CHEM Alkanes are aliphatic hydrocarbons with only single covalent

Defining Organic & Inorganic bonds.

In chemistry, the distinction between organic and Alkenes are hydrocarbons that contain at least one C–C double
inorganic isn't clearly defined, but generally organic compounds bond.
are compounds that include carbon atoms, Alkynes are hydrocarbons that contain a C–C triple bond.
while inorganic compounds are compounds that don't contain 2.)Aromatic hydrocarbons have a special six-carbon ring called a
carbon. There are a few important exceptions to this rule, such benzene ring..
as carbon dioxide and carbon monoxide.
Organic vs. Inorganic Properties ALKANES – ends in ane
1. Solubility _ using the general formula CnH2n+2
Most organic compounds have covalent bonds, while most
inorganic compounds have ionic bonds. The ionic bonds allow Molecular
Condensed Structural Formula Name
inorganic compounds to dissociate into positive and negative ions Formula
in water, making them highly soluble in water, meaning easily
CH4 CH4 methane
dissolved. On the other hand, most organic compounds are
insoluble in water, although they are soluble in other organic C2H6 CH3CH3 ethane
compounds. C3H8 CH3CH2CH3 propane
Example: Organic solutes dissolved in organic solvent like wax in
C4H10 CH3CH2CH2CH3 butane
kerosene
Inorganic solutes dissolved in inorganic solvent like C5H12 CH3CH2CH2CH2CH3 pentane
NaCl in water.
C6H14 CH3(CH2)4CH3 hexane
2. Viscosity
Viscosity, which is basically thickness or ability to resist C7H16 CH3(CH2)5CH3 heptane
deformation, is based on how strong the intermolecular forces of C8H18 CH3(CH2)6CH3 octane
attraction between molecules are. The stronger the intermolecular
forces of attraction, the higher the viscosity. A purely C9H20 CH3(CH2)7CH3 nonane
hydrocarbon, organic compound will have very few C10H22 CH3(CH2)8CH3 decane
intermolecular forces between them.
Example: Honey is more viscous than water.
3. Density ALKENES – ends in ene. uses the general formula CnH2n
Density, which is how compact something is, is based on the size Alkenes have a C–C double bond. Because they have less than
of the molecule versus the weight of the atoms in the molecule. the maximum number of H atoms possible, they are unsaturated
Hydrogen has a very low density; in fact, it's the lowest density hydrocarbons.
atom. Since organic compounds tend to have more hydrogen
atoms than inorganic compounds, this makes organic ALKYNES – ends in yne. uses the general formula CnH2n-2
compounds typically less dense than inorganic compounds.
Ex. Oil is organic is less dense than water and stays on top of the Alkynes, with a C–C triple bond, are named similarly to alkenes
water. except their names end in -yne. The smallest alkyne is ethyne
H2O (water) is inorganic and denser than oil and stays at the (C2H2), which is also known as acetylene:
bottom.
4. Conductivity
DRRR
The ability for inorganic compounds to ionize allows them to be
better electro-conductors. Thus inorganic compounds are
typically more conductive than organic compounds. Disaster - The term disaster originated from French word
Example: Ethyl alcohol (C2H5OH) is organic is poor conductor of “disastre” which is a combination of the words. Des meaning bad
electricity. and aster meaning star.
Sea water (NaCl) as inorganic is a good conductor of Is a serious tragic event that causes loss of lives, human suffering,
electricity. and great damages to properties and environment
5. Reactivity Disrupts the current state of communities that lack the capacity to
Reactivity, in this case, refers to how easy or difficult it is for a adapt to disruptions that further affect the socio economic,
substance to react to stimulation. A stable organic compound is political, psychological, and cultural state of individuals and
typically very unreactive, and it takes a lot to get it to react. This families in communities
means that inorganic compounds have a faster overall rate of The impact of disasters varies depending on geographical
reaction than organic compounds. locations and vulnerability of population, among others
Example: FeCl3 (inorganic) decolorizes faster than C2H5OH
(organic) when combine with Sodium bisulfate. Described as a result of the combination of the:

ORGANIC COMPOUNDS a. exposure to hazard

b. the conditions of vulnerability that are present
These compounds are called hydrocarbons. c. insufficient capacity or measures to reduce or cope with the
Hydrocarbons themselves are separated into two types: aliphatic potential negative consequences
hydrocarbons and aromatic hydrocarbons:

1.)Aliphatic hydrocarbons are hydrocarbons based on chains of C Concept of Disaster

atoms. There are three types of aliphatic hydrocarbons.
