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This item is available in several variants. This rod is made from solid components and is optimised for feeder fishing. The stainless steel guides have a larger diameter to enable long casts and are very durable. The rod is lightweight and has a very comfortable handle for optimum ease of use. This rod will be delivered with 3 tips and has a transport length of cm. A solid and comfortable rod with optimal ease of use for a very competitive price!

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Browning argon feeder 3 90 free

 

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Need an account? Click here to sign up. Download Free PDF. Csec Students. A short summary of this paper. PDF Pack. People also downloaded these PDFs. People also downloaded these free PDFs. General Chemistry 9th-Ebbing. Cambridge igcse chemistry by bryan earl and doug wilford by Nguyen Duy. Download Download PDF. Translate PDF. All rights reserved.

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This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the Publisher's prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. If any copyright holders have been omitted.

The facts are presented concisely using a variety of fo rmats which makes them easy to understand and learn. Key words are highlighted in bold type and important definitions which must be learnt are written in italics and highlighted in colour.

Annotated diagrams and tables have been used wherever possible and worked examples have been included where appropriate. Questions to help test knowledge and understanding, and provide practice for the actual examination, are included throughout the book. Each chapter in this book covers a particular topic in the syllabus. These questions test your knowledge and understanding of the topic covered in the chapter or section. You will find the answers to all these questions online at www.

Each question is worth 1 mark. Four choices of answer are provided for each question of which one is correct. Never leave a question unanswered. Paper 02 2 Y, hours Paper 02 is divided into Sections A and B, and consists of six compulsory questions, each divided into several parts. Take time to read the entire paper before beginning to answer any of the questions. The answers are to be written in spaces provided on the paper.

These spaces indicate the length of answer required and answers should be restricted to them. The first part usually asks you to take readings from a measuring instrument, such as a set of thermometers, and record these readings in a table.

You may then be asked to draw a graph using the information in the table and may be asked questions about the graph or be asked to perform certain calculations. The second part will possibly test your knowledge of tests to identify cations, anions and gases, and there may be a third part which tests your planning and designing skills. They usually begin with some kind of stimulus material, such as a diagram or a table, which you will be asked questions about.

These questions require a greater element of essay writing in their answers than those in Section A. The marks allocated for the different parts of each question are clearly given. A total of marks is available for Paper 02 and the time allowed is minutes. You should allow about 35 minutes for the data-analysis question worth 25 marks and allow about 20 minutes for each of the other questions.

This will allow you time to read the paper fully before you begin and time to check over your answers when you have finished. Successful revision The following should provide a guide for successful revision. You should start your revision at least two months before the examination and should plan a revision timetable to cover this period. Plan to revise in the evenings when you don't have much homework, at weekends, during the Easter vacation and during study leave.

Study during two of these sessions only, do something non-academic and relaxing during the third. Do not pick and choose topics since all questions on your exam paper are compulsory. When you have learnt all topics once, go back to the first topic and begin again. Try to cover each topic several times. Do not sit in a comfy chair or lie on a bed where you can easily fall asleep.

These can be purchased online from the CXC Store. Chose which ones work best for you. Do not try to memorise your work word for word since work learnt by heart is not usually understood and most questions test understanding, not just the ability to repeat facts.

You may be asked to reproduce these, e. Do not try to learn equations by heart; instead, understand and learn how to write and balance them. For example, if you learn that a carbonate reacts with an acid to form a salt, carbon dioxide and water, you can write the equation for any carbonate reacting with any acid. Oil RIG for oxidation and reduction in terms of electrons; oxidation is loss, reduction is gain.

You will not get marks for information which is 'padded out' or irrelevant. The number of marks awarded for each answer indicates how long and detailed it should be. The same applies if you are asked to give advantages and disadvantages. Know the time available for each question and stick to it. Never leave the examination room early. Some key terms used on examination papers Account for: provide reasons for the information given. Calculate: give a numerical so lu tion which includes all relevant working.

Compare: give similarities and differences. Construct: draw a graph or table using data provided or obtained. Contrast: give differences. Define: state concisely the meaning of a word or term. Describe: provid e a detailed account which includes all relevant information. Determine: find a solution using the information provided, usually by performing a ca lculation. Discuss: provide a balanced argument which considers points both for and against.

