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Creative problem-solving in chemistry

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Explore a range of topics through open-ended experiments, where learners can devise their own testing plans

A black solid | Creative problem-solving in chemistry

Devise experiments to identify a black solid sample by using chemicals and apparatus in the laboratory.

A weak acid | Creative problem-solving in chemistry

Starting from its K a (or pK a ) value, learners calculate as much information as you need to show what is meant by ‘weak’ in weak acid.

Aluminium foil | Creative problem-solving in chemistry

React aluminium foil and hydrochloric acid with a range of catalysts to discover which serves the reaction best.

Amount of CO2 | Creative problem-solving in chemistry

Use chemicals and apparatus, devise experiments and determine the amount of carbon dioxide that can be obtained from a mixture of two solids

Argon | Creative problem-solving in chemistry

How much ‘empty space’ is in a sample of gaseous argon? Students use their knowledge of Avogadro’s number and the concept of atomic size to find out. 

Carbon and copper oxide | Creative problem-solving in chemistry

Create tests to identify carbon and copper oxide, using knowledge of acids, redox reactions, and metal oxides.

Catalase | Creative problem-solving in chemistry

Using four distinct questions, with open-ended methods, to explore catalysts and enzymes. 

Cobalt complexes | Creative problem-solving in chemistry

Devise structures for cobalt complexes given, decide how to distinguish between the four complexes, and identify some properties that are the same for all four complexes.

Detergency | Creative problem-solving in chemistry

Explain two observations related to the production of a jelly-like solid when two detergents were used in combination.

Find the chloride | Creative problem-solving in chemistry

Devise experiments to determine which of five solids is the chloride by using chemicals and apparatus in the laboratory.

Find the pattern - alcohols | Creative problem-solving in chemistry

Consider data on the densities of six primary alcohols and solve four problems based on those data.

Find the pattern - metals | Creative problem-solving in chemistry

Consider data on the specific heat capacities for some metals and solve three problems related to those data.

Five white solids | Creative problem-solving in chemistry

Learners are provided with five mystery white solids, and need to devise their own experiments to identify each.

Four solutions | Creative problem-solving in chemistry

Allow learner’s the opportunity to devise their own testing protocols to identify chloride ions in four solutions.

H⁺ ions in water | Creative problem-solving in chemistry

 Allow learners the chance to develop their own testing methods to identify H + ions in samples of water.

Hair | Creative problem-solving in chemistry

Discover how quickly human hair grows, and develop learner’s understanding of amino acids too. 

Helping an industrial chemist | Creative problem-solving in chemistry

Devise a method for making a copper catalyst dispersed on an aluminium oxide support.

Hydrogen peroxide | Creative problem-solving in chemistry

Develop learner’s ideas of catalysis with this open-ended problem using hydrogen peroxide.

Jets of liquids | Creative problem-solving in chemistry

Polar covalent bonds, and their affects on water are explored in this open-ended problem.

Making copper | Creative problem-solving in chemistry

Learners develop their own scientific methods to make copper metal starting from copper(II) nitrate crystals.

On the acid trail | Creative problem-solving in chemistry

Using titration and plot pH against volume to discover more about a weak, monoprotic acid.

Paint | Creative problem-solving in chemistry

Discover the thickness of a film of paint, estimating how thick it is by titanium atoms/ions.

Pheromones | Creative problem-solving in chemistry

Help learner’s to understand what pheromones are, and how they are used by animals such as moths.

Six solutions | Creative problem-solving in chemistry

Devise experiments to label six numbered solutions correctly using chemicals and apparatus in the laboratory.

The life raft | Creative problem-solving in chemistry

Evaluate the advantages and disadvantages of a selection of resins and decide which one(s) would be best for producing pure water from seawater on a life raft.

Thermodynamics | Creative Problem-Solving in Chemistry

Calculate the thermodynamic quantities for a reaction using the standard enthalpy of neutralisation (strong acid and strong base) and any other information.

Three white solids | Creative problem-solving in chemistry

Devise experiments to label three white solids correctly by using chemicals and apparatus in the laboratory.

Using the problems | Creative problem-solving in chemistry

An introduction as to how to use the problems included in our creative problem-solving collection.

What compound? | Creative problem-solving in chemistry

 Learners can devise their own testing system to identify the nature of a mystery compound.

What makes it go? | Creative Problem-Solving in Chemistry

Carry out certain experiments in a given order

Which set of ionic compounds? | Creative problem-solving in chemistry

Devise a procedure to identify four solids and then use this to carry out the identification.

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Chemistry problem solver online.

Every person who desires to study chemistry thoroughly and develop serious and useful knowledge of this subject from time to time requires access to helpful web resources. Resources that will help as a roadmap for their academic career. We will go through the list of them in this post and look through the advantages of these websites.

TOP 3 chemistry homework help sites where you can solve your problems right away:

• DoMymMathHomeworks
• BookwormHub.com
• CheapWritingService.com

If those strange equations a chemistry teacher writes on a chalkboard drive you crazy instead of driving you curious, there’s no need in torturing yourself. Thanks to the digital and technological progress, you can find a chemistry problem solver for any occasion. Here are some alternative sources you can use.

