Chemistry of Life - The New Search For Lifes Chemistry

Chemistry of Life - The New Search For Life's ChemistryHow do you prove the chemistry of life? How do you test it to find out if it works or not? All this is possible, if you are a chemist. You don't need to take a course in this subject, although that would be a good idea.All you need to do is to do some research. This can be done in many ways, but the simplest way is to just go online and read all the info you can get about the chemistry of life. Then, take out your calculator and look for numbers and equations, in whatever you can figure out, when it comes to life.You will soon discover that there are a lot of changes that have to take place for living things to occur. In fact, they can easily change as a result of molecules breaking down and others replacing them. If that happens, the cell membranes have to change. The cell membranes determine the kind of living things inside a cell, which are normally found in a cell's nucleus.These new cells, which are in a process of growth, d o have the ability to divide. They also do have the ability to reproduce, which is a good thing, since some cells reproduce much faster than others.How do these new cells grow? This is done by mitosis, which is what happens when two cells fuse together. This gives you an understanding of how cells function, as well as how life begins.We all know that in order for a cell to divide, it needs oxygen, water, and energy. The chemical reactions that happen inside cells and cause them to divide are what make them all alive. It is called metabolism.There are actually many cells in a body. Some are single-celled, and some are multi-cellular. With time, they divide and become single cells, and then multi-cellular cells. This goes on.The liver plays an important role in the process. Its job is to filter out the toxins from the body's blood and then store it, and it removes fat and waste from the body. If there is a genetic mutation, the liver can be malfunctioning, so a liver disorder is a goo d example of how genes can be involved in the process of mutation.

5 Tips for the Integrated Reasoning Section of the GMAT

5 Tips for the Integrated Reasoning Section of the GMAT If you are applying for admission to a graduate program such as an MBA, you are probably going to have to take the GMAT exam, Graduate Management Admission Test. This computer adaptive test is designed to find out what your skills are in certain areas like verbal, reading, writing, quantitative and analytical. There are some tips that may make taking this part of the GMAT a bit easier. The Integrated reasoning section is fairly new to the GMAT as it was just introduced in 2012. This part of the exam is to test your skills when it comes to evaluating data that is shown to you in different formats from different sources. There are a total of 12 questions in the integrated reasoning area that are broken down into four categories: multi-source reasoning, graphics interpretation, table analysis and two-part analysis. Time management is important- While there are 12 question in this section, many of the questions will have 2-3 individual questions of their own. Also, you don't get partial credit in this section at all. Because of these two facts, you need to use your time and use it wisely. If you absolutely cannot answer the last statement in enough time, you are better off just guessing and moving on to the next question. Learn graphs and learn them well- If you are not a natural math whiz, you are going to have to learn all you can about graphs. Two of the best resources for learning graphs are the Economist Magazine and the Wall Street Journal. Both of these resources will have a graph or two scattered in each issue. Locate the graphs in these resources and figure out how to interpret them into context. Grasp the concept of reading comprehension- Most of the integrated reasoning section of the GMAT involves know exactly what the question asks as well as how to actually solve the question. You can't solve the question if you don't understand what the question is asking. It is important that you don't get wrapped up in the details but instead understand what the chart or table is actually presenting. Read the titles and captions first since these are what the question works off. Think of this section as an open-book test- One of the most common mistakes test takers make in the integrated reasoning section is that they use the wrong information due to a slight understanding of the information presented. The information you need to solve these questions is right in front of you on the screen, you just have to know where to find it. Consider what the question is actually asking you and then think about which part of the passage or which chart, graph or table gives you the important information you will need to answer the question correctly.

ConversaSpain

ConversaSpain ConversaSpain ConversaSpain is a Spanish organization that cooperates with more than 300 public schools in different regions in Spain. It offers inspiring, challenging and rewarding opportunities to potential English language assistants from all over the world who want to teach in Spain. With ConversaSpain, native English speakers can teach their mother tongue as language and cultural ambassadors in public schools in Madrid or Murcia (Auxiliares de Conversacion program). With ConversaSpain, participants teach English in Spain to students in Elementary, Middle, and/or High Schools in the public system. Tasks and teaching activities will vary from day-to-day, but it is a supportive role. Indeed, participants arent in charge of an entire class, nor are they responsible for students final grades or any serious disciplinary action. ConversaSpain are looking for truly dedicated ESL teachers who can fully embrace their role in Spain. Teaching English in Spain with this program is a great opportunity to live in Spain, discover a new culture, gain valuable experience, make a change in life, and influence in others lives.