Distinguish between or among: give differences. Evaluate: determine the significance or worth of the point in question. Explain: give a clear, detailed account which makes given information easy to understand and provides reasons for the information. Illustrate: make the answer clearer by including examples or diagrams. Justify: provide adequate grounds for your reasoning. Outline: write an account which includes the main points only.

Predict: use information provided to arrive at a likely conclusion or suggest a possible outcome. Relate: show connections between different sets of information or data. State or list: give brief, precise facts without detail. Suggest: put forward an idea. Tabulate: construct a table to show information or data which has been given or obtained. Drawing tables and graphs Tables Tables can be used to record numerical data, observations and inferences.

When drawing a table: o Neatly enclose the table and draw vertical and horizontal lines to separate columns and rows. When drawing a graph: o Plot the manipulated variable on the x-axis and the responding variable on the y-axis. You have every opportunity to gain a high score in each assessment if you make a consistent effort throughout you r two-year programme.

This project assesses your Planning and Designing, and Analysis and Interpretation skills. If you are studying two or three of the single science subjects, Biology, Chemistry and Physics, you may elect to carry out ONE investigation only from anyone of these subjects. You will be required to keep a practical workbook in which you record all of your practical work and this may then be moderated externally by Cxc.

Everything around us is made of matter. Evidence to support the particulate theory of matter The processes of diffusion and osmosis provide evidence to suppo rt the fact that all matter is made of particles. Diffusion D iffusion is the net mon. Particl es in gases and liquids are capable of diffusing. Exa mple 1 When pieces of cotton wool soa ked in concentrated ammonia so lution and concentrated hydrochloriC acid are placed simultaneously at opposite ends of a glass tub e, a white ring of ammonium chloride form s inside the tub e.

Ammonia so lution gives off ammonia gas and hydroch loriC acid gives off hydrogen chloride gas. The particles making up the crystal separate from each oth er and diffuse through the spaces between the water particles until they are even ly distributed.

   

 

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Conductivity Only cond ucts electricity when Does not conduct Does co nduct electricity molten or dissolved in water- electricity - all the in the solid state - the the ioni c bonds have broken valence electrons fou rth valence electron and the ions are free to move.

Hardness Hard - strong ionic bonds exist Extremely hard - strong Soft and flaky - weak forces between the ions throughout covalent bonds exist exist between the layers of the structure. Used as the 'lead' in slightly and ions with the same Used in the tips of pencil s - the layers slip off charges then repel each other cutting tools and drill and leave dark marks on and break the lattice apart. Used as a lubricant. Show all electron shells in a and b, and only the valence electrons in c and d.

Reactants and products are shown using symbols and formulae. Reactants, sepa rate d by plu s s ig ns, are shown on the left. Products, also separated by plus signs, are shown on th e right. The reactants and products are separated by a n arrow and any conditions required for the reacti on, such as a particular temperature, may be give n o n the arrow.

Do this by placing simple whole numbers or 'coefficients' in front of formulae to alter the proportions of th e reactants and products - never alter formulae: Hand CI do not balance.

Balance by placing a 2 in front of HCI. Balance by placing a 2 in front of. For any other element in its free state, use its atomic symbol. If hydrogen or oxygen is present in any compound, balance hydrogen second from last and balance oxygen last.

AI does not balance. Balance by placing a 2 in front of the AI. SO, does not balance. To determine state symbols of ionic compounds In equations, if the compound is soluble, it wou ld usually be given the state symbol aq. If it is insoluble it would always be given the state symbol s.

Most ionic compounds are soluble in water; however, some are insoluble. It is extremely important to learn the rules to determine the solubility of ionic compounds. These rules are given in Tables 6. Table 6. Chlorides Soluble Silver chloride AgCi is insoluble. Sulfates Soluble lead l! Calcium sulfate CaSO, is slightly soluble.

Ethanoates Soluble None. Hydrogencarbonates Soluble None. Calcium hydroxide Ca OH , is slightly so lubl e. Metal oxides In so lubl e Potassium oxide K,O , sodium oxide Na,O and calcium oxide CaO react with water to for m th e eq uiva len t so luble hydroxides.