• pH Calculator
• Balancing Chemical Equations
• Mole Calculator
• Half Life Calculator (second order reaction)
• Nomenclature
• Chemical equation calculator
• Philip Harris Molarity Calculator
• Chemical Reaction Calculator
• Reaction balancer
• Frequency Factor Calculator
• Element Finder
• Generador de Estructuras de Lewis ITPA
• Half Life Calculator (zero order reaction)
• VSEPR Widget
• Electron Configuration Calculator
• Phase Diagram
• Chemical formula
• Elements of the Periodic Table
• Valence Shell Calculator
• Chemestry Structure
• Flash Point Calculator
• Find and Convert Gram Formula Mass
• NFPA Labels for Chemicals
• Lewis structure
• Half Life Calculator (first order reaction)
• Compound Identifier
• 3-D Chemical Structure Generator
• Ideal Gas Law
• Molecular Structure Creator
• Chemical Compund Drawer
• Solutions Calculator
• JOULES to eV
• Online Problem Solver
• Molar Mass Calculator
• Reagent Table Properties II
• Water Density Calculator
• Mole Converter
• Mass Defect Calculator
• Determining the Rate Constant
• Lewis Structure Finder
• Reagent Table Calculator – Desktop Gadget
• Element Search
• pH calculator for weak acids

Top 10 Chemistry Homework Help Apps

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Title Best For Price StudyBlue This is an app that can be used on both iOS and Android devices. It is a studying app that is very helpful for students because it is a student-created and student-run app. It helps students study with 100% original content that is written by students. It is a very interactive app that is easy to use.

Title Best For Price Quizlet This is a very interactive app that helps students study for their tests. It not only helps students study for their tests, but it also helps them study for their quizzes, tests, and exams because it is so interactive. It is a very well-rounded app because it helps students study for so many subjects.

Title Best For Price Khan Academy This app is very helpful for students that are working on their math. It helps students understand math and math problems that they may have trouble with. It has over 3,000 videos that students can watch and help them understand math. It has over 1,000 practice problems and exercises for students to do. It is very interactive and easy to use.

Title Best For Price FlashCards+ This app is very helpful for students because it helps them study for their exams in an interactive and fun way. It helps students study for their tests, quizzes, and exams in a fun and interactive way. It has over 1,000 flash card sets that are free to use. It has over 100,000 flash cards that students can use to study for their tests.

Title Best For Price eNotes This is an app that can be used on both iOS and Android devices. It is a study tool that helps students with their homework, and it is very helpful. It has a study guide that is based on the textbook, and it is very helpful for students. It has a dictionary that is very easy to use and navigate. It also has a glossary that is very helpful for students.

Chemistry Problem Solver for All Chemistry Students

When you need to calculate molar mass or to balance a chemical equation, you can count on the chemistry problem solver to help you out. This tool is quite comprehensive. It is useful for any student regardless of the type and level of the chemistry course which he or she is taking. If you find things difficult to understand, the problem solver will help you with the learning process. If you are experienced and skilled, it will allow you to save a massive amount of time while doing your homework. The tool is quite intuitive and very easy to use.

Chemistry Homework Help to Get Good Grades

Chemistry is a branch of science that teaches students how substances behave and react with each other. It is a very interesting subject that enhances knowledge of the students about elements and the principles governing these elements. But same chemistry proves tough for many students who cannot remember the formulae and equations that are necessary in understanding the subject. It is a fact that students are required to memorize lots of formulae and properties of substances and gases besides remembering how they react with other substances and gases. It is this knowledge that comes handy while finding answers to chemistry homework given by teachers at school. For such students who dread chemistry, specially the formulae of this subject, it becomes essential to arrange chemistry homework help to be able to complete their assignments.

You really need help if you have not memorized symbols and values If you happen to be one of the thousands of students who fear chemistry because of the names, symbols, and formulae that you have to memorize to be able to solve problems, you are in luck. You can now receive chemistry homework help sitting at home and that too with just a few clicks of your computer. Yes, there are many portals providing chemistry homework answers to students who cannot do their assignments given to them by their teachers at school. Of course you pay a little amount of money for such service but imagine the comfort and convenience associated with such a service.

Stay away from free online resources

If you are interested in chemistry problem solver but find it hard to memorize the symbols, valencies, properties, and characteristics of various substances, the best course of action for you is to register yourself with a website or online tutor that can solve your problems at a short notice. Though there are also tutors and websites that provide chemistry homework help free, you are better off with websites that charge a small fee for their service. This is because you can find yourself stuck at a crucial time and do not receive a reply to the problem posted by you in the case of a free service. This can upset your calculations and bring your grades down at the final exam. To avoid all this and to receive fast and efficient help with chemistry homework, select online help wisely.

There are some websites that have hired the services of the best available talent in the subject of chemistry. These experts remain at the disposal of the website and answer the questions posted by registered students at a short notice. You need to make sure from the reviews of these websites about the efficiency of the chemistry homework solver. Many websites claim to have cracked questions from hundreds of textbooks in chemistry. You need to shortlist a company with the best feedback from the students. If you do some research before finalizing the online help, you will never have to worry ‘how to do my chemistry homework’ at home without assign for help from parents and siblings.

Organic chemistry is like hell on earth. I can’t make my brain work properly when I open the class book. Thank you all the people who’ve developed these tools and made my life easier.

It’s covered everything! The content and the structure are perfect! Great help with chemistry homework!

