Rapid Learning: The Learning without Physical chemistry Book

“Rapid Learning: Physical Chemistry Help Online”

Looking for online help in physical chemistry?

What is the best physical chemistry help online?

Physical chemistry is really a visual science, which is best learned visually, not by reading a physical chemistry book.

What is rich-media? This is a multi-modal learning approach with visual, auditory and hands-on practice, making the mastery of physical chemistry easy and quick. How quick?

How about master physical chemistry in 24 hours?

Let’s cut straight through the chase… the short answer is “Rapid Learning”, using a powerful rich-media to deliver the physical chemistry online in three easy steps, using a scientific and break-through system.

Instead of reading your physical chemistry book, here is the basic three steps in learning physical chemistry the rich-media way.

Step 1:  Watch the Movies: There are 24x movies for 24 chapters for the entire physical chemistry courses. This would enable you to gain visual understanding of the core concepts and their inter-relationship, and ultimately apply to solving the problems.

Step 2:  Practice the Drills:  Do the problem solving with the game-based interactive drill. The skillful problem solving will get you through the physical chemistry exams.

Step 3:  Study the Cheatsheets: Super Review the summary cheatsheets for exam-prep.

But don’t dump your physical chemistry book yet. Use the text only as needed but use the rich-media learning as your primary study tool.

Start your journey to rapid learning today and get your physical chemistry help online at: http://rapidlearningcenter.com/chemistry/physical_chemistry/physical-chemistry.html


About the Author: Dr. Wayne Huang, "The Rapid Learning Coach",  is a veteran educator and the co-author of 12 textbooks and 100+ online courses. He is the founder and CEO of Rapid Learning Center (http://www.rapidlearningcenter.com), the leading eLearning solution provider for science and math at both high school and  college  levels.

Columbus Student Claims Science Award for Governor’s STEM Team

Recently named the best high school science student in Indiana, Ujwala Pamidimukkala remembers watching heart surgery documentaries as a young girl in kindergarten. Cardiology captured her interest at a young age, but her pursuit of excellence is also a matter of the heart; her parents left their home in India to bring Ujwala to the U.S. when she was just a few months old, hoping to find the very best for their baby girl.

“My parents sacrificed a lot for me to be able to come to the U.S. My dad moved himself here, rather than having his company move him,” says Pamidimukkala, who graduated this spring from Columbus North High School. “He wanted me to have a really good education. I want to give back to him, and that’s what’s keeping me motivated to do my best.”

Her drive has led to a long list of academic accolades; most recently, the Governor’s office named Pamidimukkala one of four academic superstars in the state. The 2017 Governor’s STEM Team awards, formerly the Mr./Miss Science and Mr./Miss Math awards, recognize one elite high school student for each subject: science, technology, engineering and math. The Governor’s office says the shift highlights that STEM is “fueling the innovation and entrepreneurship to build our economic future.”

Pamidimukkala’s science teacher throughout high school also finds significance in the fact that a girl earned the highest honor in the state for science students.

“The number of girls versus boys [in science] is steadily improving, but there’s still a vast difference between the number of girls in biological sciences and the number of girls in chemistry and physics,” says Columbus North Science Department Chair Denise Briner-Richardson. “We’ve got a ways to go yet, and I’m pleased Ujwala is helping us get there.”

Pamidimukkala, who notes girls are often a minority in her science classes, is helping bridge the gender gap in chemistry—her favorite branch of science, because “it’s a really nice blend of math and science in one subject.”

“You can just keep going and going with science; it feels like there’s never an end, because there’s always more to learn,” says Pamidimukkala. “I think that’s what makes it challenging. You really have to know your concepts, you can’t just memorize facts. I just appreciate the challenge.”

She enjoys the laboratory work and equation expertise that chemistry demands; she competed in both disciplines as part of the high school’s Science Olympiad team, a nationwide program. Throughout her high school career, Pamidimukkala captured multiple first place titles at the regional level in the chemistry category. The events involve live laboratory competitions in which a panel of judges watches the students’ every move.

Read full article at: http://www.insideindianabusiness.com/story/35778387/columbus-student-claims-science-award-for-governors-stem-team

Related article at: High School Chemistry Help

How are long strands of DNA packed into tiny cells?

Scientists are a step closer to understanding how DNA, the molecules that carry all of our genetic information, is squeezed into every cell in the body. How DNA is "packaged" in cells influences the activity of our genes and our risk for disease. Elucidating this process will help researchers in all areas of health care, from cancer and heart disease, to muscular dystrophy and osteoarthritis.

DNA is a long, floppy molecule, and there's more than three feet of it in every cell. Our DNA is housed in structures called chromosomes, which condense the DNA to fit into the cell's tight quarters.