Ionic equations Ionic equations show o nly th e atoms o r ions which change during a reaction. These are th e atoms o r ions which actually take part in the reaction:. Ions which remain unchanged during a reaction are kn own as spectator ions and are not included in an ionic equation. Spectato r io ns remain in solution during the rea cti on.

W riting ionic equations The fo ur steps given below sho uld be followed when writing ioni c equation s. Thi s ca n be carried out by heatin g th e compound thermal decomposition , o r by pass ing an electric current through the comp o und in th e liquid state or di ssolved in aqu eou s so lution electrolysis.

A more reactive el ement always di splaces a less reactive el ement. The re are two types: o A metal may d isplace th e hydroge n fro m an acid o r anoth er metal fro m a co mpo und. Ionic precipitation reactions Duri ng an ionic precipitation reaction, two comp o unds in solution exchange ions to form an insoluble precipitate and an o th er soluble comp o und. These reaction s are som etim es call ed double displacement reactions.

These reactions are also called redox reactions see p. The products can react to produce the original reactants again. NH,CI s The reaction is, therefore, reversible. In many reversible reactions, the reaction contains a mixture of reactants and products because it proceeds in both directions at the same time. Most reactions can only proceed in one direction, so th ey are not reversible. Revision questions 1 Classify EACH of the following reactions: a The reaction between calcium and hydrochloric acid to form calcium chloride and hydrogen.

Th e mole is the unit of amount used in Chemistry to provide a bridge between atoms, molecules or formula units and the amount of chemical substances that can be worked with in the laboratory. The mole rep resents a specific number of atomic sized particles, just as a pair, dozen or gross represent specific numbers of objects.

Relative atomic, molecular and formula masses Because the mass of atoms is extremely small, relative atomic mass is used to compare their masses. Relative atomic mass has nO. Calculating relative atomic, molecular and formula masses The relative atomic mass of each element, to the nearest whole number, can be found in the periodic table on p. Relative molecular mass and relative formula mass are calculated by adding together the relative atomic masses of all the elements present in the compound.

It was found th at The number 6. The mole and mass Just as it was found that It therefore follows that one mole of a substance has a mass equal to the relative atomic, molecular or fo rmula mass expressed in grams. M olar mass M is the mass, in grams, of one mole of a chemical substance.

The molar mass of an e lement or compound is given the unit grams per mole or g mol-'. For exampl e, the molar mass of carbon is 12 g mol-'. Therefore, the molar mass of an element or co mpound is th e relative atomic, mol ecular or formula mass amount expressed in grams per mole.

Two conversions c Given number of particles to number of moles:. Combined conversions a c mass o f elem ent number of num ber of o r compound moles parti cles b d 1 How m any ammonia mol ecul es are there in 4. If the number of molecules in each gas is 6. Molar volume V, is the volume occupied by one mole 6. Molar volume can be used to convert a given volume of a gas to number of moles, or to co nvert a given number of mol es of a gas to volume.

C How many moles of aluminium oxide would contain 2. C What is the volume of 3. The mole and chemical formulae When considered in terms of moles, a chemical formula shows how many moles of each element are combined to form one mole of a compound.

For example, CO, represents 1 mol of carbon atoms combined with 2 mol of oxygen atoms. This gives the simplest whole number mole ratio between the atoms or ions present in the compound. Ionic compounds are always represented by empirical formulae. This gives the actual number of moles of atoms of each element present in one mole of the compound.

Covalent compounds are represented by molecular formulae. Howeve r, in some compounds, the molecul ar formula is a simpl e whole number mul tiple of the emp iri ca l formula, e. If the proportions of th e elements, by mass, in a compound are kn ow n, then its empiri ca l formula can be determined. If the molecular formula is different from th e empirical formula and the relative molecu lar mass or m o lar mass is known, th e molecular formula ca n be determined.

Determin e th e empirical formula of th e compound. Empirical formu la is Na,S03 2 On analysis, a compound was found to contain Determine the molecu lar formula of this co mpound if its relative mol ecular mass was This can be calculated once the formula of a compound is known.

The volume usually used is 1 dm' em'. The unit is grams of solute per cubic decimetre of solution or g dm-'. The unit is moles of solute per cubic decimetre of solution mol dm-'. A standard solution is made in a volumetric flask. The flask has an accurate volume which is not always 1 dm'. The solute is weighed out, added to the flask and water is added to the mark on the neck of the flask.