Pls solve this for me and give me the answer immediately Zinc reacts with HCL to form ZNCL balance the equation

What mass of zinc would be needed to give 100g of hydrogen (ZN=65,h=1)

the relative rate of diffusion of a gas as compared with oxygen is 2:1. calculate the relative molecular mass of the gas

10. Increasing the concentration of a reactant increases

(a) The number of collisions

(b) The rate of the reaction

(c) The fraction of collisions that are effective

(d) Both a and b are true

please send me the handouts of chemistry

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• Research Matters — to the Science Teacher

Problem Solving in Chemistry

One of the major difficulties in teaching introductory chemistry courses is helping students become efficient problem solvers. Most beginning chemistry students find this one of the most difficulty aspects of the introductory chemistry course. What does research tell us about problem solving in chemistry? Just why do students have such difficulty in solving chemistry problems? Are some ways of teaching students to solve problems more effective than others? Problem solving in any area is a very complex process. It involves an understanding of the language in which the problem is stated, the interpretation of what is given in the problem and what is sought, an understanding of the science concepts involved in the solution, and the ability to perform mathematical operations if these are involved in the problem. The first requirement for successful problem solving is that the problem solver understand the meaning of the problem. In order to do so there must be an understanding of the vocabulary and its usage in the problem. There are two types of words that occur in problems, ordinary words that science teachers generally assume that students know and more technical terms that require understanding of concepts specific to the discipline. Researchers have found that many students do not know the meaning of common words such as contrast, displace, diversity, factor, fundamental, incident, negligible, relevant, relative, spontaneous and valid. Slight changes in the way a problem is worded may make a difference in whether a students is able to solve it correctly. For example, when "least" is changed to "most" in a problem, the percentage getting the question correct may increase by 25%. Similar improvements occur for changing negative to positive forms, for rewording long and complex questions, and for changing from the passive to the active voice. Although teachers would like students to solve problems in whatever way they are framed they must be cognizant of the fact that these subtle changes will make a difference in students' success in solving problems. From several research studies on problem solving in chemistry, it is clear that the major reason why students are unable to solve problems is that they do not understand the concepts on which the problems are based. Studies that compare the procedures used by students who are inexperienced in solving problems with experts show that experts were able to retrieve relevant concepts more readily from their long term memory. Studies have also shown that experts concepts are linked to one another in a network. Experts spend a considerable period of time planning the strategy that will be used to solve the problem whereas novices jump right in using a formula or trying to apply an algorithm. In the past few years, science educators have been trying to determine which science concepts students understand and which they do not. Because chemistry is concerned with the nature of matter, and matter is defined as anything that has mass and volume, students must understand these concepts to be successful problem solvers in chemistry. Research studies have shown that a surprising number of high school students do not understand the meaning of mass, volume, heat, temperature and changes of state. One reason why students do not understand these concepts is because when they have been taught in the classroom, they have not been presented in a variety of contexts. Often the instruction has been verbal and formal. This will be minimally effective if students have not had the concrete experiences. Hence, misconceptions arise. Although the very word "misconception" has a negative connotation, this information is important for chemistry teachers. They are frameworks by which the students view the world around them. If a teacher understands these frameworks, then instruction can be formulated that builds on student's existing knowledge. It appears that students build conceptual frameworks as they try to make sense out of their surroundings. In addition to the fundamental properties of matter mentioned above, there are other concepts that are critical to chemical calculations. One of these is the mole concept and another is the particulate nature of matter. There is mounting evidence that many students do not understand either of these concepts sufficiently well to use them in problem solving. It appears that if chemistry problem solving skills of students are to improve, chemistry teachers will need to spend a much greater period of time on concept acquisition. One way to do this will be to present concepts in a variety of contexts, using hands-on activities.

What does this research imply about procedures that are useful for helping students become more successful at problem solving?

Chemistry problems can be solved using a variety of techniques. Many chemistry teachers and most introductory chemistry texts illustrate problem solutions using the factor-label method. It has been shown that this is not the best technique for high school students of high mathematics anxiety and low proportional reasoning ability. The use of analogies and schematic diagrams results in higher achievement on problems involving moles, stoichiometry, and molarity. The use of analogs is not profitable for certain types of problems. When problems became complex (such as in dilution problems) students are unable to solve even the analog problems. For these types of problems, using analogs in instruction would be useless unless teachers are willing to spend additional time teaching students how to solve problems using the analog. Many students are unable to match analogs with the chemistry problems even after practice in using analogs. Students need considerable practice if analogs are used in instruction. When teaching chemistry by the lecture method, concept development needed for problem solving may be enhanced by pausing for a two minute interval at about 8 to 12 minute intervals during the lecture. This provides students time to review what has been presented, fill in the gaps, and interpret the information for others, and thus learn it themselves. The use of concept maps may also help students understand concepts and to relate them to one another. Requiring students to use a worksheet with each problem may help them solve them in a more effective way. The worksheet might include a place for them to plan a problem, that is list what is given and what is sought; to describe the problem situation by writing down other concepts they retrieve from memory (the use of a picture may integrate these); to find the mathematical solution; and to appraise their results. Although the research findings are not definitive, the above approaches offer some promise that students' problem solving skills can be improved and that they can learn to solve problems in a meaningful way.

For further information about this research area, please contact:

Dr. Dorothy Gabel Education Building 3rd and Jordan Bloomington, Indiana 47405

How a Chemistry Problem Solver Online Helps You Do Homework

At every school and college, students have a comprehensive curriculum. Most likely, you are expected to know physics, math, literature, and philosophy as well as other disciplines at a high level. But there are rather few students who can grasp many subjects at the same time. Don’t get upset if organic chemistry isn’t your strong point. An academic help company can find you a perfect chemistry problem solver online no matter how complex your assignment is.

They work fast, and you can rely on their assistance even if it’s a last-minute task since they have experts capable of providing chemistry homework help online under time pressure . All you need is to place a ‘do my chemistry assignment’ order and tell them what kind of task you have to complete. After that, they take on your chemistry assignment. One of the professional writers will help you solve any problem with your paper, and you will learn chemistry faster than you would ever be able to on your own.

How to Find the Best Chemistry Homework Solver?

