinformatics, biomedical informatics, and semantic technologies including ontologies and linked data.
Multi-source connectivity as the driver of solar wind variability in the heli...Sérgio Sacani
The ambient solar wind that flls the heliosphere originates from multiple
sources in the solar corona and is highly structured. It is often described
as high-speed, relatively homogeneous, plasma streams from coronal
holes and slow-speed, highly variable, streams whose source regions are
under debate. A key goal of ESA/NASA’s Solar Orbiter mission is to identify
solar wind sources and understand what drives the complexity seen in the
heliosphere. By combining magnetic feld modelling and spectroscopic
techniques with high-resolution observations and measurements, we show
that the solar wind variability detected in situ by Solar Orbiter in March
2022 is driven by spatio-temporal changes in the magnetic connectivity to
multiple sources in the solar atmosphere. The magnetic feld footpoints
connected to the spacecraft moved from the boundaries of a coronal hole
to one active region (12961) and then across to another region (12957). This
is refected in the in situ measurements, which show the transition from fast
to highly Alfvénic then to slow solar wind that is disrupted by the arrival of
a coronal mass ejection. Our results describe solar wind variability at 0.5 au
but are applicable to near-Earth observatories.
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.
Richard's aventures in two entangled wonderlandsRichard 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.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
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.
1. CHM 111 Conversions (Solutions) CH1 Math Skills Toolbox
Useful Conversions: 4 qts = 1 gal; 0.946 L = 1 qt; 1 mile = 5280 ft; 1 ft = 30.5 cm
39.4 in = 1 m; 1 lb = 0.454 kg 1 in = 2.54 cm, 1 m = 102 cm
1 m = 1012 pm; 1 m = 106 µm; 1 m = 109 nm; 1 km = 103 m
1 mL = 1 cm3; °C + 273 = K K − 273 = °C
Please note that METRIC conversions will NOT be given on exams or quizzes, including
temperature conversions between C and K.
1. a) Convert 25 ºC to Kelvin (K).
°C + 273 = K
25 °C+ 273 = 298 K
b) Convert 35 ºC to Kelvin (K).
°C + 273 = K
35 °C + 273 = 238 K
c) Convert 154 ºC to Kelvin (K).
°C + 273 = K
154 °C+ 273 = 119 K
d) Convert 500 K to degrees Celsius (ºC).
K − 273 = °C
500 K − 273 = 227 °C
e) Convert 215 K to degrees Celsius (ºC).
K − 273 = °C
215 K − 273 = 58 °C
2. a) Convert 1000 gallons to quarts
1000 gallons (
4 qts
1 gallon
) = 4000 qts
b) Convert 150. quarts to gallons
150 qts (
1 gal
4 qts
) = 37.5 gal
2. CHM 111 Conversions (Solutions) CH1 Math Skills Toolbox
c) Convert 120 miles to feet
120 miles (
5280 ft
1 mile
) = 633600 feet or 6.3 105
feet
d) Convert 753 feet to miles
753 ft (
1 mile
5280 ft
) = 0.143 miles
3. Convert the following quantities:
a) Convert 100.0 nm to m and write your answer in scientific notation.
100.0 nm(
1 m
1 × 109nm
) = 1.0 × 10−7
m
b) Convert 3.0 m to nm and write your answer in scientific notation.
3.0 m(
1 × 109
nm
1 m
) = 3.0 × 109
nm
c) Convert 356.0 m to nm and write your answer in scientific notation.
356.0 m(
1 × 109
nm
1 m
) = 3.560 × 1011
nm
d) Convert 4.36 107 m to nm and write your answer in scientific notation.
4.36 ×10
-7
m(
1 × 109
nm
1 m
) = 4.36 × 102
nm
e) Convert 233 m to cm and write your answer in scientific notation.
233 m(
1 × 102
cm
1 m
) = 2.33 × 104
cm
f) Convert 2.76 cm to m and write your answer in scientific notation.
2.76 cm(
1 m
1 × 102cm
) = 2.76 × 10−2
m
3. CHM 111 Conversions (Solutions) CH1 Math Skills Toolbox
g) Convert 2.76 pm to m and write your answer in scientific notation.
2.76 pm(
1 m
1 × 1012pm
) = 2.76 × 10−12
m
h) Convert 211 m to pm and write your answer in scientific notation.
211 m(
1 × 1012
pm
1 m
) = 2.11 × 1014
pm
i) Convert 4.34 µm to m and write your answer in scientific notation.
4.34 µm(
1 m
1 × 106µm
) = 4.34 × 10−6
m
j) Convert 364.7 µm to m and write your answer in scientific notation.
364.7 µm(
1 m
1 × 106µm
) = 3.647 × 10−4
m
k) Convert 153 m to µm and write your answer in scientific notation.
153 m (
1 × 106
µm
1 m
) = 1.53 × 108
µm
4. Use the following conversion factors to covert the quantities below. (Think about how the set
up for the problem changed based on the conversion factor used (i.e., compare to problem #3).
Compare your answers to those in problem #3.))
1 109 m = 1 nm; 1 1012 m = 1 pm; 1 102 m = 1 cm; 1 106 m = 1 µm
a) Convert 100.0 nm to m and write your answer in scientific notation.
100.0 nm(
1 × 109
m
1 nm
) = 1.000 × 10−7
m
b) Convert 356.0 m to nm and write your answer in scientific notation.
356.0 m (
1 nm
1 × 109m
) = 3.560 × 1011
nm
c) Convert 4.36 107 m to nm and write your answer in scientific notation.
4.36 × 10
-7
m(
1 nm
1 × 109
m
) = 436nm = 4.36 × 102
nm
4. CHM 111 Conversions (Solutions) CH1 Math Skills Toolbox
d) Convert 233 m to cm and write your answer in scientific notation.
233 m(
1 cm
1 × 102m
) = 2.33 × 104
cm
e) Convert 2.76 cm to m and write your answer in scientific notation.
2.76 cm(
1 × 102
m
1 cm
) = 2.76 × 10−2
m
f) Convert 2.76 pm to m and write your answer in scientific notation.
2.76 pm (
1 × 1012
m
1 pm
) = 2.76 × 10−12
m
g) Convert 211 m to pm and write your answer in scientific notation.
211 m(
1 pm
1 × 1012 m
) = 2.11 × 1014
pm
h) Convert 4.34 µm to m and write your answer in scientific notation.
4.34 µm(
1 × 106
m
1 µm
) = 4.34 × 10−6
m
5. a) Convert 125 mL to cm3.
125 mL (
1 cm3
1 mL
) = 125 cm3
b) Convert 2.45 cm3 to mL.
2.45 cm3
(
1 mL
1 cm3
) = 2.45 mL