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Assistive technology

Assistive technology (AT) is a term for assistive, adaptive, and rehabilitative devices for people with disabilities and the elderly. Disabled people often have difficulty performing activities of daily living (ADLs) independently, or even with assistance. ADLs are self-care activities that include toileting, mobility (ambulation), eating, bathing, dressing, grooming, and personal device care. Assistive technology can ameliorate the effects of disabilities that limit the ability to perform ADLs. Assistive technology promotes greater independence by enabling people to perform tasks they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks. For example, wheelchairs provide independent mobility for those who cannot walk, while assistive eating devices can enable people who cannot feed themselves to do so. Due to assistive technology, disabled people have an opportunity of a more positive and easygoing lifestyle, with an increase in "social participation", "security and control", and a greater chance to "reduce institutional costs without significantly increasing household expenses." In schools, assistive technology can be critical in allowing students with disabilities to access the general education curriculum. Students who experience challenges writing or keyboarding, for example, can use voice recognition software instead. Assistive technologies assist people who are recovering from strokes and people who have sustained injuries that affect their daily tasks.

Adaptive technology
Adaptive technology and assistive technology are different. Assistive technology is something that is used to help disabled people, while adaptive technology covers items that are specifically designed for disabled people and would seldom be used by a non-disabled person. In other words, assistive technology is any object or system that helps people with disabilities, while adaptive technology is specifically designed for disabled people. Consequently, adaptive technology is a subset of assistive technology. Adaptive technology often refers specifically to electronic and information technology access.

Occupational therapy
Occupational therapy (OT) is a healthcare profession that specializes in maintaining or improving the quality of life for individuals that experience challenges when independently performing life's occupations. According to the Occupational Therapy Practice Framework: Domain and Process (3rd ed.; AOTA, 2014), occupations include areas related to all basic and instrumental activities of daily living (ADLs), rest and sleep, education, work, play, leisure and social participation. Occupational therapists have the specialized skill of employing assistive technology (AT) in the improvement and maintenance of optimal, functional participation in occupations. The application of AT enables an individual to adapt aspects of the environment, that may otherwise be challenging, to the user to optimize functional participation in those occupations. As a result, occupational therapists may educate, recommend, and promote the use of AT to improve the quality of life for their clients.

Wheelchairs
Wheelchairs are devices that can be manually propelled or electrically propelled, and that include a seating system and are designed to be a substitute for the normal mobility that most people have. Wheelchairs and other mobility devices allow people to perform mobility-related activities of daily living which include feeding, toileting, dressing, grooming, and bathing. The devices come in a number of variations where they can be propelled either by hand or by motors where the occupant uses electrical controls to manage motors and seating control actuators through a joystick, sip-and-puff control, head switches or other input devices. Often there are handles behind the seat for someone else to do the pushing or input devices for caregivers. Wheelchairs are used by people for whom walking is difficult or impossible due to illness, injury, or disability. People with both sitting and walking disability often need to use a wheelchair or walker.

Newer advancements in wheelchair design enable wheelchairs to climb stairs, go off-road or propel using segway technology or additional add-ons like handbikes or power assists.

Transfer devices
Patient transfer devices generally allow patients with impaired mobility to be moved by caregivers between beds, wheelchairs, commodes, toilets, chairs, stretchers, shower benches, automobiles, swimming pools, and other patient support systems (i.e., radiology, surgical, or examining tables).

The most common devices are transfer benches, stretcher or convertible chairs (for lateral, supine transfer), sit-to-stand lifts (for moving patients from one seated position to another i.e., from wheelchairs to commodes), air bearing inflatable mattresses (for supine transfer i.e., transfer from a gurney to an operating room table), gait belts (or transfer belt) and a slider board (or transfer board), usually used for transfer from a bed to a wheelchair or from a bed to an operating table. Highly dependent patients who cannot assist their caregiver in moving them often require a patient lift (a floor or ceiling-suspended sling lift) which though invented in 1955 and in common use since the early 1960s is still considered the state-of-the-art transfer device by OSHA and the American Nursing Association.