Many students look for some chemistry homework help because doing chemistry homework is quite nerve-wracking. After all, the discipline is not easy, and you may be expected to complete all sorts of tasks, from doing a lab experiment to describing it in your paper or conducting research using already available scientific sources. The overload is quite severe, so it’s no wonder so many college and university students tend to seek services dealing with “ do my chemistry homework for me ” requests. Whatever your task is, keep in mind that a chemistry problem solver can help you do it correctly . Specialists deal with tasks of every level of complexity. Whether you are working on a term paper or a chapter of your dissertation, they can find a qualified writer for it. What features will help you determine the best expert for your needs?

• Reliable chemistry assignment help involves solving equations or describing chemical reactions.
• Make sure there are experts in chemistry at the team.
• Be aware that they also know how to complete long and complex assignments.
• Do they work with all important papers, like coursework or thesis?
• Check for the guarantees

4 Benefits of Having a Chemistry Solver Online

If you’re still hesitant about whether you should hire a chemistry solver just in case your next assignment turns out to be too complex, here are a few points that will convince you to approach a chemistry question solver from time to time .

• You will know how to solve equations correctly.

Do you always need a smart friend to take a quick look at your homework when it’s done? You had better ask a writer to take care of your assignments. Then you’ll be 100% sure they are correct.

• You can do your chemistry homework faster.

Are you constantly putting off your assignment till the last minute? Then, you’ll like the fast academic writing service. An average chemistry task can be done in a few hours, you just need to ask a professional for help.

• You will have an expert in chemistry to consult anytime.

There are professionals who know many disciplines at a high level. No matter what questions arise, you can always ask the experts when getting ready for your class. There is always a chemistry problem solver free to deal with your issues at any time.

• Your problem-solving skills will reach a new level.

Do you often feel overwhelmed with assignments that appear faster than you can complete them? With the help of experts, you will have every problem solved before you even have the chance to get anxious about it.

These are just a few benefits of using help from a qualified and skilled chemistry homework solver at a professional academic help service. Place your order and discover how great it is to have a reliable helper by your side.

How Much Does It Cost to Solve My Chemistry Problem?

When doing your homework together with professionals, you may be afraid that such high-quality assistance will cost you too much. However, free materials available on the web may turn out to cost you even more, as they are often not reliable. Besides, an academic expert can advise you on how to do this particular chemistry assignment. That is why asking professionals for help with your homework is a smart choice. However, you should know that they can solve chemistry problems for reasonable money. Here is how most companies set prices for completing your homework.

• The complexity of your assignment . Chemistry is considered to be a complex academic discipline. Thus, they charge some extra fees based on the complexity of your assignment.
• The experience of the writer. Companies hire only experienced academic specialists and have to fairly pay for the job done. To find out how much your paper will cost, you can get a free quote on their websites. Tell what your homework is, and they will calculate the cost for you.
• The urgency. The price will increase if your assignment is urgent or if you need any extra materials, like charts or slides. However, most companies try to keep the cost low enough so that more students have the chance to solve problems with their homework online.

What Guarantees to Look for When Looking for Help with Chemistry Assignment

Make sure that a company guarantees that you will get your homework done according to your expectations. Here are some guarantees that a reliable service should offer:

• Free revisions.

If the assignment they provide you with doesn’t meet the instructions you placed in the order form, they have to revise your paper free of charge. The chemistry expert who completed your task will review it and correct any issues in the paper according to your instructions.

• Money-back guarantee.

If they cannot help you with the assignment you’ve already paid for, they have to give you your money back. They also should provide refunds if for some reason your paper comes late, or if the quality falls short.

• Privacy and confidentiality.

Make sure your personal data is safely kept on their servers. Such companies have to protect your confidentiality and ensure you can freely and safely communicate with academic specialists.

• 24/7 support.

If you have any questions or concerns, a company should offer you a support assistant. They are always available in live chats and on the phone.

Getting a smart problem solver for your chemistry homework is safe, useful, and time-efficient. Now you can save your nerves when getting ready for classes and spare more time for your favorite activities. Just place your order with the right company, and they will help you with your chemistry task fast.

Is there an app that answers chemistry questions?

There are several apps available on the web that help students find answers to questions in the Chemistry field. For instance, one popular app is known as Chemistry Helper. It provides students with various features, such as a chemical equation balancer, molecular weight calculator, the periodic table, as well as access to a huge database of information in the niche. All you have to do is to post your question/problem in chemistry and the Chemistry Helper will give you all the relevant explanations and information. More examples of the apps include ChemCalc, Chemistry Quiz & Dictionary, and Chemistry Solver. 

How can I solve chemistry problems faster?

To solve problems in the field of Chemistry faster, it is essential to thoroughly understand the underlying concepts/principles related to the problem, organize (and use!) your notes, practice on a regular basis, break down complex issues into bite-size chunks, as well as seek pro help if needed. If you ensure to apply the strategies mentioned above, both your proficiency and speed in solving chemistry issues will improve sooner than you know.

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What is quantum advantage? A quantum computing scientist explains an approaching milestone marking the arrival of extremely powerful computers

Posted: November 17, 2023 | Last updated: November 17, 2023

Quantum advantage is the milestone the field of quantum computing is fervently working toward, where a quantum computer can solve problems that are beyond the reach of the most powerful non-quantum, or classical, computers.

Quantum refers to the scale of atoms and molecules where the laws of physics as we experience them break down and a different, counterintuitive set of laws apply. Quantum computers take advantage of these strange behaviors to solve problems.

There are some types of problems that are impractical for classical computers to solve , such as cracking state-of-the-art encryption algorithms. Research in recent decades has shown that quantum computers have the potential to solve some of these problems. If a quantum computer can be built that actually does solve one of these problems, it will have demonstrated quantum advantage.