Scientists from the department of Biochemistry and Biophysics at the University of Rochester School of Medicine and Dentistry worked with colleagues in France and Japan to describe the first step of DNA packing in a cell. They provided the first-ever detailed picture of the most basic building block of chromosomes, known as the nucleosome, and found that a protein known as H1 (for linker histone H1) helps DNA become more compact and rigid within the nucleosome. In contrast, when H1 isn't present, the DNA is loose and flexible.

The tight structure that H1 creates helps shield our DNA from various factors that can activate or "turn on" certain genes. Without H1, DNA is more accessible to factors that could trigger disease-causing genes.

Published in the journal Molecular Cell, this finding will inform research on all processes that involve chromosomes, such as gene expression and DNA repair, which are critical to the understanding of diseases such as cancer, according to Jeffrey J. Hayes, Ph.D., senior study author and the Shohei Koide Professor and chair of the department of Biochemistry and Biophysics.

The teams in France and Japan used specialized microscopes and X-rays to capture pictures of DNA molecules interacting with H1 and other key proteins. Because of the size of the DNA and protein molecules, the pictures generated by these techniques were fuzzy and difficult to analyze.

Lead study author Amber Cutter, a graduate student in Hayes' lab, put all of the components -- DNA, H1, and other proteins -- together in tiny test tubes and conducted various biochemical experiments. Her tests, coupled with the X-ray images, confirmed H1's role.

Cutter, who is entering her fifth year in Hayes' lab, admits that the science is complex and that a lot more research needs to be done before this work can inform clinical treatment. But, the importance of understanding the most basic biological processes should not be underestimated. "In order to determine what happens when things go wrong in diseases like cancer, we need to know what happens when things go right."

Read full article at: https://www.eurekalert.org/pub_releases/2017-06/uorm-hal062817.php

Related article at: Biochemistry Help Online

With the TAVAD Treatment for quitting Cocaine, 7 out of 10 Patients are Better One Year Later

MADRID, June 27, 2017 /PRNewswire-HISPANIC PR WIRE/-- In keeping with previous years, the TAVAD detoxification center continues to achieve excellent results in its ultra-fast cocaine detoxification treatment.  100% of the patients who started the treatment to quit cocaine in 2016 underwent detoxification without abandoning the program, and one year after their hospital discharge, 73% of all cases are evolving positively.

Patients treated at TAVAD during the past year for their cocaine addiction are mostly single men with an average age of 37. 73% of the patients treated present a significant improvement in terms of employment, family and personal life one year after starting the detox program.

The first stage of this rehabilitation process consists of a 48-hour hospital stay. During this time, an advanced pharmacological intervention is carried out, which is essential to prevent the patient from feeling pain or suffering the dreaded withdrawal syndrome, and therefore to achieve a better recovery.

"This pharmacological intervention is highly significant, since it causes a restoration of advanced processes of cognition and affect, such as the ability to concentrate, memory, consciousness or serenity, which in turn enhance psychotherapy and patient rehabilitation," notes Dr. Legarda, director of the center and creator of this advanced method for the treatment of addiction.

After hospital detox, the second stage of treatment begins, in which the patient is accompanied in his recovery for 12 months, and has medical, psychological and pharmacological support individually attuned to his needs. Furthermore, a team of specialists in nutrition, personal training and mindfulness help the patient to reinforce the results of this advanced treatment for quitting cocaine.

More than 30 years of experience provide an endorsement of this detox center exclusively dedicated to its patients and research on advanced treatments for addiction.

Personalized clinical sessions for analyzing and resolving the most complex cases, analysis of psychotherapeutic techniques and programs used, the study of applied pharmacology for each patient, neuro-imaging techniques to establish neuron recovery as well as exhaustive evaluation of each individual case all comprise part of the overall method used by the entire TAVAD staff to achieve optimal results.

Read full article at: http://hola-arkansas.com/hispanicprwirenews/with-the-tavad-treatment-for-quitting-cocaine-7-out-of-10-patients-are-better-one-year-later/

Related article at: Pharmacology Help Online

Differences in Sea Spray Particle Chemistry Linked to Formation Processes of Drops by Bubbles in Breaking Waves

Sea spray aerosols which seed clouds over three-fourths of the earth are formed by “film” or “jet” droplets; exposing chemical distinction could improve climate models

A team of researchers led by the University of California San Diego has identified for the first time what drives the observed differences in the chemical make-up of sea spray particles ejected from the ocean by breaking waves.

The discovery could enable researchers to better understand how ocean chemistry and physics directly influence cloud formation processes. The improved understanding could make climate models more accurate, especially since clouds are the hardest variable to portray in current simulations.