Why Philippines considered as one of the world most disaster
prone country? It’s not simply because natural events visit us so
often. The occurrence of disaster depends on the interplay
between a natural phenomenon that can turn into a hazard and the
vulnerability of populations exposed (exposure and vulnerability).
When Does a Natural Event Become a Hazard?
You recall from your earth science lessons that the Philippines
host frequent earthquake and volcanic eruption because of its
position within the ring of fire which is at the edge of the most
dynamic tectonic plates. It also lies along the western edge of the
Pacific Ocean which lies along the natural path of the planets
fiercest typhoons. We certainly cannot prevent volcanic activities,
earthquakes, typhoons, and landslides from happening.
However, natural events do not automatically become hazards,
much less cause disaster. Under what circumstances then do
natural phenomena can be considered hazards? A natural event
can be like to a weak concrete fence that could collapse even with
just a slight push. It does not pose a threat to anything or anybody
if there is nothing or no one nearby. Once you park a car or stand
right beside it, it becomes a hazard. The threat of damage, injury
and even death now exist.
When Does a Hazard Becomes a Disaster?
Until now, we have been assuming that population exposed to
hazards are vulnerable. With zero vulnerability, even a super
typhoon hitting a highly populated area do not translate into a
disaster.
Vulnerability
refers to a factors, such as physical, social, economic, and
environmental, that increase the susceptibility to the impact of a
hazard.
Example
1. a community having a large portion of its population unable to
evacuate on time from lahar and other fast moving volcanic
hazards is considered very vulnerable
2. coastal city dwellers with low storm surge awareness level will
not likely respond very well to storm surge warnings.
Vulnerability can be reduced through an aggressive information
and education campaign on storm surge hazard. The growth in
exposure of people and property to hazards and inability to reduce
vulnerabilities results in an increased number of disasters and
greater loss.
Disaster happens when the probable destructive agent, the
hazard, hits a vulnerable populated area. A natural event like a
volcanic eruption or tsunami which hits an uninhabited area does
not qualify as a disaster. It becomes a disaster only if it hits
vulnerable population and properties. In short, if there are victims.
VULNERABILITY
 is a set of prevailing or consequential conditions, which
adversely affect the community’s ability to prevent,
mitigate, prepare for and respond to the hazardous
events
 these long term factors can affect a household or
community’s ability to absorb losses after a disaster and
to recover from damage
 these long term factors can affect a household or
community’s ability to absorb losses after a disaster and
to recover from damage
Examples:
 Poor design and construction of buildings inadequate
protection of assets and lack of public awareness
 limited official recognition of risks and preparedness
measures and disregard for wise environmental
management
 vulnerability varies significantly within a community
and over time
 a sustainable economic activity contributes to further
degradation of the environment that gives rise to new
hazards
Examples
Mining and logging will lead to environmental destruction
landslide, flooding, and water contamination
Who are the so called Most Vulnerable Sectors?
 they are the community members whose capacities are
low and not sufficient to withstand and overcome the
damaging and adverse effects of disaster
 they are composed of farmers, urban poor, laborers,
indigenous people, PWD’s, women and children.
 they are the abuse sector and at the low level of society
Who are those so called Less Vulnerable Sector?
 they are the community members whose capacities start
from their own ability to acquire material resources:
skills and training and position in society
 their capacity is higher than those in the vulnerable
sectors to overcome the adverse effects of disasters
 they are composed of professionals, small entrepreneurs
and others similar to those who belong to the high level
of society
Who are the so called not Vulnerable Sectors?
