[GET] Chapter 2 The Chemical Context Of Life Answer Key
For example, isotopes of a given element are different—they contain different numbers of neutrons—but from the perspective of chemistry they can be classified as equivalent because they have identical patterns of chemical interaction....
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Chapter 2 the chemistry of life answer key
Progression Human beings are good at recognizing patterns; indeed, young children begin to recognize patterns in their own lives well before coming to school. They observe, for example, that the sun and the moon follow different patterns of appearance in the sky. Once they are students, it is important for them to develop ways to recognize, classify, and record patterns in the phenomena they observe. For example, elementary students can describe and predict the patterns in the seasons of the year; they can observe and record patterns in the similarities and differences between parents and their offspring. Similarly, they can investigate the characteristics that allow classification of animal types e. These classifications will become more detailed and closer to scientific classifications in the upper elementary grades, when students should also begin to analyze patterns in rates of change—for example, the growth rates of plants under different conditions.
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By middle school, students can begin to relate patterns to the nature of microscopic and atomic-level structure—for example, they may note that chemical molecules contain particular ratios of different atoms. Thus classifications used at one scale may fail or need revision when information from smaller or larger scales is introduced e. Cause and Effect: Mechanism and Prediction Many of the most compelling and productive questions in science are about why or how something happens. Today infectious diseases are well understood as being transmitted by the passing of microscopic organisms bacteria or viruses between an infected person and another.
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A major activity of science is to uncover such causal connections, often with the hope that understanding the mechanisms will enable predictions and, in the case of infectious diseases, the design of preventive measures, treatments, and cures. Repeating patterns in nature, or events that occur together with regularity, are clues that scientists can use to start exploring causal, or cause-and-effect, relationships, which pervade all the disciplines of science and at all scales. For example, researchers investigate cause-and-effect mechanisms in the motion of a single object, specific chemical reactions, population changes in an ecosystem or a society, and the development of holes in the polar ozone layers.
Chapter 2 Active Reading Guide The Chemical Context of Life
Any application of science, or any engineered solution to a problem, is dependent on understanding the cause-and-effect relationships between events; the quality of the application or solution often can be improved as knowledge of the relevant relationships is improved. Identifying cause and effect may seem straightforward in simple cases, such as a bat hitting a ball, but in complex systems causation can be difficult to tease out. It may be conditional, so that A can cause B only if some other factors are in place or within a certain numerical range. For example, seeds germinate and produce plants but only when the soil is sufficiently moist and warm. Frequently, causation can be described only in a probabilistic fashion—that is, there is some likelihood that one event will lead to another, but a specific outcome cannot be guaranteed.
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One assumption of all science and engineering is that there is a limited and universal set of fundamental physical interactions that underlie all known forces and hence are a root part of any causal chain, whether in natural or designed systems. Underlying all biological processes—the inner workings of a cell or even of a brain—are particular physical and chemical processes. At the larger scale of biological systems, the universality of life manifests itself in a common genetic code. Causation invoked to explain larger scale systems must be consistent with the implications of what is known about smaller scale processes within the system, even though new features may emerge at large scales that cannot be predicted from knowledge of smaller scales. For example, although knowledge of atoms is not sufficient to predict the genetic code, the replication of genes must be understood as a molecular-level process.
Chapter 02 - The Chemical Context of Life
Indeed, the ability to model causal processes in complex multipart systems arises from this fact; modern computational codes incorporate relevant smaller scale relationships into the model of the larger system, integrating multiple factors in a way that goes well beyond the capacity of the human brain. In engineering, the goal is to design a system to cause a desired effect, so cause-and-effect relationships are as much a part of engineering as of science. Indeed, the process of design is a good place to help students begin to think in terms of cause and effect, because they must understand the underlying causal relationships in order to devise and explain a design that can achieve a specified objective.
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One goal of instruction about cause and effect is to encourage students to see events in the world as having understandable causes, even when these causes are beyond human control. The ability to distinguish between scientific causal claims and nonscientific causal claims is also an important goal. Progression In the earliest grades, as students begin to look for and analyze patterns—whether in their observations of the world or in the relationships between different quantities in data e. By the upper elementary grades, students should have developed the habit of routinely asking about cause-and-effect relationships in the systems they are studying, particularly when something occurs that is, for them, unexpected. Strategies for this type of instruction include asking students to argue from evidence when attributing an observed phenomenon to a specific cause.
