34 Pages

Lecture 16

Course: CHEM 105, Spring 2008
School: Winthrop
Rating:
 
 
 
 
 

Word Count: 1523

Document Preview

Scientists Resonance have observed that certain compounds with uneven bonding (double bond on one side, single bond on the other for example) have bond lengths that differ from the calculated value Ozone: The O=O bond length should be 121 pm The O-O bond length should be 132 pm Actual length of both bonds is between these 2 values! Prentice Hall 2007 Chapter Five 1 Resonance Linus Pauling proposed the...

Register Now

Unformatted Document Excerpt

Coursehero >> South Carolina >> Winthrop >> CHEM 105

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Scientists Resonance have observed that certain compounds with uneven bonding (double bond on one side, single bond on the other for example) have bond lengths that differ from the calculated value Ozone: The O=O bond length should be 121 pm The O-O bond length should be 132 pm Actual length of both bonds is between these 2 values! Prentice Hall 2007 Chapter Five 1 Resonance Linus Pauling proposed the theory of resonance to solve this problem Resonance structures are structures that represent the bonding in a molecule or ion when a single Lewis structure fails to accurately describe the actual electronic structure The `real' structure is a hybrid of the resonance structures The predominant resonance structure is on with the formal charges of all atoms as close to zero as possible (Nobel Laureate for Chemistry AND Peace) Prentice Hall 2007 Chapter Five 2 Resonance Let's look at the Carbonate ion Or the structure of Benzene (Classic Resonance structure) Note Double Headed Arrows! Prentice Hall 2007 Chapter Five 3 Exceptions to the Octet Rule (Compounds with an atom that has fewer than 8 valence electrons) Boron (Group 3A metalloid) Has 3 valence electrons Will form 3 covalent bonds and "have" six valence electrons Prentice Hall 2007 Chapter Five 4 Coordinate Covalent Bond (aka: Dative Bond) Many boron compounds are HIGHLY reactive The 4th valence pair for Boron can be provided by another compound Note the bonding arrow from Nitrogen to Boron This implies that there is a dative bond and Nitrogen is supplying a bonding pair to Boron Prentice Hall 2007 Chapter Five 5 Compounds with Atoms Possessing more than 8 valence electrons Elements in the 3rd or higher period may sometimes form compounds with more than 8 valence electrons Prentice Hall 2007 Second period elements will not form compounds that give them more than 8 valence electrons Chapter Five 6 Why do these elements do that? Elements in the 3rd period have empty orbitals in the d subshell that will allow them to accommodate up to 12 electrons in the valence shell. Be aware that they do exist and know why they behave as they do. Silicon, Phosphorous, Chlorine are good examples Prentice Hall 2007 Chapter Five 7 Free Radicals What are they? We've heard them described in commercials, scientific literature and songs. Compounds with an unpaired electron are called `free radicals' VERY REACTIVE Prentice Hall 2007 Chapter Five 8 The Shapes of Molecules Molecular shapes can be predicted by noting how many bonds and electron pairs surround individual atoms and applying what is called the valence-shell electron-pair repulsion (VSEPR) model. The basic idea of the VSEPR model is that the negatively charged clouds of electrons in bonds and lone pairs repel each other, and keep as far apart as possible. Prentice Hall 2007 Chapter Five 9 Molecular Geometries Trigonal Bipyramidal and octahedral geometries are only expected when the central atom is in period 3 or higher. Why? Prentice Hall 2007 Chapter Five 10 Linear Geometry Usually trinary compounds with double bonds or Boron compounds Central atom in a trinary compound w/o double bonds MUST NOT have an octet in order to see this geometry Prentice Hall 2007 Chapter Five 11 Trigonal Planar Geometry Central atom MUST NOT have an octet of electrons Prentice Hall 2007 Chapter Five 12 Tetrahedral Geometry Most molecules with quaternary compositions have this geometry Prentice Hall 2007 Chapter Five 13 Trigonal Planar Geometry Most molecules with quaternary compositions have this geometry Prentice Hall 2007 Chapter Five 14 Trigonal