Experimental Evidence for Electronic Structure | A Level Chemistry Question – Video

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Experimental Evidence for Electronic Structure | A Level Chemistry Question
http://www.schoolfort.com Click Here for the Full Exam Question, Answer and Explanation Video. This is the Answer Video for the A-Level Chemistry Test Question on Electronic Structure. On the Schoolfort.com website you will find lots of other A-Level Exam Paper Questions and Study Resources to help Revise for your Exams. To keep up to date with our latest Exam Revision Tips and Free A-Level Exam Paper Question and Explanation Videos follow us on Twitter @Schoolfort or like our Facebook Page @ http://www.facebook.com -- Thanks!

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Experimental Evidence for Electronic Structure | A Level Chemistry Question - Video

Esters | A Level Chemistry Question – Video

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Esters | A Level Chemistry Question
http://www.schoolfort.com Click Here for the Full Exam Question, Answer and Explanation Video. This is the Answer Video for the A-Level Chemistry Test Question on Esters. On the Schoolfort.com website you will find lots of other A-Level Exam Paper Questions and Study Resources to help Revise for your Exams. To keep up to date with our latest Exam Revision Tips and Free A-Level Exam Paper Question and Explanation Videos follow us on Twitter @Schoolfort or like our Facebook Page @ http://www.facebook.com -- Thanks!

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Esters | A Level Chemistry Question - Video

Extraction of Metals | A Level Chemistry Question – Video

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Extraction of Metals | A Level Chemistry Question
http://www.schoolfort.com Click Here for the Full Exam Question, Answer and Explanation Video. This is the Answer Video for the A-Level Chemistry Test Question on Metals Extraction. On the Schoolfort.com website you will find lots of other A-Level Exam Paper Questions and Study Resources to help Revise for your Exams. To keep up to date with our latest Exam Revision Tips and Free A-Level Exam Paper Question and Explanation Videos follow us on Twitter @Schoolfort or like our Facebook Page @ http://www.facebook.com -- Thanks!

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Extraction of Metals | A Level Chemistry Question - Video

Chemistry : Identifying Ions and Gases by Shafira Pratiwi – Video

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Chemistry : Identifying Ions and Gases by Shafira Pratiwi
Hi! This is my very first video project. I #39;m explaining about identifying ions and gases, as shown in the title. I want to thank Dinda for helping me recording :p and I #39;m sorry for uploading so late that it is overdue hehe. Hope this video is is helpful to you 🙂

By: Fourtation Gen

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Chemistry : Identifying Ions and Gases by Shafira Pratiwi - Video

Give us some money, Zuckerberg!

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You might have noticed in today’s news that three Silicon Valley squillionaires have funded a new megabucks prize for life sciences, the Breakthrough Prize in Life Sciences. The 11 initial winners get a cool $3 million (three MILLION dollars) straight from the chequebooks of Mark Zuckerberg (Mr Facebook), Sergey Brin (Mr Google) and Yuri Milner (the other one). Actually, do they still have chequebooks in Silicon Valley? Probably not.

The winners also get the job honour of selecting the winners of future awards – unlike some other awards you might be familiar with, it will be possible for more than three people to win the prize in any one year.

The prize closely mirrors the Fundamental Physics Prize that Milner set up last year. They have the same $3million prize and last year’s nine winners will pick this year’s lucky physicists.

Judging by the news coverage, it looks like a lot of people are thinking ‘Move over Alfred, there are some new prizes in town!’ Of course, there are plenty of other prizes in town, and almost always have been. It’s just that the world at large recognises the Nobels alone as being worthy of mass press attention, and it’s the only one that elevates its winners to a status endured enjoyed by pretty much nobody else. For example, check out the winners of the Priestley medal of the ACS, the Davy or Copley medals of the Royal Society – I can’t see a single name there that isn’t Nobel-worthy.

But enough of my pontificating about the Nobel prize (you’ve probably read it all before) – here’s what I really want to know:

Will Zuckerberg and co pony up for a dollartastic prize for chemistry?

Will the chemistry Nobel prize committee see all those biomedical scientists with bulging pockets and try to give their prize to some proper chemists a bit more often?!

Neil Withers

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http://prospect.rsc.org/blogs/cw/2013/02/20/give-us-some-money-zuckerberg/

Re-inventing graduate chemistry education?