The concentration of the solution can then be calculated as in the example below: Exampl e A sodium carbonate solution contains What are the mass and molar concentrations of this solution? Determine the molecular formula of this compound. C Determine the mass concentration and molar concentration of a solution of calcium nitrate if cm ' of the solution contains In any chemical reaction, the total mass of the products is the same as the total mass of the reactants. When considered in terms of moles, the coefficients in a balanced chemical equation show the number of moles of each reactant and product.

Applying the Law of Conservation of Matter, if the quantity of one reactant or product is known, the quantities of any of the other reactants and products can be calculated. Steps to follow when answering questions Step 1: Write the balanced chemical equation for the reaction if it has not been given.

If the question refers to ions, then write the balanced ionic equation. Step 2: Write the quantity of the reactant or product which has been given underneath its formula in the equation and place a question mark under the reactant or product whose quantity is being calculated. Step 3: Convert the given quantity of reactant or product to moles. This is the known reactant or product. Step 4: Use the balanced equation to determine the mole ratio between the known and the unknown reactant or product.

The unknown reactant or product is the one whose quantity is being calculated. Step 5: Use the number of moles of the known reactant or product found in step 3 and the mole ratio found in step 4to calculate the number of moles of the unknown.

Step 6: Use the number of moles of the unknown reactant or product found in step 5 and its molar mass or volume to determine its quantity.

Exa mp le To determine the maximum mass of sodium sulfate that can be produced when What mass of potassium phosphate could be produced when a solution containing What volume of oxygen would be required to react with excess hydrogen to produce cm 1 of steam if the volumes are measured at stp?

What mass of zinc chloride could be produced if 25 cm 3 of hydrochloric acid of concentration 2. What volume of carbon dioxide, measured at rtp, would be evolved if 50 cm 3 of nitric acid of concentration 2. When an acid reacts with a base, the reaction always forms a salt. Acids Acids which are not dissolved in water are composed of covalent molecules and can be so lid, liquid or gas at room temperature.

All acid molecules contain hydrogen, such as hydrochloric acid, HCI, nitric acid, HNO" and su lfuric acid, H 2 S0 4 , When added to water, the acid molecul es ionise, forming positive hydrogen ions H' ions and negative anions: e. H' ions, present in aqueous acids, are single protons. Salts therefo re contain metal or ammonium cations and negative anions from the acid.

Basicity is the number of H' ion s produced per molecu le of acid ,vhen the acid dissolves in water. Acid anhydrides An acid anhydride is a co mpound that reacts with wa ter to form an acid. Many acid anhydrides are acidic oxides of non -metals.

Examples include carbon dioxide CO, , sulfur dioxide 50, , sulfur trioxide 50, and nitrogen dioxide NO,. Table 9. A shortage can lead to or vitamin C and vegetables, scurvy.

This neutralises any vitamin C in the foods which reduces its content. Both compounds neutralise the acid. Ethanoic acid In vinegar.

Bases Bases are chemically opposite to acids. Bases include metal oxides, e. A base is a proton acceptor. When a base reacts with an acid, the 0 2 - ions or OH - ions in the base accept th e W ions, or protons, f ro m the acid, forming water. For example, when sodium hydroxide r. An indi ca tor has one co lour in an acidic solution and another colour in an alkaline solution.

All of the acid molecules ionise and the concentration of W ions in the solution is high. The concentration of OH- ions in the solution is high. The concentration of OH- ions in the solution is low, e. Revision questions 1 Exp lain why an acid can be defined as a proton donor.

The metal or ammonium ions can come from the metal itself, a base, a carbonate or a hydrogencarbonate see p. Salts are ionic compounds which contain at least one metal or ammonium cation and one anion from the acid. All acids can form normal salts.

Only dibasic and tribasic acids can form acid salts. The relative quantity of each reactant determines the type of salt formed by dibasic and tribasic acids. This is a fixed proportion of water molecules held within their crystal lattice.

Salts containing water of crystallisation are said to be hydrated and the water of crystallisation can be shown in the formula, e. In some compounds, water of crystallisation is responsible for the shalle, and sometimes the colour, of the crystals.