Bipyramidal and Octahedral Geometries Central atom does not follow the octet rule Prentice Hall 2007 Chapter Five 15 Central Atoms with Lone Pairs AND Bonding Pairs Now we have to introduce another term: Electron Pair Geometry The Electron Pair Geometry is the geometry taken up by ALL of the valence electron pairs around a central atom The Molecular Geometry is the geometry of the central atom and the atoms surrounding it Prentice Hall 2007 Chapter Five 16 Electron Pair Geometry and Molecular Geometry The electron pair geometry in ammonia is TETRAHEDRAL so we would expect the H-N-H bond angle to be 109.5, but it is actually less! Lone pairs occupy a larger colume than bonding pairs Prentice Hall 2007 Chapter Five This causes the Lone Pair to squeeze the Bonding Pairs together a bit 17 Electron Pair Geometry and Molecular Geometry Prentice Hall 2007 Chapter Five 18 Central Atoms with MORE than 4 Valence Electron Pairs Prentice Hall 2007 Chapter Five 19 There are three step to applying the VSEPR model: Step 1: Draw a Lewis structure of the molecule, and identify the atom whose geometry is of interest. Step 2: Count the number of electron charge clouds surrounding the atom of interest. Step 3: Predict molecular shape by assuming that the charge clouds orient in space so that they are as far from away one another as possible. Prentice Hall 2007 Chapter Five 20 Prentice Hall 2007 Chapter Five 21 Linear molecules have bond angles of 180. Planar triangular molecules have bond angles of 120. Tetrahedral molecules have bond angles of 109.5. Prentice Hall 2007 Chapter Five 22 Polar Covalent Bonds and Electronegativity Electrons in a covalent bond occupy the region between the bonded atoms. If the atoms are identical, as in H2 and Cl2, electrons are attracted equally to both atoms and are shared equally. If the atoms are not identical, however, as in HCl, the bonding electrons may be attracted more strongly by one atom than by the other and thus shared unequally. Such bonds are known as polar covalent bonds. Prentice Hall 2007 Chapter Five 23 When charges separate in a neutral molecule, the molecule has a dipole moment and is said to be polar. The dipole moment is measured in SI units called the Debye (D) 1 D = 3.34x10-30 Cm 24 Prentice Hall 2007 Chapter Five In HCl, electrons spend more time near the chlorine than the hydrogen. Although the molecule is overall neutral, the chlorine is more negative than the hydrogen, resulting in partial charges on the atoms. Partial charges are represented by a - on the more negative atom and + on the more positive atom. The ability of an atom to attract electrons is called the atom's electronegativity. Fluorine, the most electronegative element, assigned a value of 4, and less electronegative atoms assigned lower values. Prentice Hall 2007 Chapter Five 25 Elements at the top right of the periodic table are most electronegative, those at the lower left are least electronegative. Noble gases are not assigned values. More electronegative atoms surround themselves with negative charge and more electropositive atoms tend to `give' electrons Prentice Hall 2007 26 Chapter Five up in a bond As a rule of thumb, electronegativity differences of less than 0.5 result in nonpolar covalent bonds, differences up to 1.9 indicate increasingly polar covalent bonds, and differences of 2 or more indicate ionic bonds. There is no sharp dividing line between covalent and ionic bonds; most bonds fall somewhere in-between. Prentice Hall 2007 Chapter Five 27 As a rule of thumb, electronegativity differences of less than 0.5 result in nonpolar covalent bonds, differences up to 1.9 indicate increasingly polar covalent bonds, and differences of 2 or more indicate ionic bonds. There is no sharp dividing line between covalent and ionic bonds; most bonds fall somewhere in-between. Prentice Hall 2007 Chapter Five 28 5.9 Polar Molecules Entire molecules can be polar if electrons are attracted more strongly to one part of the molecule than to another. Molecules polarity is due to the sum of all individual bond polarities and lone-pair contribution in the molecule. Polarity has a dramatic effect on the physical properties of molecules, particularly on melting points, boiling points, and solubility...

Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Winthrop - CHEM - 105
What Have We Covered So Far? States of Matter Types of Compounds Ionic Molecular or Covalent Determining the Amounts of Material The Mole Atomic Weights / Molar MassesChemical Reactions At the very heart of chemistry Chemists look at chem
Winthrop - CHEM - 105
Name Anderson, Amber Janelle Arenas, Paola Ayala, Cipriano Josef Bagwell, Sharayah Nichole Bales, Elizabeth Caitlin Blackman, Charles Ashford Bond, Samuel David Boyd, Michael Anthony, Jr Burton, Steven Eric, Jr Cox, Jamaal Montez Eiler, Israel Benjam
Winthrop - CHEM - 105
Chem.105 Section 004 Quiz Number 4 2008Name: _ November 21,Please answer all of the following questions. Draw a box around your answer. You must show all of your work for problems involving calculations in order to receive any credit. 1. (1 point
Winthrop - CHEM - 105
CHEM105 Section 004 Test 2 Thursday October 23, 2008Name: _You must answer 15 questions from the "Fun" section. You must answer 5 questions from the "Games" section. If you answer more than the required number for each section, only the first 20
Winthrop - CHEM - 105
CHEM105 Section 004 Test 2 Thursday October 23, 2008Name: _You must answer 15 questions from the "Fun" section. You must answer 5 questions from the "Games" section. If you answer more than the required number for each section, only the first 15
Winthrop - CHEM - 105
CHEM105 Section 004 Test 3 Thursday December 4, 2008Name: _Answer as many of the following questions from any section as you would like. Questions from the Games! And Fiesta! Sections have higher individual point values than the ones from the Fun
Winthrop - CHEM - 105
CHEM105 Section 004 Test 3 Thursday December 4, 2008Name: _Answer as many of the following questions from any section as you would like. Questions from the Games! And Fiesta! Sections have higher individual point values than the ones from the Fun
St. Francis IL - BSAD - 391
St. Francis Xavier University Schwartz School of Business and Information Systems BSAD 391 - Foundation of Management Research Assignment 3 Research Methods Overview Now that you have a clear understanding of your research topic and associated resea
St. Francis IL - BSAD - 391
Chapter 6 Qualitative Research MethodsWinston Jackson and Norine Verberg Methods: Doing Social Research, 4eApproach of Qualitative Research Qualitative research different assumptions/approach than quantitative research Emphasis on seeing the
St. Francis IL - INFO - 102
Part 3: IS and Competitive Advantage Part #: TitleChapter 7Information Systems for Competitive AdvantageCopyright 2009 Pearson Education CanadaHow do organizations gain competitive advantage using information systems? Businesses determine co
St. Francis IL - INFO - 102
Vega TelescopesAuthor: Date: Purpose: The annual sales report for four of the top-selling Vega modelsVega TelescopesAnnual Sales Figures For the Year Ending December 31, 2006ModelBrightStar 6 BrightStar 8 NightVision 12 NightVision 16 TotalU
Auburn - BIOL - 6600
NERVOUS SYSTEMINTRODUCTIONCOMPARISON OF NERVOUS SYSTEM AND ENDOCRINE SYSTEMRECEPTORAfferent (Sensory) NeuronEfferent (Motor) NeuronEFFECTORI N T E G R A T I N GC I R C U I TANATOMICAL ORGANIZATION CENTRAL NERVOUS SYSTEM BRAIN SPINAL
Auburn - BIOL - 6600
(GIO N S UNCT AP J)EXCITATORY SYNAPSESANATOMICAL CLASSIFICATIONSNEURONEURONAL NEUROMUSCULAR NEUROGLANDULARhttp:/occawlonline.pearsoned.com/bookbind/pubbooks/becker_awl/medialib/movies-ch09/0923M.MOVINHIBITORY SYNAPSESh http:/www.blackw
Auburn - BIOL - 6600