Kimberly Prather, Distinguished Chair in Atmospheric Chemistry and a faculty member in the Department of Chemistry and Biochemistry and Scripps Institution of Oceanography at UC San Diego, led the National Science Foundation-supported study. She said its key breakthrough involved showing that the drops sent airborne by breaking waves take on different chemical characteristics depending on the physical forces induced by the waves.

“It’s the first time anyone has shown that drops from seawater have different composition due to the production mechanism,” said Prather. “We are uncovering how ocean biology influences the physical production processes creating sea spray aerosol. Previous studies have focused on the processes involved in the physical production of sea sprays but our studies demonstrated that chemistry is at the heart of many ocean-atmosphere transfer processes that have profound impacts on the composition of our atmosphere as well as clouds and climate.”

Some sea spray aerosols are “film” drops that are laden with microbes or organic material that collects on the ocean surface. They form when bubbles at the ocean surface rupture. Researchers had largely assumed that all aerosols smaller than a micron in size were of this variety. Prather and other researchers showed, however, that there are other cloud-forming particles derived from “jet” drops that are predominantly comprised of very different chemical species including sea salt, microbes, and other biological species. These new drops are ejected in the aftermath of bubbles popping.

Read full article at: https://scripps.ucsd.edu/news/differences-sea-spray-particle-chemistry-linked-formation-processes-drops-bubbles-breaking

Related article at: Physical Chemistry Help Online

New catalytic route to polysulfates and polysulfonates

Bifluoride salts could yield tough polymers efficiently at industrial scales

Polysulfates and polysulfonates are exceptionally tough and impact resistant, making them useful engineering polymers. But they’ve rarely been used industrially ­because the chloride substitution chemistry often used to make carbon sulfate and carbon sulfonate links suffers from side reactions and is commercially impractical.

Researchers now report that bifluoride salts are efficient and cost-effective catalysts for the synthesis of these tough materials (Nat. Chem. 2017, DOI: 10.1038/nchem.2796). The new chemistry, developed by K. Barry Sharpless and Peng Wu of Scripps Research Institute California, Jiajia Dong of the Shanghai Institute of Organic Chemistry, and coworkers, could potentially be scaled up to industrial levels.

The new reaction is an extension of sulfur(VI) fluoride exchange (SuFEx), a click chemistry technique Sharpless and coworkers developed previously (Angew. Chem. Int. Ed. 2014, DOI: 10.1002/anie.201309399). The group initially used SuFEx, catalyzed by strongly basic “organosuperbases,” to combine silyl ethers with fluorosulfates or sulfonyl fluorides to form polysulfates or polysulfonates, respectively. But the catalysts were expensive or required high loadings, up to 10 mole %, and they reacted in unwanted ways with starting materials.

The team turned instead to acidic bifluoride catalysts—Q+[FHF]–, where Q+ is a wide range of organic and inorganic cations and the anion is a hydrogen trapped between two fluorines through a superstrong hydrogen bond. The new catalysts require tiny loadings—as low as 0.05 mole %—making the syntheses more commercially viable.

Read full article at: http://cen.acs.org/articles/95/i26/New-catalytic-route-polysulfates-polysulfonates.html

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My Experience Taking an MCAT Course

There are many ways to study for the MCAT; group study, self-study, MCAT in-person courses or live-online courses. If you’re like me, you don’t even know where to begin studying for such an information-dense exam that combines several subjects and presents them in different ways. So after some research, I decided to enroll in The Princeton Review’s MCAT Winter Bootcamp which ran for about 4 weeks, Monday-Friday for 6 hours each day. I received a total of 11 books, one for each of the topics covered on the MCAT and other miscellaneous books. The course also comes with online access to short videos, in case you missed a class/topic, as well as question sets, many practice exams from The Princeton Review, AAMC practice exams, and much more.

First Impressions

During the first week of the course, we got to meet most of our instructors. They all seemed pretty knowledgeable about their respective topics, despite the fact that a lot of them were undergraduate students themselves. I know that this last detail may seem shocking but keep in mind that even though they’re students like you and me, they still undergo formal training through The Princeton Review in order to teach the class. One full day consisted of two classes, three hours each with a one-hour lunch break in between. The class is fast paced of course, but not unbearable, and all of the instructors were nice enough to pause whenever anyone had questions or needed more explanations.

Mid-way Impressions

Mid-way through the course I found myself feeling very neutral about the course. I felt like I had a lot of resources through the online platform as well as the Princeton books but I didn’t feel like I was retaining much of the information. I tried to keep up with the mini-homework assignments but I certainly wasn’t able to complete everything by the suggested due dates.

Read full article at: http://www.premedlife.com/feature-articles/my-experience-taking-an-mcat-course-5276/

Related article at: MCAT Review Course