Give-the-importance-of-chemistry-in-daily-life

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Question:By that I don't mean the simple maths skill you use for calculation daily. I'm referring to the high level maths. What if I don't want to be a mathematician when I grow up?

Answers:Math really is used in every sort of career, not just if you want to be a mathematician. I'll give some examples. Business: Let's say you want to be an entrepreneur, and be your own boss as an adult. You can predict trends in your economic success using differential equations (the next step after calculus). Or, given how many supplies and time you have, and how much of a product you need to create, Linear Algebra is used to find the most efficient uses of your raw materials so that you don't lose money. Art: Geometry and trigonometry seems the most obvious to me here. There is a whole type of geometry dedicated to the wallpaper patterns you see in ancient art. Look at Turkish architecture for inspiration. Architecture: On that note, so much math and physics is needed to design any structure you see around you. It has to do with what will be the most structurally sound for the specific purpose. Dance: Even ballet has to do with math (two of my personal interests). This is more relevant to physics, but it's all the same logic. Math explains why dancers pull their arms in close to their bodies to turn faster, or why they have to bend their knees to "absorb the shock" when landing a jump. I hate to break it to you, but math really is everywhere. Admittedly, grade school math classes tend to not give math concepts enough context in real life, but I promise you it's there!

Question:I teach science, and find a number of students are convinced they "don't need" science for anything other than fulfilling their educational requirements. I'm convinced that if science were really taught properly, students could walk around doing "science magic" tricks in their lives that would really make things easier. Like the mother of Nobel Laureate Richard Feynman, who forced the unreachable dead branches off a tall tree by instructing her children to shake the tree at the resonance frequency of the desired branches so they could start their campfire. The problem is, not having been taught this way myself, it's sometimes a bit difficult to come up with enough good reasons why my budding actors (L.A., here) need to understand acids and bases. Do you find yourself using your science education? How? Could you have predicted this back when you were in high school, or did you find yourself in a completely unanticipated situation where science was needed?

Answers:What an great question! And blessings on you for having chosen to be that magnificent gift - a teacher of science. Our world needs more people like you, and needs to appreciate them better. I wanted to be a nuclear physicist when I was growing up, but got diverted into psychology; however, I ve always said that I m really glad that I came to the subject having trained as a scientist first. The main reason is the value of the scientific method: form a hypothesis, design an experiment, test the hypothesis, etc., plus of course the thinking of Karl Popper (which I didn t come to until later) about the purpose of science being to disprove hypotheses (in order to replace them with a better one). This approach to thinking about problems is so natural to me that I m always surprised when I encounter people who don t - and who haven t got all the ancillary routines such as control groups, etc. There s a long list of significant topics - religion, evolution, abortion, global warming, to mention just a few - where one longs to see just a smidgeon of scientific thinking applied to the argument (whatever point of view is being advocated); there s also a good deal of wool pulled over the eyes of the average consumer when advertising makes claims like 71% more powerful (don t you love the 1%?). I ll confess that when I was studying science at school there were some things that were more exciting than others. I wanted to be a nuclear physicist because I picked up a book called Atoms and The Universe, by Conrad, Rotblat, and Withrow, and what caught my eye was that atoms are very small, and the universe is very big, so how come they were within the covers of the same book? And then I was hooked ... The other things I found exciting at the time were the promise of nuclear energy (people were more optimistic then) and books like Robert Jungk s Brighter Than a Thousand Suns, where the first couple of chapters describe what life was like when Neils Bohr and his students were tucked away in a small university, the staff in cafes had instructions not to wipe the tables if they had equations on them, professors might cycle to their students at four in the morning because they d thought of something ... it was the exciting human bustle of discovery, the real Idea of a University. I couldn t work up a lot of interest in acids and bases; I loved organic chemistry because of the patterns and predictions from the patterns; I got nowhere with applied physics because I d never even seen a ruddy pulley, but I loved pure maths because of the patterns and the unexpected relationships ... and then of course the link between mathematics and music. When I look back over what I ve just said, what stands out is that for me the attractions lay in (i) pattern, how it repeated itself, how there were fundamentals that were common to so many different fields of enquiry; (ii) the human interest - how exciting science could be, and the stories of the people who were drawn to it; and (iii) the usefulness of science - how it enabled us to ask questions, solve problems, invent things ... I don t know how much freedom you have in the way you deliver your curriculum, but if what I ve said rings any bells then I d try to incorporate some of these factors into what you teach. They re budding actors? well, how would they experiment to see whether certain cosmetics kept their promises? (I ve always wanted to have a class-full put face cream on one half of their face and then go ask the sales assistants to guess which half). Or how about enquiring into the underlying patterns that are common to the phenomena that we find attractive or unattractive - from the visual arts through music through faces ... getting to the golden ratios? Or you could give them a book like The Bell Curve Debate, because I would guess that you ve got a mixed-race class, and tell them to pick the bones out of that. (It s about the controversy started by Charles Murray about fifteen years ago, when he maintained that black people were inherently genetically inferior to other races, and then went on to make some political suggestions that pleased the extreme right - such as there being no point to programmes like Head Start). That book is excellent - I ve bought six copies to give away and had mine stolen three times. Or get hold of Tom Hanks s series From the Earth to the Moon and have them watch a few episodes of that - watching real scientists solve real problems. There s an episode on the design of the Lunar Excursion Module which is gripping, and another one in which the astronauts from a later expedition learn to be geologists. If that doesn t turn them on, I ll give you your money back. May I add one more reminiscence? At school we also had to learn Latin. (Groan!). Except t