France restrict mobile phone use in Schools - Tutor Hunt Blog

France restrict mobile phone use in Schools France rules to further restrict mobile phone use in schools France rules to further restrict mobile phone use in schoolsSchoolsLast week The French Education Minister Jean-Michel Blanquer announced that mobile phones will be banned in both primary and middle schools from September. French high schools, which teach children of ages between 15 and 18, will not be affected by the new ruling. The feeling over this side of the channel amongst many of the teachers I know was one of envy and admiration - how they wished that the same rules could be put into place in British schools. `I have to fight to make every lesson more interesting than the entire internet,` one secondary school teacher told me, `phones are just too much of a distraction for children during lessons.` The news report in its concise, heading shocking form `France bans mobile phones in schools` is actually slightly misleading. Phones have been prohibited in their classrooms for some years now, and this new ruling merely states that pupils are now also forbidden from using their mobile devices during any breaks, at lunchtime, and between lessons. The ruling seems to come slightly short of imposing a total ban whilst on school property, but it certainly is a step in that direction. The Education minister said that the primary motivation for the decision was one of `public health,` and hoped it would reduce cyber bullying, and encourage children to spend more time outside during their breaks. `These days the children don`t play at break time anymore,` Mr Blanquer has said. `They are just all in front of their smartphones and from an educational point of view that`s a problem,` The question of the mobile phones being permitted at school is a divisive one. There are some who favour a total ban of their use on school grounds - and there are others who opine that the mobile is a necessary part of this generations toolkit, and to deny them their device, even for a few hours, is tantamount to infringing upon a civil liberty. Perhaps you can detect from my tone that my sentiments lean more towards the former of these opposing mindsets. As a former teacher I have spent a good period of my career fighting the `little glowing demon` that would magically appear under my pupils` desks. This nefarious creature would always evade my capture, dancing from child to child, rendering them spellbound, and utterly insensible and inattentive to my lessons, which were of course fascinating. When I was a schoolboy (many many years ago) the Nintendo Gameboy was possibly the coolest piece of kit anyone could own. This portable video game console, which was about the size of a paperback book, would be surreptitiously passed around the classroom while the teacher, their back to us, scraped some chalk shorter at the blackboard (no interactive screens back then). As exciting as this monochrome, squeaky beeping device was, all it could do was display rather simple games on a tiny 2.5 inch screen. Today`s phones though are like a whole video arcade system, capable of surfing the web, playing music, and of course accessing social media. No wonder children get distracted by them, even adults can barely get their faces out of their mobiles. Many parents would not want their children to be without their phones, for reasons of safety. This is of course a perfectly understandable point of view: I would not want my child to be in a situation where, should they need assistance, they were unable to contact me. I cannot imagine such a situation occurring in a classroom during a lesson though, where a teacher will be present, and they will surrounded by their peers in an environment - one certainly hopes - of study and learning. I part company with those who think their children must have their phones with them always, wherever they are. To me this view portrays the mobile signal as a kind of invisible tether, a second umbilical cord, never to be cut, lest their child be lost forever. A few hours away from their phones might even be a relief for them schoolchildren - and it will certainly let their teachers get on with their job with greater ease. Allowing children to use their phones during breaks - that I can certainly concede to; but I really don`t know why they must be to hand during lessons. If a parent needs to contact their child they need only phone the school, who will of course know which class they are in; and if a pupil has an urgent reason to communicate with someone during a lesson, the teacher could briefly return their phone to them. We are fast becoming a nation of people addicted to their phones - nomophobes, yes, there`s even a word for it! If adults cannot look away from their screens, having picked up the habit relatively late in their lives, how strong will the addiction be for children, who are getting hooked at such a young and impressionable age? A few hours away from their phones will, in my view, make children more attentive in classes, and enable teachers to do their jobs with fewer interruptions. We shall have to see if the UK adopts a more Francophile approach in regard to where and when phone use is permitted in schools - but with the channel seeming to widen every day as we become politically ever more distant from Europe, the latest ringtones are unlikely to be banished from the classrooms anytime soon. 2 years ago0Add a Comment