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For example, students exploring why the population of a given species is shrinking will look for evidence in the ecosystem of factors that lead to food shortages, overpredation, or other factors in the habitat related to survival; they will provide an argument for how these and other observed changes affect the species of interest. Scale, Proportion, and Quantity In thinking scientifically about systems and processes, it is essential to recognize that they vary in size e. The understanding of relative magnitude is only a starting point. From a human perspective, one can separate three major scales at which to study science: 1 macroscopic scales that are directly observable—that is, what one can see, touch, feel, or manipulate; 2 scales that are too small or fast to observe directly; and 3 those that are too large or too slow.
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Objects at the atomic scale, for example, may be described with simple models, but the size of atoms and the number of atoms in a system involve magnitudes that are difficult to imagine. At the other extreme, science deals in scales that are equally difficult to imagine because they are so large—continents that move, for example, and galaxies in which the nearest star is 4 years away traveling at the speed of Page 90 Share Cite Suggested Citation:"4 Dimension 2: Crosscutting Concepts.
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As size scales change, so do time scales. Thus, when considering large entities such as mountain ranges, one typically needs to consider change that occurs over long periods. Conversely, changes in a small-scale system, such as a cell, are viewed over much shorter times. However, it is important to recognize that processes that occur locally and on short time scales can have long-term and large-scale impacts as well. In forming a concept of the very small and the very large, whether in space or time, it is important to have a sense not only of relative scale sizes but also of what concepts are meaningful at what scale. For example, the concept of solid matter is meaningless at the subatomic scale, and the concept that light takes time to travel a given distance becomes more important as one considers large distances across the universe.
Chapter 2 - The Chemical Context of Life
Understanding scale requires some insight into measurement and an ability to think in terms of orders of magnitude—for example, to comprehend the difference between one in a hundred and a few parts per billion. At a basic level, in order to identify something as bigger or smaller than something else—and how much bigger or smaller—a student must appreciate the units used to measure it and develop a feel for quantity. To appreciate the relative magnitude of some properties or processes, it may be necessary to grasp the relationships among different types of quantities—for example, speed as the ratio of distance traveled to time taken, density as a ratio of mass to volume.
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This use of ratio is quite different than a ratio of numbers describing fractions of a pie. Recognition of such relationships among different quantities is a key step in forming mathematical models that interpret scientific data. Progression The concept of scale builds from the early grades as an essential element of understanding phenomena. Young children can begin understanding scale with objects, space, and time related to their world and with explicit scale models and maps. They may discuss relative scales—the biggest and smallest, hottest and coolest, fastest and slowest—without reference to particular units of measurement.
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Typically, units of measurement are first introduced in the context of length, in which students can recognize the need for a common unit of measure—even develop their own before being introduced to standard units—through appropriately constructed experiences. Once students become familiar with measurements of length, they can expand their understanding of scale and of the need for units that express quantities of weight, time, temperature, and other variables.
Chapter 2. The Chemical Context of Life
They can also develop an understanding of estimation across scales and contexts, which is important for making sense of data. As students become more sophisticated, the use of estimation can help them not only to develop a sense of the size and time scales relevant to various objects, systems, and processes but also to consider whether a numerical result sounds reasonable. Students acquire the ability as well to move back and forth between models at various scales, depending on the question being considered. They should develop a sense of the powers-of scales and what phenomena correspond to what scale, from the size of the nucleus of an atom to the size of the galaxy and beyond.
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Well-designed instruction is needed if students are to assign meaning to the types of ratios and proportional relationships they encounter in science. Students can then explore more sophisticated mathematical representations, such as the use of graphs to represent data collected. The interpretation of these graphs may be, for example, that a plant gets bigger as time passes or that the hours of daylight decrease and increase across the months. As students deepen their understanding of algebraic thinking, they should be able to apply it to examine their scientific data to predict the effect of a change in one variable on another, for example, or to appreciate the difference between linear growth and exponential growth.
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As their thinking advances, so too should their ability to recognize and apply more complex mathematical and statistical relationships in science. Scientists and students learn to define small portions for the convenience Page 92 Share Cite Suggested Citation:"4 Dimension 2: Crosscutting Concepts. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, and numbers. Although any real system smaller than the entire universe interacts with and is dependent on other external systems, it is often useful to conceptually isolate a single system for study. To do this, scientists and engineers imagine an artificial boundary between the system in question and everything else. They then examine the system in detail while treating the effects of things outside the boundary as either forces acting on the system or flows of matter and energy across it—for example, the gravitational force due to Earth on a book lying on a table or the carbon dioxide expelled by an organism.