If removed by heating, the salt becomes anhydrous; it loses its crystalline structure and its colour may change. CuS0 4. The soluQility of ionic compounds is summarised in Tables 6. HCI aq to supply the with an acid reactive cations. Keep H,SO, aq to supply the with an acid sodium and supply the adding until the base is present in SO. Use a reactive metal. Carbon dioxide forms bubbles in th e ca ke. These bubbl es ca use the cake to rise as they expand on h eating.

Sodium benzoate To preserve Used to preserve foods which have a low pH, e. At a low pH it is converted to benzoic acid which prevents the growth of microorganisms. Sodium chloride To preserve Used to preserve food such as meat and fish see p. NaCI food.

Sodium nitrate To preserve Used to preserve meat, e. They destroy NaN O , and food. They are often used together with sodium chloride. Calcium sulfate To Plaster of Paris is mad e of anhydrous calcium su lfate. Wh e n gypsum manufacture water is added, heat is given off and a paste forms. Magnesium sulfate For various Has numerous health benefits.

Added to bath water it relieves Epsom salt medicinal stress, eases aches and pains, reduc es inflammation and MgS 0 4. Taken ora lly it works as a laxative. In agriculture. Improves plant growth. Sodium nitrate NaNO, and May inc rease th e ri sk of develop ing cancer may b e carcinogenic. H, O l The neutralisation point or end point occurs when the OH- ion s have fuJly reacted with the W ions and neither ion is present in excess.

In a reaction between a strong alk,:ali and a strong acid, the solution at this point is neutral, pH 7. Neutralisation reactions are exothermic since th ey produ ce heat energy. To determine the neutralisation point in an acid-alkali reaction The neutralisation point of a reaction between an aqueous alkali and an aqueou s acid is determined by performing a titration using an indicator see Table 9. A few drops of indicator are added and the acid is added from the burette. The neutralisation point is determined w hen the colour of th e so lution changes on th e addition of a single drop of acid from the burette.

Using temperature change a thermometric titration A fixed volume of alka li is placed into an in su lated container and its temperature is reco rded. The acid is added in small quantities, e. A graph is drawn showing temperature against volume of acid ad ded. Two stra ight lines of best fit are drawn-and the point of intersection of the lin es is th e neutrali sation point.

Soil 'Lime' in the form of Adding lime to soil neutralises any acids present, since most treatment ca lcium oxide CaO plants grow best if the soil pH is neutral. Antacids Sodium Antacids are used to treat indigestion and acid reflux. They do hydrogencarbonate this by neutralising excess hydrochloric acid in the stomach. Using a titration to determine mole ratios If both reactants are standard solutions their mass or molar concentrations are known the mole ratio in which they combine can be determined.

Acid Y of conce ntration 0. Exa mple To determin e the molar concentration of a so lutio n of sulfuri c acid, The sulfur ic acid w as placed in a burette and a titration was performed. Step 3: Find the number of moles of the known reactant, i.

Determine the mass concentration of the sodium carbonate solution. Step 3: 1 dm' HNO, aq contains 0. Determine the mass concentration of the sodium hydroxide solution. These are known as redox reactions.

Oxidation-reduction reactions in terms of electrons In many redox reactions, one element loses electrons and another gains them. AI" More correctly written as: AI Oxidation number or oxidation state An oxidation number can be assigned to each atom or ion in a chemical substance.

The oxidation number indicates the number of electrons lost, gained or shared as a result of chemical bonding. Oxidation numbers are either positive, negative or zero. Unless an oxidation number is zero, a plus or minus sign is written in front of the number, and the number 1 is always written, e.

Rules to follow when determining oxidation numbers Rule 1: The oxidation number of each atom of an element in its free, uncombined state is zero. Examples 1. Note When naming polyatomic ions using an oxidation number, the name always ends in '-ate'. The ion is called the dichromate VI ion. Sulfur dioxide can be called sulfur IV oxide.

Oxidation-reduction reactions in terms of oxidation number In all redox reactions, the oxidation number of one element increases and the oxidation number of another element decreases.

Reduction i. Potassium bromide KBr has been oxidised. This element has been oxidised. This element has b een reduced. Note If the oxidation numbers of all elements remain unchanged, the reaction is not a redox reaction.