ANATOMICL SUBDIVISIONS FOREBRAIN Cerebrum Hypothalamus ThalamusMIDBRAIN Corpora Quadrigemina Cerebral Peduncles HINDBRAIN Cerebellum Pons MedullaBrain Stem= Midbrain+Pons+MedullaTHE CEREBRUMFUNCTIONAL LOBESFRONTAL LOBEPRE-CENTRAL PORTION
Auburn - BIOL - 6600
HEMOSTASISVascular Spasm Formation of the Platelet Plug role of ADP role of thromboxane A-2 role of prostacyclinsCOAGULATIONEXTRINSIC PATHWAY INTRINSIC PATHWAYFACTOR XCOMMON STEPSEXTRINSIC PATHWAYTISSUE DAMAGEINTRINSIC PATHWAYDamage To
Evansville - PSYCH - 490
University of Evansville Department of PsychologySenior Thesis ContractI, _, a member of the Faculty, agree to help with the preparation, read and evaluate the Senior Thesis of _, a member of the Class of 2006. I have reviewed the requirements an
BYU - CS - 470
Automatic Theorem Proving with Built-in Theories Including Equality, Partial Ordering, and SetsJ A M E S R. SLAGLENational Institutes of Health,* Department of Health, Education and Welfare, B~thesda, MarylandABSTRACT. TO make further progress, r
BYU - CS - 470
Computational Approaches to Image UnderstandingMICHAEL BRADYArttftctal Intelhgence Laboratory, Massachusetts Instttute of Technology, 545 Technology Square, Cambrtdge, Massachusetts, 02139Recent theoretmal developments in Image Understandmg are s
BYU - CS - 470
Computational StereoSTEPHEN T. BARNARD AND MARTIN A. FISCHLERSRI International, Menlo Park, California 94025Perception of depth is a central problem m machine vision. Stereo is an attractive technique for depth perception because, compared with m
BYU - CS - 470
A Differential Approach to Inference in Bayesian NetworksADNAN DARWICHEUniversity of California, Los Angeles, CaliforniaAbstract. We present a new approach to inference in Bayesian networks, which is based on representing the network using a poly
BYU - CS - 470
On Linear Potential BayesianFunctionsfor ApproximatingComputationsEUGENESANTOS, ofJR.Wrigfrf-Putrerson AFB, OhioAir For<e fnstitureTecluroiogy,Abstract. Probabilistic reasoning suffers frnm NP-hard implementations. In particular, t
BYU - CS - 470
Program Transformation SystemsH. PARTSCH AND R. STEINBRUGGENInstitut f~r lnformatik, Technische Universitcit Mimchen, Munich, West GermanyInterest is increasing in the transformational approach to programming and in mechanical aids for supporting
BYU - CS - 470
A Proof Procedure Using Connection GraphsROBERT K O W A L S K IUniversity of Edinburgh, Edinburgh, ScotlandABSTRACT. Various deficiencies of resolution systems are investigated and a new theorem-proving system designed to remedy those deficiencms
BYU - CS - 470
Researchin Music and ArtificialIntelligenceCURTIS ROADSMassachusetts Instituteof Technology, Cambridge, Massachusetts 02139Although the boundaries of artificial intelligence (AI) remain elusive, computers can now perform musical tasks that
BYU - CS - 470
BYU - CS - 470
CCSC: Northeastern ConferenceTHE USE OF MOBILE ROBOTICS IN IMPLEMENTING ARTIFICIAL INTELLIGENCE SEARCH ALGORITHMSNazima Saleem Nazima.Saleem@mbia.com Manhattanville College 2900 Purchase Street Purchase, NY 10577 Advisor: Dr. Norman J. Bashias ba
BYU - CS - 470
BYU - CS - 470
Economic Theory 10, 185-193 (1997)The geometry of inductive reasoning in games5Diana RichardsDepartment of Political Science, University of Minnesota, Minneapolis, MN 55455, USA Received: October 27, 1995; revised version May 2, 1996Summary. Th
BYU - CS - 470
The Mathematics of Learning: Dealing with DataTomaso Poggio and Steve SmaleThe problem of understanding intelligence is said to be the greatest problem in science today and the problem for this centuryas deciphering the genetic code was for the
BYU - CS - 470