Chapter 2 The Chemical Context Of Life Answer Key
Consideration of flows into and out of the system is a crucial element of system design. In the laboratory or even in field research, the extent to which a system under study can be physically isolated or external conditions controlled is an important element of the design of an investigation and interpretation of results. Yet the properties and behavior of the whole system can be very different from those of any of its parts, and large systems may have emergent properties, such as the shape of a tree, that cannot be predicted in detail from knowledge about the components and their interactions. Things viewed as subsystems at one scale may themselves be viewed as whole systems at a smaller scale.
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For example, the circulatory system can be seen as an entity in itself or as a subsystem of the entire human body; a molecule can be studied as a stable configuration of atoms but also as a subsystem of a cell or a gas. An explicit model of a system under study can be a useful tool not only for gaining understanding of the system but also for conveying it to others. Models of a system can range in complexity from lists and simple sketches to detailed computer simulations or functioning prototypes. A good system model for use in developing scientific explanations or engineering designs must specify not only the parts, or subsystems, of the system but also how they interact with one another. It must also specify the boundary of the system being modeled, delineating what is included in the model and what is to be treated as external.
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In a simple mechanical system, interactions among the parts are describable in terms of forces among them that cause changes in motion or physical stresses. In more complex systems, it is not always possible or useful to consider interactions at this detailed mechanical level, yet it is equally important to ask what interactions are occurring e.
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Predictions may be reliable but not precise or, worse, precise but not reliable; the degree of reliability and precision needed depends on the use to which the model will be put. Their thinking about systems in terms of component parts and their interactions, as well as in terms of inputs, outputs, and processes, gives students a way to organize their knowledge of a system, to generate questions that can lead to enhanced understanding, to test aspects of their model of the system, and, eventually, to refine their model. Starting in the earliest grades, students should be asked to express their thinking with drawings or diagrams and with written or oral descriptions. They should describe objects or organisms in terms of their parts and the roles those parts play in the functioning of the object or organism, and they should note relationships between the parts.
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Students should also be asked to create plans—for example, to draw or write a set of instructions for building something—that another child can follow. By high school, students should also be able to identify the assumptions and approximations that have been built into a model and discuss how they limit the precision and reliability of its predictions.
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Complete reading and notes Chapter 1 Section 3 and answer the questions on page Friday, May 4, Look for evidence in rocks all around you. This engaging up-to-date text takes learning physical science to a new level by combining Hewitt's leading conceptual approach with a friendly writing style, strong integration of the sciences, and more quantitative coverage. Key Concepts: Terms in this set A change in which one or more substances are converted into new substances. The chemical reaction in which one element replaces another element in a compound. Chapter 18 Reaction Rates and Equilibrium A substance which speeds up a chemical reaction without itself getting affected is known as a Prospective graduate students uw chemical engineering.
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Gcse history grade boundaries the student room. Writing solution calculus homework help best team of writers. Construction mathematics trigonometry practice answers chart. Ielts academic exam sample writing paper. Satire essay about texting and driving. Msu student creates dating resume Change Training Circular TC The following question refers to the equilibrium Radiochemistry is defined as "the chemical study of These techniques are quite important for they are often the key to a successful experiment even though they may get There are some chemical effects that accompany high specific activities that are unique to Chapter 19 Chemical Reactions. Chemical Equilibrium. Examples of Multiple Choice Questions. Given that the forward reaction the conversion of "left-hand" species to "right-hand" species is endothermic, which of the following changes will decrease the equilibrium amount of H2O?
Chapter 2 - The Chemical Context of Life | CourseNotes
What is the name given to the electrons in the highest occupied energy level of an atom? This accelerates the metabolic reactions in the cell. The hormone is called the first messenger and the cAMP is termed the second messenger. The hormone- receptor complex changes the permeability of the cell membrane to facilitate the passage of materials through it. Spongelab is an online learning platform with science animations, images, videos and games integrated into a teacher content management system.
Chapter 2 - The Chemical Context Of Life + Test Review Flashcards Preview
Users can upload images, videos, lesson plans and case studies to share with the Spongelab science community. List four metals that will not replace hydrogen in an acid. Consider the metals iron and silver, both listed in Table 3on page of the text. Which one A change in which one or more substances are converted into new substances. Chapter 9: Chemical Names and Formulas. Chapter 9 PS 1: ch. The concept of strong electrolytes is introduced to explain solubility and precipitation reactions. Page 1 of 1 Start over Page 1 of 1 This shopping feature will continue to load items when the Enter key is pressed. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading.