Wet Chemistry Tests - How to Prepare and Pass Tests

Wet Chemistry Tests - How to Prepare and Pass TestsThe aim of most schools, universities and colleges is to enable the student to take up and complete wet chemistry tests online. Wet chemistry tests are intended to provide a means for students to study in a classroom environment in an environment that allows for more interactivity. This way, the student can better gauge their skills.Although some may argue against this, the reason why students must take wet chemistry tests is because it is difficult to study in a classroom setting. Many studies have shown that students who take tests have a greater chance of being successful in their career. Students who have completed their tests and those who fail to do so have a lower chance of getting a job.Students who have taken the tests have often gone on to complete a degree or two while students who have failed them have never found any employment. It has been found that if students learn to utilize the test preparation strategies and their knowledge of the material that they have mastered then they will have a good chance of succeeding at the end of their test preparations. What a good strategy is here is developing a balance between being knowledgeable and honest with themselves and the information that they have learned. By keeping both parts of the equation in mind, it becomes easier for the student to study.To become more successful when taking tests, the student must become more involved in their preparation and some of the many things that are required for success. Some of the factors that must be kept in mind include, how to maximize his time, where to find practice materials, the kind of questions to answer, whether there are multiple choice or essay type tests, the layout of the test, and the amount of time spent on testing. If you take a look at the individual tests you are taking, you can see that each of them should be studied differently.Complete a research study on each one and make sure that you know y our answers to questions and how to solve problems. Taking tests is also a great way for students to become familiar with the process and make the most of what they have learned.In case you're still unsure about whether or not you should take these tests, get in touch with your school or university and have them send you a counselor to help you decide. He will let you know the pros and cons of taking the tests and make sure that you know the proper preparation.It is not that easy to do your own homework, it takes time and good study and test preparation strategies are available so that you can concentrate more on what you're doing. You can find all these and find out how to use the strategy to your advantage.

Chemistry Equations Calculator: Where to Get One and What Features to Look For

Chemistry Equations Calculator: Where to Get One and What Features to Look ForA chemistry equations calculator is one of the most important tools that every chemist should have. By knowing what some of the building blocks of chemical reactions are, it's possible to understand the chemical reactions that can and cannot be done. It also enables you to design chemical experiments for research purposes, so that you will know all the aspects that have to be considered before you can successfully produce the desired end result.There are many different chemistry equations calculators on the market today, but the options are limited by the time you have to work with, as well as your financial and technical resources. In the event that you want one that will be useful for a long time, there are a few features that you need to look out for. Here are a few things to consider:The first thing to think about is the features of the chemistry equations calculator. Do you want to use an online or off line version? Both can give you the information you need, although the offline feature is usually more accurate. If you choose an online version, make sure you sign up for a free trial version first, and see how your system performs before investing a lot of money.The next factor to consider is the time you have to devote to the application. How much knowledge do you already have in chemistry and its applications? If you only need a basic understanding, there are many chemistry equations calculator programs available online that will give you information about how each component of the reaction works.To find out which one you should pick, try looking at the different sites that offer them. They might even provide links to sample programs for your perusal.Lastly, make sure that your online version includes a means of evaluating the accuracy of the calculations. The formulas will vary from one calculator to another, so you want to be sure that they provide feedback regarding the actua l values that you are getting.When you get a chemistry equations calculator, make sure that you have all the information you need, so that you can evaluate it. Knowing what it can do for you will make choosing it much easier.

Cholesterol Structure Online Biology Tutors Tutorpace

Cholesterol Structure Online Biology Tutors Tutorpace Cholesterol is a fat soluble white crystalline sterol or steroid alcohol C27H45OH.It has a 17 carbon nucleus of four fused hydrocarbon rings (3 hexane,one pentane;cyclopentano-perhydrophenanthrene).It bears hydroxyl group at carbon 3,two methyl groups (carbon-18 and carbon-19) at carbon position 10 and 13.An eight carbon side chain is attached at carbon-17.Cholestrol is found exclusively in animal food especially meat,animal fat and egg yolk. The major part of body cholesterol is synthesized in liver and adrenal cortex.Other organs taking part in synthesis of cholesterol are skin,intestine,kidneys,ovaries and testes.Synthesis is regulated by ingested cholesterol.Digestion of cholesterol is dependent upon enzyme cholesterol esterase present in pancreatic juice.Absorption is mediated through bile.Normal cholesterol concentration of blood is 140-250mg/100ml. Cholesterol occurs both in free state as well as combined with fatty acids as its hydroxyl group of carbon 3.It also forms component of low density lipoproteins, very low density lipoprotein and high density lipoproteins. Importance of Cholesterol: 1. Cholesterol is component of cell membranes in animals and wall-less bacteria called mycoplasma. 2. It helps in formation of bile salts and bile acids. 3. Cholesterol prevents premature breakdown of erythrocytes. 4. It forms Vitamin D near the surface of irradiated skin. 5. It promotes absorption of fatty acids. 6. It transports fat to liver for metabolism. 7. It forms steroid hormones in the adrenal glands. It produces sex hormones. 8. It produces sex hormones. 9. Moulting hormone ecdysone is formed from cholesterol