I am a physicist who studies quantum information processing and the control of quantum systems. I believe that this frontier of scientific and technological innovation not only promises groundbreaking advances in computation but also represents a broader surge in quantum technology, including significant advancements in quantum cryptography and quantum sensing.

The source of quantum computing’s power

Central to quantum computing is the quantum bit, or qubit . Unlike classical bits, which can only be in states of 0 or 1, a qubit can be in any state that is some combination of 0 and 1. This state of neither just 1 or just 0 is known as a quantum superposition . With every additional qubit, the number of states that can be represented by the qubits doubles.

This property is often mistaken for the source of the power of quantum computing. Instead, it comes down to an intricate interplay of superposition, interference and entanglement .

Interference involves manipulating qubits so that their states combine constructively during computations to amplify correct solutions and destructively to suppress the wrong answers. Constructive interference is what happens when the peaks of two waves – like sound waves or ocean waves – combine to create a higher peak. Destructive interference is what happens when a wave peak and a wave trough combine and cancel each other out. Quantum algorithms, which are few and difficult to devise, set up a sequence of interference patterns that yield the correct answer to a problem.

Entanglement establishes a uniquely quantum correlation between qubits: The state of one cannot be described independently of the others, no matter how far apart the qubits are. This is what Albert Einstein famously dismissed as “spooky action at a distance.” Entanglement’s collective behavior, orchestrated through a quantum computer, enables computational speed-ups that are beyond the reach of classical computers.

Applications of quantum computing

Quantum computing has a range of potential uses where it can outperform classical computers. In cryptography, quantum computers pose both an opportunity and a challenge. Most famously, they have the potential to decipher current encryption algorithms , such as the widely used RSA scheme .

One consequence of this is that today’s encryption protocols need to be reengineered to be resistant to future quantum attacks. This recognition has led to the burgeoning field of post-quantum cryptography . After a long process, the National Institute of Standards and Technology recently selected four quantum-resistant algorithms and has begun the process of readying them so that organizations around the world can use them in their encryption technology.

In addition, quantum computing can dramatically speed up quantum simulation: the ability to predict the outcome of experiments operating in the quantum realm. Famed physicist Richard Feynman envisioned this possibility more than 40 years ago. Quantum simulation offers the potential for considerable advancements in chemistry and materials science, aiding in areas such as the intricate modeling of molecular structures for drug discovery and enabling the discovery or creation of materials with novel properties.

Another use of quantum information technology is quantum sensing : detecting and measuring physical properties like electromagnetic energy, gravity, pressure and temperature with greater sensitivity and precision than non-quantum instruments. Quantum sensing has myriad applications in fields such as environmental monitoring , geological exploration , medical imaging and surveillance .

Initiatives such as the development of a quantum internet that interconnects quantum computers are crucial steps toward bridging the quantum and classical computing worlds. This network could be secured using quantum cryptographic protocols such as quantum key distribution, which enables ultra-secure communication channels that are protected against computational attacks – including those using quantum computers.

Despite a growing application suite for quantum computing, developing new algorithms that make full use of the quantum advantage – in particular in machine learning – remains a critical area of ongoing research.

Staying coherent and overcoming errors

The quantum computing field faces significant hurdles in hardware and software development. Quantum computers are highly sensitive to any unintentional interactions with their environments. This leads to the phenomenon of decoherence, where qubits rapidly degrade to the 0 or 1 states of classical bits.

Building large-scale quantum computing systems capable of delivering on the promise of quantum speed-ups requires overcoming decoherence. The key is developing effective methods of suppressing and correcting quantum errors, an area my own research is focused on .

In navigating these challenges, numerous quantum hardware and software startups have emerged alongside well-established technology industry players like Google and IBM. This industry interest, combined with significant investment from governments worldwide, underscores a collective recognition of quantum technology’s transformative potential. These initiatives foster a rich ecosystem where academia and industry collaborate, accelerating progress in the field.

Quantum advantage coming into view

Quantum computing may one day be as disruptive as the arrival of generative AI . Currently, the development of quantum computing technology is at a crucial juncture. On the one hand, the field has already shown early signs of having achieved a narrowly specialized quantum advantage. Researchers at Google and later a team of researchers in China demonstrated quantum advantage for generating a list of random numbers with certain properties. My research team demonstrated a quantum speed-up for a random number guessing game .

On the other hand, there is a tangible risk of entering a “quantum winter,” a period of reduced investment if practical results fail to materialize in the near term.

While the technology industry is working to deliver quantum advantage in products and services in the near term, academic research remains focused on investigating the fundamental principles underpinning this new science and technology. This ongoing basic research, fueled by enthusiastic cadres of new and bright students of the type I encounter almost every day, ensures that the field will continue to progress.

This article is republished from The Conversation , >, a nonprofit, independent news organization bringing you facts and analysis to help you make sense of our complex world.

• Limits to computing: A computer scientist explains why even in the age of AI, some problems are just too difficult
• Nobel-winning quantum weirdness undergirds an emerging high-tech industry, promising better ways of encrypting communications and imaging your body

Daniel Lidar receives funding from the NSF, DARPA, ARO, and DOE.

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Can you solve it? Are you a lateral thinker?

Finding creative solutions

UPDATE: To read the solutions click here

Sometimes it pays to approach a problem sideways. Each of today’s puzzles requires some lateral thinking, in that the first step of the solution is perhaps not the obvious one.

1. Three cloves on an orange

Given three points on the surface of a sphere, what is the probability there is a hemisphere on which they all lie?

2. A big number

If you multiply all the prime numbers less than one million together, what is the final digit of your answer?