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Recently, some soul searching has been going on in US graduate chemistry education circles.  PhDs have been taking on average six years to finish up, the unemployment level of chemistry graduates has hit record highs of 4.6% and safety standards in university labs have been under the microscope after the tragic death of Sheri Sangji. These problems have been gone over in some detail in a recent report from the American Chemical Society.

The recent symposium on graduate chemistry education at the AAAS meeting went back over these points again, but I was drawn to write about an analysis by the always thought provoking George Whitesides at Harvard.

Whitesides started by making many of the same points found in the ACS report, that US chemical industry jobs had fallen by 300,000 in the past 20 years and that the pharmaceutical industry lost the same number of jobs in the last decade. But he went on to say that chemistry has had a ‘pretty fantastic run’ over the last 50 years pointing to the development of new drugs and materials and new techniques to characterise them.

He also notes that many of these wonderful developments came from industry. Inventions like ROMP, NMR (he acknowledges that this was invented in academia but that industry made it user-friendly), superacids and asymmetric epoxidation. So, if chemistry has been having such a great run, why is there any need to fix anything?

Whitesides says that the Goldman Sachs of the world have now made it impossible for industry to do long-term research of the kind that produced the above advances. Companies need to answer to shareholders simply makes it too difficult to justify expenditure on programmes that aren’t going to deliver a return in the short-term.

This is where he says that universities must step up. They must fill this invention gap that industry has vacated. And graduate students will be an important part of that.

So how do you get graduate students to be more inventive? Whitesides suggests that universities need to teach for breadth and creativity. Universities also need to be unafraid to let old fields die. Quite which fields he has in mind I leave you to guess as he didn’t volunteer any!

Education needs to be reinvented, Whitesides says. He points out that much of what students are taught is archaic and wrong – simplifications that are unhelpful later on. Textbooks are designed to sell, not to help students carry out creative research. Replace them with the web, he suggests, and says this will happen anyway in the next 10 years or so. He also says that grad students need to reduce the extent to which they specialise as 4 years just isn’t enough to get an in depth understanding of an area. At the same time grad students need to prepare to tackle the big problems. If students don’t see what they’re doing is important then why should they value it, and come to that why should anyone else?

He ended by talking about risk. If students don’t take risks and tackle safe problems, that are unimportant and no one cares, then even if they succeed no one takes any notice. If they fail then the consequences are even worse for them. But, if they take on an important problem then it’s a win-win result for them. Even if they don’t succeed they will have provided data that other people are interested in and opened up new avenues to explore.

This all sounds well and good but my question is can everyone really be working on the big problems? So much of scientific discovery has been serendipity. Don’t we need some people looking at the smaller problems, as we never know if they’re more important than we think and feed back into these grand challenges

Patrick Walter

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http://prospect.rsc.org/blogs/cw/2013/02/17/re-inventing-graduate-chemistry-education/

The Chemistry Set – The World Is Hollow And I Touched The Sky (Audio Remastered) – HD – Video

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The Chemistry Set - The World Is Hollow And I Touched The Sky (Audio Remastered) - HD
New Video - From the "This Day Will Never Happen Again" album. Audio remastered from master tapes, hear more at The Chemistry Set bandcamp thechemistryset.bandcamp.com Good Vibrations!

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The Chemistry Set - The World Is Hollow And I Touched The Sky (Audio Remastered) - HD - Video

Chemistry Practice Problems: Atomic Mass Calculations II – Video

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Chemistry Practice Problems: Atomic Mass Calculations II
http://www.getchemistryhelp.com More advanced calculations for average atomic mass where we solve for the relative abundance and isotopic mass of various isotopes. Download the accompanying PDF worksheet at http://www.getchemistryhelp.com

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Chemistry Practice Problems: Atomic Mass Calculations II - Video

Amino Acids | A Level Chemistry Question – Video

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Amino Acids | A Level Chemistry Question
http://www.schoolfort.com Click Here for the Full Exam Question, Answer and Explanation Video. This is the Answer Video for the A-Level Chemistry Test Question on Amino Acids. On the Schoolfort.com website you will find lots of other A-Level Exam Paper Questions and Study Resources to help Revise for your Exams. To keep up to date with our latest Exam Revision Tips and Free A-Level Exam Paper Question and Explanation Videos follow us on Twitter @Schoolfort or like our Facebook Page @ http://www.facebook.com -- Thanks!

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Amino Acids | A Level Chemistry Question - Video