Journal of Artificial Intelligence Research 14 (2001) 303358Submitted 10/00; published 6/01GIB: Imperfect Information in a Computationally Challenging GameMatthew L. GinsbergCIRL 1269 University of Oregon Eugene, OR 97405 USA ginsberg@cirl.uore
BYU - CS - 470
v sx r v dx r s y4S4Syg4yi44SfQ$ | ycSfw4 s v s h e s s v s v o h x v 4iwwSUcy4Ww!qywFSw!UU4t ciyQ4qyFi4qyw4wScSww d sx v x v dx o x h s s x v d d s d x s v s h
BYU - CS - 470
massachusetts institute of technolog y artificial intelligence laborator yThe Audiomomma Music Recommendation SystemMariano Alvira, Jim Paris and Ryan RifkinAI Memo 2001-012 CBCL Memo 199 July 2001 2001m a s s a c h u s e t t s i n s t i t u
BYU - CS - 470
APL'2002 Madrid ProceedingsAutomatic composition of music by means of Grammatical EvolutionAlfonso Ortega de la PuenteUniversidad Autnoma de Madrid e-mail: alfonso@ii.uam.esRafael Snchez AlfonsoUniversidad Autnoma de Madrid & IBM e-mail: rafae
BYU - CS - 470
GP-Music: An Interactive Genetic Programming System for Music Generation with Automated Fitness RatersBrad JohansonComputer Systems Laboratory Gates Building 2A-216 Stanford University Stanford, California 94305 bjohanso@stanford.edu ABSTRACT In th
Valdosta - ECED - 4300
CHANGE THIS HEADER: NAME , ECED 4300 SECTION12. Narrative writing instructional strategies (CO 2, 9) Learning Goal, PLOs, GPSs (1) Learning Goal for Narrative Writing Instructional Strategies (1 relating to all stages) (2) (3) (4) (5) (6) (7) (8)
Valdosta - ECED - 4300
5th Grade GPS: Related to Narrative Writing WritingPrewriting Drafting Revising EditingELA5W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coher
Valdosta - ECED - 4300
Contextual Factors www.doek12.ga.us Data Reporting to Report card to District District Profile to Facts to Schools to District name to Factsto School name
Valdosta - ECED - 4300
Valdosta - ECED - 4300
Valdosta - ECED - 4300
Valdosta - READ - 7140
Persuasive Writing Persuasive writing seeks to convince the reader about a matter of opinion. This writing is sometimes called "argumentative" because it argues a position. Persuasive writing focuses on the reader, whom the writer wants to influence.
Valdosta - READ - 7140
PERSUASIVE WRITING GRAPHIC ORGANIZERName: _ Topic:Opening Sentences:Date: _Transition Word or PhraseReason #1 Topic Sentence: ___ _Supporting Details: 1. ___2. __3. _ __ _Transition Word or PhraseGO.22.1.a #2 Topic Sentence: _ Re
Valdosta - READ - 7140
Title: _ Author: _Timeline for Planning an AutobiographyAge: _Age: __ _ __ _ _ _ _ __ __ _ _ _ _ _ _Root, T. (2003). Timeline for planning an autobiography. Retrieved on May 15, 2006, from http: / / coefaculty.valdosta.edu/troot / read7140
Valdosta - READ - 7140
OUTLINEName: _ Topic Subtopic Supporting details Date: _I. _ A. _ 1. _ 2. __ 3. _ 4. _ Subtopic Supporting details B. _ 1. _ 2. __ 3. _ 4. _ Subtopic Supporting details C. _ 1. _ 2. _ 3. __ 4. _ Subtopic Supporting details D. _ 1. _ 2. _ 3. __ 4.
Valdosta - READ - 7140
COMPARING ME TO A CHARACTER IN A BOOKName:_Date:_Character1. _Me1. __ _ __2. __ _ _2. __ _ _3. ___ _ _3. __ _ _GO.6.1_ _ _COMPARE AND CONTRAST DIAGRAMName: _Date:_Concept 1 _Concept 2_ How Alike?_ _ _ __ _ _How Diffe
Valdosta - READ - 7140
WHAT WERE THE CAUSES OF THE AMERICAN REVOLUTION? Name:_ Date:_ BRITISH LAWS USE YOUR TEXT AND OTHER SOURCES TO FILL IN THE CHART.British Law And Description Why Did The Colonists Oppose The Law? How Colonists Showed OppositionProclamation of 1763
Valdosta - ECED - 4300
Language Experience ApproachTonja L. Root, Ed.D. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698-00921. Provide an experience.x Experiencex schoolmust be meaningful & in which all participated:experience x boo
