We refer to the layer or partially constrained waters surrounding a solute particle as a hydration layer, hydration shell or sphere of hydration
I think this sentence ties into how vocabulary plays a major role in BIS002A because I never knew this was what this was called, and thinking of the word sphere helps me envision this as a 3D image, which I didn't do previously due to the fact that most images are shown as 2D.
Describe what you would
I would expect to see about 109.5 degree bond angles, but since there is a more polar bond between carbon and oxygen, the oxygen may be closer, and since oxygen has a higher electronegativity, I would expect more of the electron density to be around the oxygen.
What might you conclude about the strength of ionic bonds from this observation? Propose a reason why NaCl's ionic bonds seemingly behave differently in air and water? What is the significance of this observation to biology?
I would propose that ionic bonds are very strong and require much energy input to break, but that in water, these bonds dissociate easier due to the polarity of water. The polarity of water and its ability to dissolve ionic compounds plays into how bodies function with dissolved minerals and salts.
An atom is the smallest unit of matter that retains all of the chemical properties of an element.
Does anyone know if this also includes alpha particles?
Question 3: Why do you create the mirror contraption? Why do you potentially need this contraption if you already have the shade structure?
The mirror contraption could be used to test for the light the plant receieves while keeping the temperature of the soil under the plant the same.If you have the shade structure, then no light will reach the plants, so the mirrors allow the soil temperature to remain consistent, while distributing shade to some plants, and light to some plants.
how difficult accurate observation
I did this and got one wrong because I said salami and bread are "countable foods." That was wrong, so it appears that context matters when observing, because I interpret bread and salami in countable slices, whereas the person making the quiz may not have imagined them that way. Bias really does play a role in our observations.
The "factual" presentation of material (usually lacking discussion of evidence or confidence in the evidence) plays to our natural tendency to feel good about "knowing" things, but it tends to create a false sense of security in the state of knowledge and does little to encourage the use of imagination or the development of critical thinking.
This reminds me of an article I read earlier today, talking about how the Big Bang Theory may need to be revised with the discovery of galaxies larger than they should be if the timeline of the Milky Way's development is what we base the ages of galaxies off of. I think something we often forget in science is that most concepts are just theories, and that theories can still be changing, since we learn new things every day.
Constant self testing. That is, most successful students have developed methods (there are many) for assessing their understanding of the course material and spending more time on areas they find MOST challenging.
Self testing by completing a practice quiz/test/questions fully and without looking at notes is very helpful because when you go over the answers after, you have an idea of what you already know, what questions you can reasonably infer the answers to, and where you need more work. I find that looking at the answers after every question makes me less likely to try as hard because I can just assure myself that I would get it right in hindsight.
Some questions may ask the student to interpret data or to create a model (e.g., perhaps a picture) and to communicate what they see to the class. This exercise asks the student to practice explaining something out loud.
I find that helping others understand the material is my favorite way to study because it allows me to understand concepts in a way that makes sense in my vernacular, and I can help others learn at the same time. I think also looking at models gives you real-world examples to attach concepts to, which helps me to remember it on tests later.
Understanding of the genetic and biochemical mechanisms that link genetic information to physical traits can help explain your eye color.
I can see how this ties to BIS002B in that we learned about polygenic and pleitropic traits, as well as epistasis. BIS002A seems to look less at the effects of that, and more so at the root of what causes them.