Question:importance of studying chemistry and its contribution to human resources in terms of: 1. providing energy 2. promoting health 3. feeding the world 4. clothing the world 5. change the quality of human life

Answers:Well, there you go. That pretty much sums it up.


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The importance of Water

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Chemistry of life Song

this is for my ap biology extra credit assignment, sorry for being a bad singer but i hope you like it! This is for my extra credit project, in ap bio, this is the first unit. really sorry for being a bad singer. this is to the tune of one of the songs in spring awakening. Lyrics: Well i dreamed there was an angle who could help with the chem of life cause all my friends have a's and i want to be a smart wife help me out-out of this nightmare than i heard her silver call she said: first thing you should know is that carbon is it all also the 3 types of bonds are covalent ionic and hydrogen cause and atom has nueutrons, protons, and electrons that make you grin and a molecule is 2 or more atoms with a bond with electronegativity to make the bond strong cause hydrogens the weakest and theres 2 types of covalent bonds holding all of life together so our life can move on see waters so amazing its a solvent with a high surface tension and its adhesion helps it go up plants by capillary action ice floats, and water has a high heat capacity i mean, please cant you see waters amazing abilities organic molecules have carbon with the big ones as macromolecules which are mostly polymers made of monomers why do we need to know this--- no one knows see theres 4 important classes carbohydrates proteins and lipids and you cant forget nucleic acids cause everyone needs it glucose fructose galactose are some monosaccharides and sucrose lactose maltose are some disaccharides cause 2 ...

Biochemistry 1: The Chemistry of Life

www.zaneeducation.com - Thiseducational biology video will assist biology students to study and learn about the chemistry of life on earth, the chemistry of carbon and water. You will examine the six major concepts of biological chemistry, and look at the four major classes of inorganic molecules -- carbohydrates, lipids, proteins and nucleic acids. All of Zane Education's educational video lessons provide subtitles giving your child the option to watch, listen to, or read each presentation making them excellent learning tool for all manner of special Needs children, students with visual and hearing impairments, dyslexia and reading difficulties, learning difficulties and autism. They enable gifted children and all students to learn at their own speed and will help improve each child's overall reading skills. They are used in schools and by homeschool students everywhere.


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