Valdosta - ECED - 4300
Listening Scoring Guides1Listening Scoring GuidesECED 4300 Students Fall Semester 2006 Valdosta State University Valdosta, GATonja L. Root, Ed.D. EditorRoot, T. L. (2007, Spring). Listening scoring guides. Retrieved May 10, 2007, from Valdos
Valdosta - ECED - 4300
Effective Uses of Technology Resources during Listening Lessons 1Effective Uses of Technology Resources during Listening Lessons ECED 4300 Students Spring Semester 2007 Valdosta State University Valdosta, GATonja L. Root, Ed.D. EditorRoot, T. L
Valdosta - ECED - 4300
The Listening ProcessBy Catherine EllinburgHe thesound arDe lope by C rineEllinburg, EC 4300 Fall 2005 ve d athe EDPay atte ntionDe lope by C rineEllinburg, EC 4300 Fall 2005 ve d athe EDC pre nd om heDe lope by C rineEllinburg, EC 4300
Valdosta - ECED - 4300
The Listening Processby Leslie Turner Valdosta State University, GA ECED 4300 (Dr. Tonja Root)HearingTurner, L. (2007). The listening process. Unpublished PowerPoint, Valdosta State University, Valdosta, GA.Paying AttentionTurner, L. (2007)
Valdosta - ECED - 4300
National School Reform FacultyHarmony Education Center www.nsrfharmony.orgTheRightFamilyThisprotocolwasdevelopedbyKieveLDI Objective Tostresstheimportanceofactivelisteningandtoillustratebarrierstoactivelistening. Materials ThestoryoftheRightfamil
Valdosta - READ - 7140
<?xml version="1.0" encoding="UTF-8"?><Error><Code>InternalError</Code><Message>We encountered an internal error. Please try again.</Message><RequestId>60EBF61550CE99FF</RequestId><HostId>l0xni6b+BoZMdQeMig4Yh4hFefh1hoGZZB66XibGpsuG2fHLg6o1seZ78yGnS
Valdosta - READ - 7140
CHARACTER MAP #1Name: _Date:FeelingsDescriptionCharacter Behavior Personality TraitsGO.5.1CHARACTER MAP # 2Name: _Date:CharacterTrait #1 Trait #2EvidenceEvidenceEvidenceEvidenceEvidenceEvidenceTrait #3EvidenceEvidence
Valdosta - READ - 7140
Problem ofActionResultsPROBLEM = something bad; a situation that people would like to change ACTION = what people do to try to solve a problem RESULT = what happens as a result of the action; the effect or outcome of trying to solve the problem
Valdosta - READ - 7140
Online Writing Resources Compiled by Tonja Root, Ed.D. Kathy Schrock: Teacher Helpers: Assessment and Rubric Information http:/school.discovery.com/schrockguide/assess.html (rubrics) Schools of California: SCORE: Graphic Organizers http:/www.sdcoe.k1
Auburn - BIOL - 6600
ACID-BASE BALANCE What are Acids?EFFECTS OF ALTERED pH ACIDOSIS (coma) What Does it Mean to be Strong? ALKALOSIS (tetany)Sources of H Carbonic Acid+Lines of Defense Buffer Systems Respiratory System KidneysCO2 + H2 O H2 CO3 H +
Auburn - BIOL - 6600
Reproductive System Ovaries Oviducts Uterus Vagina VulvaVULVAOVIDUCTS UTERUS Myometrium Endometrium VAGINA Mons Pubis The Labia Clitoris VestibuleOVARIAN FOLLICLE (Follicular Phase) Oogonia Primary oocyte Primordial follicle P
Auburn - BIOL - 6600
Acini - Pancreatic juice (1) (2) Secretions- neuronal and hormonal mechanisms 1) Secretin - bicarbonate rich 2) Cholecystokinin - enzyme richIslets of Langerhans (contain 4 cell types) Alpha cells ()- produce Glucagon Beta cells ()- produce Insul
Auburn - BIOL - 6600
REGULATION OF RESPIRATIONVENTRAL GROUPDORSAL RESPIRATORY GROUPN.T. S.NTSBOTLARYNXNAN.R.A.phrenic nerveABDOMINAL MUSCLES INTERNAL INTERCOSTALSDIAPHRAGMEXTERNAL INTERCOSTALSPONTINE CENTERSP.C.PONTINE CENTERS CONTINUEDPNEUMOT
Auburn - BIOL - 6600
Intro to EndocrinologyIntercellular Communications MESSENGERSParacrines Neurotransmitters Hormones NeurohormonesComparison of Nervous and Endocrine SystemsNervous System neurons action potential neurotransmitters communicate short distances