 sectors in the society having high position in the
community they are the targets of vulnerable and less
vulnerable sectors in advocacy work in relating disaster
issue to the structure and policies implemented by the
government, that are the root causes of vulnerability of
the community
Categories of Vulnerability
1. Physical/ Material Vulnerability
include geophysical location and infrastructures
2. Social Vulnerabilities
includes education, peace and order, good governance, health and
nutrition, religion, and culture among others
Attitudinal Vulnerability
1. people with low confidence in their ability to affect
change
2. Those who have sense of their ability to bring the
changes they desire
3. Area of vulnerability is the attitudinal and motivational
aspects
CAPACITY
 are the assets, resources and skills available within a
community, society or organization that can be used to
reduce the risk or effects of disaster
 include physical, institutional, social or economic means
as well as skilled personal or collective attributes, such
as leadership and management
  enable households and communities to cope with,
withstand, prepare for, prevent, mitigate or quickly
recover from disaster.
UNDP
 defines capacity development as the process through
which individuals, organizations and societies obtain,
strengthen and maintain the capabilities to set and
achieve their own development objectives over time
UNDP, developing sustainable DRR capacities at national and
local level is based on the following assumptions:
1. Essential to the success of any DRR initiative is also
ensuring locally generated owned and sustained
capacity.
2. On any single agency, professional discipline, or
stakeholder group; development of DRR capacity is the
concern of an entire society
3. Development of technical capacities associated with
professional discipline or functions such as:
a) environmental management
b) b. land use management
4. An enabling environment strong political ownership and
commitment at the highest levels of authority, extensive
participation, transparency and clear public
accountability
How Does Capacity contribute in lessening or mitigating impacts
of disaster?
Coping Capacity
 refers to the ability of people, organization, and
systems, using available skills and resources to face and
manage adverse conditions emergencies or disasters.
Capacity to cope requires:
1. Continuing awareness
2. Resource and good management
 the weakest community has capacities to survive
 Most disasters people suffer their greatest losses in the
physical, and mental
 People also have positive attitudes and strong
motivations such as the will to survive, love and concern
for each other, bravery and willingness to help each
other.
What capacities and resources from communities are being used
to deal with the disaster and recover from them?
( consider the knowledge, materials and financial resources,
technical resources, social networks and behavior that helped
people cope with the disaster)
Some Examples of capacity
1. Ownership of land and safe location and construction of
home
2. Adequate income
3. Savings
4. Adequate food sources
5. Local knowledge
6. Family and community support in times of crisis
7. Responsive local government
8. Strong community organization
Capacity Assessment
is the process to determine how people cope in times of crisis to
reduce the damaging effects or hazards
Capacity assessment process involves the following key
components:
 Understanding people’s previous experiences with
hazards and the coping strategies they have developed
 Analyzing resources that are available and used by the
community to reduce disaster risk
Tools that can be used to ensure the community’s participation in
capacity assessment.
 Historical profiles and time
 Seasonal calendar
 Gendered resources mapping and gendered benefits
 Livelihood analysis
 Institutional and social network analysis
 Presence of service delivery
 Inventory of various equipment and human resources in
the communities and district can be prepared
6 Principles for DRM Capacity
1. Focus on holistic disaster risk reduction – Shift focus
from short-term emergency management to long-term
prevention, mitigation, and recovery. Consider how
risks evolve over time, address underlying vulnerability
causes, and recognize diverse vulnerabilities.
2. Strengthen functional capacity - Enhance decision-
making abilities and actions related to Disaster Risk
Management (DRM). This involves clarifying
processes, policies, and coordination, creating an
enabling environment, rather than just imparting
technical skills or providing equipment.
3. Work across organisations, sectors and levels - Effective
DRM requires collaboration across various
organizations, sectors, and governmental levels.
Integration and collaboration skills need development to
mainstream DRM and address vulnerabilities
comprehensively.
4. Carefully Plan and Design Programs for Lasting Impact
- Design capacity-building programs with sustainability
in mind. Ensure robust monitoring and evaluation
systems focusing on outcomes and impact to secure
lasting effectiveness.
5. Pay Attention to the Context- Consider the local context
when planning capacity-building activities to ensure
relevance and understanding of local capacity needs.
Conduct thorough capacity needs assessments early to
shape program design effectively.
6. Foster Ownership - Involve target participants in
designing and implementing programs to build
ownership. Engagement, leadership involvement, and
alignment with existing DRM strategies and policies are
crucial for fostering ownership and sustainability.