This is the oxidising agent. This is the reducing agent. Y is the oxidising agent. X is the reducing agent.

Remember Oil RIG. The oxygen atoms caused this loss by taking away the electrons. Oxygen 0, is the oxidising agent. The calcium atoms caused this gain by donating the electrons. Calcium Ca is the reducing agent. Hydrogen sulfide has been oxidised. Chlorine is the reactant that caused this increase in oxidation number. Chlorine CI, is the oxidising agent. Chlorhne has been reduced. Hydrogen sulfide is the reactant that caused this decrease in oxidation number.

Hydrogen sulfide H,S is the reducing agent. Co mmon oxidising and reducing agents Some su bstances always behave as oxidising agents and others always behave as reducing agents. A visible change may occu r when some of these react. Table Dilute or concentrated nitric acid, A brown gas is evo lved. Potassium iodide solution, Kl aq Colourless to brown. Iodine I , forms which di sso lves forming a brown solution.

Aqueous iron lI salts, Fe" aq Pale green to yellow-brown. The pale green Fe" ion forms the yellow-brown Fe" ion. Hydrogen sulfide gas, H,S g A yellow precipitate forms. Solid sulfur 5 forms. Concentrated hydrochloric acid, A yellow-green gas is Chlorine gas CI, is produced. HCI aq evolved. Substances that can behave as both oxidising and reducing agents So me com pound s can act as both oxidising a nd redu ci ng agents.

Their be haviou r depends on the o th e r reactant. Acidified hydrogen peroxide, H I H20 2 Acidified hydroge n pe roxide is usually an oxidising agent.

The acidified hydroge n peroxide reduces th e purple Mn0 4 - ion to the co lou rless Mn" ion; and the orange C r, O ,'- io n to the green Cr" ion, respectively. Sulfur dioxide, SO Sulfur dioxide is usually a reducing agent. Tests for oxidising and reducing agents Ce rtain tests can be performed in th e laboratory to determine if an unknown substance is an oxidising or red uci ng age nt. Tests for the presence of an oxidising agent To test to see if a substance is an oxidising agent, add it to a known reducing agent, which gives a visib le change whe n oxidised.

The reducing agents usually used are potassium iodide solution or a n aqueou s solution of an iron lI salt. Tests for the presence of a reducing agent To test to see if a substa nce is a reducing agent, add it to a kno wn oxidising agent, which gives a visible change when it is reduced.

The oxidising agents usually used are acidified potassium manganate VII so lution or acidified potassium dichromate VI solution. Browning of When some fruits and vegetables are peeled or cut, e.

Preserving Sodium sulfite Na, 50, and sulfur dioxide SO, are reducing agents used as food food preservatives, e. They prevent spoilage of foods by I'reventing oxidation, e. They also prevent browning by reducing any melanins back to their colourless form.

For EACH reagent, give the colour change you would expect and explain this colour change. These are reactions that either produce electrica l energy or require electrical energy to proceed.

Predicting reactions using the electrochemical series of metals The electrochemical series of metals places meta ls in o rd er of how easi ly they lose electrons ionise ' and can be used to predict certain chemical reactions. The ability of metal atoms give away donate el ect rons to another reactant increases going up the se ries.

Th erefore, the strength as a reducing agent increases going up the series. The higher metal is a stronger reducing agent, so it readily gives electrons to the ions of the lower meta l. In doing so, the higher metal ionises to form ca tion s. The ions of the lower metal gain these electrons and are discharged to form atoms. The writer will confirm whether they will submit the paper within the set deadline. After confirmation, your paper will be delivered on time.

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His work has a strong translational component, asking if both classically and non-classically restricted T cells are associated with infection with M. The translational significance of this research is centred on informing the development of novel vaccines and diagnostics for childhood TB. Her current research focuses on HIV broadly neutralising antibodies and their interplay with the evolving virus. Recent studies published in PloS Pathogens, Nature and Nature Medicine have highlighted the role of viral escape in creating new epitopes and immunotypes, thereby driving the development of neutralisation breadth, with implications for HIV vaccine design.

Research interest in tuberculosis and in developing and testing point of care diagnostics suitable for the developing world.