[A prime number is a number that is divisible only by itself and 1, such as 2, 3, 5, 7, 11, 13, and so on.]

3. The three threes

Can you make 20 using three threes and any mathematical operations you like?

[i.e you need to find an expression that includes 3, 3 and 3, and no other digits, but may include any other mathematical symbol, such as +, -, x, ÷, (, ), √, ., etc. An example might be 3 √3 /3, although this would be wrong since it does not equal 20.]

4. Square are you?

How can you cut this figure into four pieces which can be reassembled to form a square?

5. Roamin’ numerals

Make the equation valid by moving exactly two matchsticks

Please NO SPOILERS. I’ll be back at 5pm UK. Instead discuss your favourite examples of lateral-thinking.

UPDATE: To read the solutions click here.

All of today’s puzzle come from Des MacHale’s brilliant new book Lateral Solutions to Mathematical Problems , in which he presents more than a 100 problems from across the mathematical landscape whose solutions benefit from out-of-the-box thinking.

MacHale, emeritus professor at University College, Cork, is well known to readers of this column as an encyclopedia of mathematical humour . Hs latest book replaces the the “haha” with the “aha!”

(Hopefully, with not too much aaaaaaaargh! )

I’ve been setting a puzzle here on alternate Mondays since 2015. I’m always on the look-out for great puzzles. If you would like to suggest one, email me .

• Mathematics
• Alex Bellos's Monday puzzle

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Computer Science > Computation and Language

Title: structured chemistry reasoning with large language models.

Abstract: This paper studies the problem of solving complex chemistry problems with large language models (LLMs). Despite the extensive general knowledge in LLMs (such as GPT-4), they struggle with chemistry reasoning that requires faithful grounded reasoning with diverse chemical knowledge and an integrative understanding of chemical interactions. We propose InstructChem, a new structured reasoning approach that substantially boosts the LLMs' chemical reasoning capabilities. InstructChem explicitly decomposes the reasoning into three critical phrases, including chemical formulae generation by LLMs that offers the basis for subsequent grounded reasoning, step-by-step reasoning that makes multi-step derivations with the identified formulae for a preliminary answer, and iterative review-and-refinement that steers LLMs to progressively revise the previous phases for increasing confidence, leading to the final high-confidence answer. We conduct extensive experiments on four different chemistry challenges, including quantum chemistry, quantum mechanics, physical chemistry, and chemistry kinetics. Our approach significantly enhances GPT-4 on chemistry reasoning, yielding an 8% average absolute improvement and a 30% peak improvement. We further use the generated reasoning by GPT-4 to fine-tune smaller LMs (e.g., Vicuna) and observe strong improvement of the smaller LMs. This validates our approach and enables LLMs to generate high-quality reasoning.

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• Unsolved_problems_in_chemistry

Organic chemistry problems

• Solvolysis of the norbornyl cation : Why is the norbornyl cation so stable? Is it symmetrical? This problem has been largely settled for the unsubstituted norbornyl cation, but not for the substituted cation. See Non-classical ion .
• On-water reactions : Why are some organic reactions accelerated at the water-organic interface? [2] See On-water reactions.
• What is the origin of the bond rotation barrier in ethane , steric hindrance or hyperconjugation ? See Bond rotation barrier.
• What is the origin of the alpha effect ?. Nucleophiles with an electronegative atom and one or more lone pairs adjacent to the nucleophilic center are particularly reactive. See: Alpha effect .

Biological Chemistry Problems

• Better-than perfect enzymes : Why do some enzymes exhibit faster-than-diffusion kinetics? [3] See Enzyme kinetics .
• What is the origin of homochirality in amino acids and sugars? [4] See Homochirality .
• Protein folding problem : Is it possible to predict the secondary, tertiary and quaternary structure of a polypeptide sequence based solely on the sequence and environmental information? Inverse protein-folding problem: Is it possible to design a polypeptide sequence which will adopt a given structure under certain environmental conditions? [4] [5] See Protein folding .
• What are the chemical origins of life ? How did non-living chemical compounds generate self-replicating, complex life forms? See Origin of life .

Physical Chemistry Problems

• What is the electronic structure of the high temperature superconductors at various points on the phase diagram ? Can the transition temperature be brought up to room temperature? See Superconductor .
• Feynmanium : What are the chemical consequences of having an element, with an atomic number above 137, whose 1s electrons must travel faster than the speed of light? Is " Feynmanium " the last chemical element that can physically exist? The problem actually occurs at Element 139 (eka-actinium/dvi-lanthanum), since complete analysis involving relativity gives a smaller result for the velocity of the 1s electrons, therefore allowing stable 1s orbits in the element 138 (Uto) .
• How can electromagnetic energy ( photons ) be efficiently converted to chemical energy? (E.g. splitting of water to H 2 and O using solar energy.) [6] [7]
• What is the nature of bonding in hypervalent molecules ? See Hypervalent molecules .
• What is the structure of water ? According to Science Magazine in 2005, one of the 100 outstanding unsolved problems in science revolves around the question how water forms hydrogen bonds with its neighbors in bulk water. [4] See: water cluster
• ^ For relevant citations also see the satellite pages
• ^ Unique Reactivity of Organic Compounds in Aqueous Suspension Sridhar Narayan, John Muldoon, M. G. Finn, Valery V. Fokin, Hartmuth C. Kolb, K. Barry Sharpless Angew. Chem. Int. Ed. 21/ 2005 p 3157 ,
• ^ Comparison of the DNA association kinetics of the Lac repressor tetramer, its dimeric mutant LacIadi, and the native dimeric Gal repressor Hsieh M, Brenowitz M. Department of Biochemistry, Albert Einstein College of Medicine, Bronx, New York 10461, USA. The Journal of biological chemistry (J. biol. chem.) ISSN 0021-9258 CODEN JBCHA3
• ^ a b c So much more to know Science 1 July 2005: Vol. 309. no. 5731, pp. 78 - 102 doi:10.1126/science.309.5731.78b
• ^ King, Jonathan & Gossard, David, ,
• ^ Duffie, John A. (2006). Solar Engineering of Thermal Processes . Wiley-Interscience, 928. ISBN 978-0471698678 .  
• ^ Brabec, Christoph; Vladimir Dyakonov, Jürgen Parisi, Niyazi Serdar Sariciftci (2006). Organic Photovoltaics: Concepts and Realization . Springer, 300. ISBN 978-3540004059 .  