STATISTICS
Branches of Statistics
STATISTICS is the collection of data (information).
PROBABILITY examines the possible outcomes of events and
the likelihood that any one event will occur. The probability of an
event is generally defined as a number between 0 and 1.
Statistics is defined as a science that studies data to be able to
make a decision. It involves the method of collecting, processing,
summarizing and analyzing data in order to provide answers or
solutions to an inquiry. One also needs to communicate and
interpret the results of the methods identified above.
UNIVERSE - collection or set of units or entities from whom we
got the data
POPULATION – set of all possible values of a variable
SAMPLE – subgroup of a universe or of a population
*In a study there is only one universe but could have several
populations
STATISTIC - number that summarizes data from a sample
PARAMETER – number that summarizes data from a population
DATA - are the facts and figures that are collected, summarized,
analyzed, and interpreted.
DATA SET (elements)- the data collected in a particular study
VARIABLE – a characteristics that is observable or measurable
in every unit of information asked
Broad Classification of Variables
QUALITATIVE – variables express a categorical attribute; do not
strictly take on numerical values; answer questions “what kind”
Example: sex, religion, marital status, region of
residence, highest educational attainment
QUANTITATIVE – known as numerical data whose sizes are
meaningful; have actual units of measure; answer questions “how
much”, “how many”
Example: height, weight, number of registered cars
TYPES OF QUANTITATIVE VARIABLES
DISCRETE Variable – data that can be counted; data assume only
a finite or infinitely countable number of values
Example: number of days for cellphones to fail, age of
respondents, number of patients in a hospital
CONTINUOUS Variable – those that can be measured; possible
values are uncountably infinite
Example: height of a respondent; volume of a liquid of
a substance
TWO MAIN VARIABLES IN AN EXPERIMENT
Dependent Variable – variable being tested and measured in a
scientific experiment.
Independent Variable – variable that is changed or controlled in a
scientific experiment to test the effects on the dependent variable.
FREQUENCY DISTRIBUTION TABLE
DATA is often described as UNGROUPED or GROUPED.
UNGROUPED data is data given as individual data points.
*RAW DATA-data in its original form and structure
*ARRAY-arranged in ascending or descending order (vice-
versa)
GROUPED data is data given in intervals.
DATA PRESENTATION
1. Textual or Narrative Presentation
2. Tabular Presentation - FDT (frequency distribution table)
3. Graphical Presentation – Pie graph, chart, pictograph, bar graph
(vertical or horizontal), line graph, histogram, box-plot
TABULATION
-special type of tabular presentation
-use to depict the distribution of the data
-presentation containing non-overlapping categories or classes of
a variable and the frequencies or counts of the observations
falling into the categories or classes.
A. QUALITATIVE FDT
– non-overlapping categories of the variable are identified and
frequencies, as well as the percentages of observations falling into
the categories are computed.
B. QUANTITATIVE FDT
1. Ungrouped FDT- constructed when there are only few
observations or if the data set contains only few possible values.
N < 30.
2. Grouped FDT – constructed when there is a large number of
observations and when data set involves many possible values;
these values are grouped into class intervals. N > 30
BAR GRAPH
used to compare things between different groups; scale (y-axis)
and category (x -axis)
LINE GRAPH
used to track changes over short and long periods of time;
independent variable (y-axis); dependent variable (x -axis)
PIE GRAPH
used to show percentage or proportional data
PICTOGRAPH
uses picture symbols to convey the meaning of statistical
information.
Histogram
is a bar graph that displays the data from a frequency distribution
Horizontal Scale
(x-axis) is labeled using CLASSBOUNDARIES or MIDPOINTS
Vertical Scale (y-axis) is labeled using frequency
Frequency polygon
–a line chart which is constructed by plotting the class marks
against the class frequencies.
Ogive
–graphs of cumulave frequencies.
An ogive graph plots cumulative frequency on the y-axis and
class boundaries along the x-axis.
LCBhorizontal axis; >CF vertical axis
UCB horizontal axis; <CF vertical axis
Range: H-L
K= 1+3.322log(N)
c.i = R/K