The Top Ten Scientific Problems with Biological and Chemical Evolution
This chapter covers the basics that you may have learned in your chemistry class. Whether your teacher goes over this chapter, or assigns it for you do review on your own, the questions that follow should help you focus on the most important points. Concept 2. False Chapter 6 PowerPoint. What mass of O 2 is present after 1. How long will the reaction proceed to consume It presents the appropriate balance of organic, inorganic and physical chemistry in an integrated single volume, providing lecturers with all the AP Chemistry Chapter 19 Chemical Thermodynamics - 1 - Chapter Chemical Thermodynamics.
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Sample Exercise Its normal freezing point is What is the entropy change of the system when Quiz over pp. Chemical changes result in a new substance. Key Terms page 48 Chapter Review. Part A. Vocabulary Review page 43 1. A chemical reaction is a process that leads to the chemical transformation of one set of chemical substances to another. Classically, chemical reactions encompass changes that only involve the The chemical reaction between sulphur dioxide gas and acidified potassium dichromate solution is characterized by a change in colour from orange to green.
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A catalyst lowers the activation energy. An enzyme is an example of a catalyst. It works by attaching to the substrate. A chemical reaction involves reactants changing to products. A catalyst is often needed to begin the chemical reac-tion. Path A has the Chapter 19 chemical reactions section 1 chemical changes answer key Chapter 1 Milestones in photosynthesis research 9 Milestones in photosynthesis research Govindjee Introduction The task of writing a chapter on milestones in photosynthesis research is difficult because there are so many milestones that I may not be able to do justice to them all.
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Thus, at How to prepare for job interviews 30 thriveyard. Interest rates case premium assignment help. Marketing research pdf book. Pdf soft ethics and the governance of the digital. Cover letter example new edition. SE, p. TWE, p. Descendants 1 full movie english Chapter Chemical Kinetics. The reactants either may be moving too slowly to have enough kinetic energy to exceed the activation energy for the reaction, or the orientation of the molecules when they collide may prevent the reaction from occurring.
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Proteins may be structural, regulatory, contractile, or protective; they may serve in transport, storage, or membranes; or they may be toxins or enzymes. Each cell in a living system may contain thousands of different proteins, each with a unique function. Their structures, like their functions, vary greatly. They are all, however, polymers of alpha amino acids, arranged in a linear sequence and connected together by covalent bonds. As their name implies they contain a carboxylic acid functional group and an amine functional group. The alpha designation is used to indicate that these two functional groups are separated from one another by one carbon group. In addition to the amine and the carboxylic acid, the alpha carbon is also attached to a hydrogen and one additional group that can vary in size and length. In the diagram below, this group is designated as an R-group.
Chemical bonds
Within living organisms there are 20 amino acids used as protein building blocks. They differ from one another only at the R-group position. The basic structure of an amino acid is shown below: Figure 2. The different R-groups have different characteristics based on the nature of atoms incorporated into the functional groups. There are R-groups that predominantly contain carbon and hydrogen and are very nonpolar or hydrophobic. Others contain polar uncharged functional groups such as alcohols, amides, and thiols. A few amino acids are basic containing amine functional groups or acidic containing carboxylic acid functional groups. These amino acids are capable of forming full charges and can have ionic interactions. Each amino acid can be abbreviated using a three letter and a one letter code. Figure 2. Click Here for a Downloadable Version of the Amino Acid Chart Nonpolar Hydrophobic Amino Acids The nonpolar amino acids can largely be subdivided into two more specific classes, the aliphatic amino acids and the aromatic amino acids.
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The aliphatic amino acids glycine, alanine, valine, leucine, isoleucine, and proline typically contain branched hydrocarbon chains with the simplest being glycine to the more complicated structures of leucine and valine. Proline is also classified as an aliphatic amino acid but contains special properties as the hydrocarbon chain has cyclized with the terminal amine creating a unique 5-membered ring structure. As we will see in the next section covering primary structure, proline can significantly alter the 3-dimentional structure of the due to the structural rigidity of the ring structure when it is incorporated into the polypeptide chain and is commonly found in regions of the protein where folds or turns occur.
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