Category : Chemistry lists

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How Students Can Rethink Problem Solving

Finding, shaping, and solving problems puts high school students in charge of their learning and bolsters critical-thinking skills.

As an educator for over 20 years, I’ve heard a lot about critical thinking , problem-solving , and inquiry and how they foster student engagement. However, I’ve also seen students draw a blank when they’re given a problem to solve. This happens when the problem is too vast for them to develop a solution or they don’t think the situation is problematic. 

As I’ve tried, failed, and tried again to engage my students in critical thinking, problem-solving, and inquiry, I’ve experienced greater engagement when I allow them to problem-find, problem-shape, and problem-solve. This shift in perspective has helped my students take direct ownership over their learning.

Encourage Students to Find the Problem 

When students ask a question that prompts their curiosity, it motivates them to seek out an answer. This answer often highlights a problem. 

For example, I gave my grade 11 students a list of topics to explore, and they signed up for a topic that they were interested in. From that, they had to develop a research question. This allowed them to narrow the topic down to what they were specifically curious about. 

Developing a research question initiated the research process. Students launched into reading information from reliable sources including Britannica , Newsela , and EBSCOhost . Through the reading process, they were able to access information so that they could attempt to find an answer to their question.

The nature of a good question is that there isn’t an “answer.” Instead, there are a variety of answers. This allowed students to feel safe in sharing their answers because they couldn’t be “wrong.” If they had reliable, peer-reviewed academic research to support their answer, they were “right.”

Shaping a Problem Makes Overcoming It More Feasible 

When students identify a problem, they’re compelled to do something about it; however, if the problem is too large, it can be overwhelming for them. When they’re overwhelmed, they might shut down and stop learning. For that reason, it’s important for them to shape the problem by taking on a piece they can handle.

To help guide students, provide a list of topics and allow them to choose one. In my experience, choosing their own topic prompts students’ curiosity—which drives them to persevere through a challenging task. Additionally, I have students maintain their scope at a school, regional, or national level. Keeping the focus away from an international scope allows them to filter down the number of results when they begin researching. Shaping the problem this way allowed students to address it in a manageable way.

Students Can Problem-Solve with Purpose

Once students identified a slice of a larger problem that they could manage, they started to read and think about it, collaborate together, and figure out how to solve it. To further support them in taking on a manageable piece of the problem, the parameters of the solution were that it had to be something they could implement immediately. For example, raising $3 million to build a shelter for those experiencing homelessness in the community isn’t something that students can do tomorrow. Focusing on a solution that could be implemented immediately made it easier for them to come up with viable options. 

With the problem shaped down to a manageable piece, students were better able to come up with a solution that would have a big impact. This problem-solving process also invites ingenuity and innovation because it allows teens to critically look at their day-to-day lives and experiences to consider what actions they could take to make a difference in the world. It prompts them to look at their world through a different lens.

When the conditions for inquiry are created by allowing students to problem-find, problem-shape and problem-solve, it allows students to do the following:

• Critically examine their world to identify problems that exist
• Feel empowered because they realize that they can be part of a solution
• Innovate by developing new solutions to old problems

Put it All Together to Promote Change

Here are two examples of what my grade 11 students came up with when tasked with examining the national news to problem-find, problem-shape, and problem-solve.

Topic: Indigenous Issues in Canada

Question: How are Indigenous peoples impacted by racism?

Problem-find: The continued racism against Indigenous peoples has led to the families of murdered women not attaining justice, Indigenous peoples not being able to gain employment, and Indigenous communities not being able to access basic necessities like healthcare and clean water.

Problem-shape: A lot of the issues that Indigenous peoples face require government intervention. What can high school teens do to combat these issues?

Problem-solve: Teens need to stop supporting professional sports teams that tokenize Indigenous peoples, and if they see a peer wearing something from such a sports team, we need to educate them about how the team’s logo perpetuates racism.

Topic: People With Disabilities in Canada

Question: What leads students with a hearing impairment to feel excluded?

Problem-find: Students with a hearing impairment struggle to engage with course texts like films and videos.

Problem-shape: A lot of the issues that students with a hearing impairment face in schools require teachers to take action. What can high school teens do to help their hearing-impaired peers feel included?

Problem-solve: When teens share a video on social media, they should turn the closed-captioning on, so that all students can consume the media being shared.

Once my students came up with solutions, they wanted to do something about it and use their voices to engage in global citizenship. This led them to create TikTok and Snapchat videos and Instagram posts that they shared and re-shared among their peer group. 

The learning that students engaged in led to their wanting to teach others—which allowed a greater number of students to learn. This whole process engendered conversations about our world and helped them realize that they aren’t powerless; they can do things to initiate change in areas that they’re interested in and passionate about. It allowed them to use their voices to educate others and promote change.