Key Facts About The SAT Math Section

Key Facts About The SAT Math Section The math sections of the SAT breakdown in the following ways: One 25-minute section with 20 multiple choice questions One 25-minute section with 8 multiple choice, and 10 grid-in questions One 20-minute section with 16 multiple choice questionsHere are three rules to follow to set yourself up before you do any actual studying.Rule 1: Time Management:The SAT math sections are structured with the test-taker in mind. They start off with easy problems that get progressively more difficult from question to question. You should not spend too much time on the early questions as you will want the extra minutes for the harder problems at the end. That being said, you should not entirely skip the early questions either. Easy questions count for just as much as hard ones. So while you should be moving swiftly in the beginning, dont rush or skip with the intention of returning later.The next 2 strategies are things that every test taker should know (and they dont require actually mastering algeb ra or geometry). [RELATED: What Does SAT Stand For?]Rule 2: Picking NumbersThe first strategy is to pick a number. Any number. OK, well not ANY number, but a number that is easy to work with and readily adaptable.For example:Question: An integer is multiplied by 2. This result is decreased by 1. Finally, that result is increased by 5. What is the final result, in terms of x? a. x+1 b. 2(x+4) c. x-4 d. 2x+4 e. xRather than writing out each equation and solving it, you can pick a number. For example, lets pick 5. Now we can just plug that number into each equation and let the math do the work for us.In the question we take an X (our 5) multiply by 2 to get us to 10. Subtract 1 = 9. Add 5 = 14.Now we plug in our number to the answers. a. 5+1=6 WRONG b. 2(5+4) = 2(9) = 18 WRONG c. 5-4=1 WRONG d. 2(5)+4 = 10+4 = 14 CORRECT! e. 5 WRONGWith minimal effort, we were able to solve a problem that had we done the right way by solving for 2 equations could have easily taken more time. Granted this is a simplified version, but the theory works even for more difficult questions.When picking numbers, think about what the problem is looking for. If you are working with percentages, 100 is your best bet. But using small numbers is also the best way to simplify problems. 3, 5 and 10 are all good jumping off points. Try it out and see what works best for you.Rule 3: Work BackwardsThe second strategy is to work backwards. This involves simply plugging in the available answers into the problem.Question: If (4x+3)-(2x+1)= 3(x-4)+(3x-10), what is x? a. 4 b. 5 c. 6 d. 7 e. 8We could sit and solve for x by manipulating the equations. OR, we could plug in the numbers we already have.If we plug in 4 we get: (4(4)+3)-(2(4)+1)=3((4)-4)+(3(4)-10)Which, when simplified becomes: (16+3)-(8+1)=3(0)+(12-10) ?19-9=0+12 or 10=12 which is clearly incorrect.And we can do this for every number until we find the one that works ? 6.If a question doesnt make sense, dont panic. We saw here that as long as you can add, su btract, multiply and divide (or can use a calculator to perform these functions), hard problems can melt away and reveal their answers to you.

What is a circle graph

What is a circle graph A circle graph is a graph of a circle whose chords, when drawn from one point on the circle to another point on the circle intersect each other within the circle. Circle graphs are also known as pie graphs or pie charts, and the intersection of the chords in the circle is used to represent different proportions or statistical data of certain information. Circle graphs or pie charts are very useful and helpful in organizing information and to compare and represent ratio of a part with respect to the whole. Example 1: In a basket of fruits there are 2 apples, 4 oranges and 2 peaches. Show the percentage of the fruits in a circle/pie graph. Total number of fruits in the basket = 8 Number of apples= 2== % of apples = 2/8 * 100% = 25% Number of oranges= 4== % of oranges = 4/8 * 100% = 50% Students in dance club= 1==% of them= 1/10 * 100% = 10% Number of apples= 2== % of apples = 2/8 * 100% = 25% Number of oranges= 4== % of oranges = 4/8 * 100% = 50% Number of peaches= 2== % of peaches = 2/8 * 100% = 25% Therefore the percent of each fruit is shown in the circle graph. Example 2: In a class of 10 students, 4 students are in science club, 5 students are in sports club and 1 student is in dance club. Show the percentage of students in each club in a circle/pie graph. Total number of students in the class= 10 Students in science club= 4==% of them= 4/10 * 100% = 40% Students in sports club= 5==% of them= 5/10 * 100% = 50% Students in dance club= 1==% of them= 1/10 * 100% = 10% Therefore the percentage of students in each club is shown.