November 7, 2023

Understanding Consciousness Goes Beyond Exploring Brain Chemistry

We can account for the evolution of consciousness only if we crack the philosophy, as well as the physics, of the brain

By Philip Goff

Pobytov/Getty Images

The science of consciousness has not lived up to expectations.

Over the summer, the neuroscientist Christof Koch conceded defeat on his 25-year bet with the philosopher David Chalmers, a lost wager that the science of consciousness would be all wrapped up by now. In September, over 100 consciousness researchers signed a public letter condemning one of the most popular theories of consciousness —the integrated information theory—as pseudoscience. This in turn prompted strong  responses from other researchers in the field. Despite decades of research, there’s little sign of consensus on consciousness, with several rival theories still in contention.

Your consciousness is what it’s like to be you. It’s your experiences of color and sound and smell; your feelings of pain, joy, excitement or tiredness. It’s what makes you a thinking, sentient being rather than an unfeeling mechanism.

In my new book, entitled Why? The Purpose of the Universe , I take head-on the question of why it’s so hard to make progress on consciousness. The core difficulty is that consciousness defies observation. You can’t look inside someone’s brain and see their feelings and experiences. Science does deal with things that can’t be observed, such as fundamental particles, quantum wave functions, maybe even other universes. But consciousness poses an important difference: In all of these other cases, we theorize about things we can’t observe in order to explain what we can observe. Uniquely with consciousness, the thing we are trying to explain cannot be publicly observed.

How then can we investigate consciousness? Although consciousness can’t be directly observed, if you’re dealing with another human being, you can ask them what they’re feeling, or look for external indications of consciousness. And if you scan their brain at the same time, you can try to match up the brain activity, which you can observe, with the invisible consciousness, which you can’t. The trouble is there are inevitably multiple ways of interpreting such data. This leads to wildly different theories as to where consciousness resides in the brain. Believe it or not, the debates we are currently having in the science of consciousness closely resemble debates that were raging in the 19th century.

There may be a way forward. I argue that we can account for the evolution of consciousness only if we reject reductionism about consciousness. Most consciousness researchers employ a reductionist view of the universe, where physics is running the show. Thus insofar as there are some future possibilities left open by the arrangements of particles in our brains, they are settled by nothing more than the random chanciness implicit in quantum mechanics.

Some challenges have lately emerged to this reductionist paradigm. The neuroscientist Kevin Mitchell has argued that the free will of conscious organisms plays a role in determining what will happen in the brain, over and above what is settled by the laws of physics. And the assembly theory of chemist Lee Cronin and physicist Sara Walker decisively rejects reduction to microscopic-level equations, arguing for a kind of memory inherent in nature that guides the construction of complex molecules.

Evolution offers one of the strongest challenges to reductionist approaches to consciousness. Natural selection only cares about behavior, as it’s only behavior that matters for survival. Rapid progress in AI and robotics has made it clear, however, that extremely complex behaviour can exist in a system that entirely lacks conscious experience. Natural selection could have constructed survival mechanisms : complex biological robots able to track features of their environment and initiate survival-conducive behavioral responses, without having any kind of inner life. For any adaptive behaviour associated with consciousness, there could be a nonconscious mechanism that instigates the same behaviour. Given all this, it is a deep mystery why consciousness evolved at all.

Or rather, the evolution of consciousness is a deep mystery under the reductionist paradigm, according to which the behavior is determined at the micro level, making it irrelevant whether or not consciousness pops up at higher levels. But suppose instead that the emergence of biological consciousness brings into existence radically new forms of behavior, over and above what physics alone could produce. Perhaps organisms that have conscious awareness of the world around them, and thereby freely respond based on that awareness, behave very differently than mere mechanisms. Consequently, they survive much better. With these assumptions in place, we can make sense of natural selection’s preference for conscious organisms.

If consciousness does defy reduction, this could revolutionize the science of consciousness. What it would essentially provide is a new empirical marker of consciousness. If the neural processes that correspond to consciousness have a novel causal profile, one that could not be predicted—even in principle—from underlying chemistry and physics, then this would amount to a giant “HERE IT IS!” in the brain.

Would we not have noticed already if there were processes in the brain that didn’t reduce to underlying chemistry and physics? The truth is we know very little about how the brain works . We know a lot about the basic chemistry: how neurons fire, how chemical signals are transmitted. And we know a fair bit about the large functions of various brain regions. But we know almost nothing about how these large-scale functions are realized at the cellular level. To an extent, abstract theorizing has stood in for detailed neurophysiological investigation of what is actually going on in the brain.

As a philosopher, I’m not opposed to abstract theorizing. However, it’s crucial to distinguish the scientific questions of consciousness from the philosophical questions. The scientific task is to work out which kinds of brain activity correspond to consciousness, and it’s this task that detailed neurophysiological investigations—equipped to catch the HERE IT IS marker of consciousness—will help us make progress on. But what we ultimately want from a theory of consciousness is an explanation of why brain activity—of whatever form—is correlated with consciousness in the first place. Because consciousness is not an observable phenomenon, the “why” question is not one we can make progress on with experiments. In Why? I develop a radical form of panpsychism—the view that consciousness goes right down to the fundamental building blocks of reality—aimed at addressing the philosophical challenges of consciousness, as well as providing a framework for scientists to make progress on the scientific issues.

We’re still not at first base in dealing with consciousness. It requires working on many fronts, exploiting many different areas of expertise. We need to let the philosophers do the philosophy and the scientists study the brain. Each provides a different piece of the puzzle. It is a pincer movement of science and philosophy that will, ultimately, crack the mystery of consciousness.

This is an opinion and analysis article, and the views expressed by the author or authors are not necessarily those of  Scientific American.