Walkers
A walker or walking frame or Rollator is a tool for disabled people who need additional support to maintain balance or stability while walking. It consists of a frame that is about waist high, approximately twelve inches deep and slightly wider than the user. Walkers are also available in other sizes, such as for children, or for heavy people. Modern walkers are height-adjustable. The front two legs of the walker may or may not have wheels attached depending on the strength and abilities of the person using it. It is also common to see caster wheels or glides on the back legs of a walker with wheels on the front.

Treadmills
Bodyweight-supported treadmill training (BWSTT) is used to enhance walking ability of people with neurological injury. These machines are therapist-assisted devices that are used in the clinical setting, but is limited by the personnel and labor requirements placed on physical therapists. The BWSTT device, and many others like it, assist physical therapists by providing task-specific practice of walking in people following neurological injury.

Prosthesis
A prosthesis, prosthetic, or prosthetic limb is a device that replaces a missing body part. It is part of the field of biomechatronics, the science of using mechanical devices with human muscular, musculoskeletal, and nervous systems to assist or enhance motor control lost by trauma, disease, or defect. Prostheses are typically used to replace parts lost by injury (traumatic) or missing from birth (congenital) or to supplement defective body parts. Inside the body, artificial heart valves are in common use with artificial hearts and lungs seeing less common use but under active technology development. Other medical devices and aids that can be considered prosthetics include hearing aids, artificial eyes, palatal obturator, gastric bands, and dentures.

Prostheses are specifically not orthoses, although given certain circumstances a prosthesis might end up performing some or all of the same functionary benefits as an orthosis. Prostheses are technically the complete finished item. For instance, a C-Leg knee alone is not a prosthesis, but only a prosthetic component. The complete prosthesis would consist of the attachment system to the residual limb – usually a "socket", and all the attachment hardware components all the way down to and including the terminal device. Despite the technical difference, the terms are often used interchangeably.

The terms "prosthetic" and "orthotic" are adjectives used to describe devices such as a prosthetic knee. The terms "prosthetics" and "orthotics" are used to describe the respective allied health fields.

An Occupational Therapist's role in prosthetics include therapy, training and evaluations. Prosthetic training includes orientation to prosthetics components and terminology, donning and doffing, wearing schedule, and how to care for residual limb and the prosthesis.

Exoskeletons
A powered exoskeleton is a wearable mobile machine that is powered by a system of electric motors, pneumatics, levers, hydraulics, or a combination of technologies that allow for limb movement with increased strength and endurance. Its design aims to provide back support, sense the user's motion, and send a signal to motors which manage the gears. The exoskeleton supports the shoulder, waist and thigh, and assists movement for lifting and holding heavy items, while lowering back stress.

Adaptive seating and positioning
People with balance and motor function challenges often need specialized equipment to sit or stand safely and securely. This equipment is frequently specialized for specific settings such as in a classroom or nursing home. Positioning is often important in seating arrangements to ensure that user's body pressure is distributed equally without inhibiting movement in a desired way.

Positioning devices have been developed to aid in allowing people to stand and bear weight on their legs without risk of a fall. These standers are generally grouped into two categories based on the position of the occupant. Prone standers distribute the body weight to the front of the individual and usually have a tray in front of them. This makes them good for users who are actively trying to carry out some task. Supine standers distribute the body weight to the back and are good for cases where the user has more limited mobility or is recovering from injury.

For children
Children with severe disabilities can develop learned helplessness, which makes them lose interest in their environment. Robotic arms are used to provide an alternative method to engage in joint play activities. These robotic arms allow children to manipulate real objects in the context of play activities.

Children with disabilities have challenges in accessing play and social interactions. Play is essential for the physical, emotional, and social well-being of all children. The use of assistive technology has been recommended to facilitate the communication, mobility, and independence of children with disabilities. Augmentative Alternative Communication (AAC) devices have been shown to facilitate the growth and development of language as well as increase rates of symbolic play in children with cognitive disabilities. AAC devices can be no-tech (sign language and body language), low-tech (picture boards, paper and pencils), or high-tech (tablets and speech generating devices). The choice of AAC device is very important and should be determined on a case-by-case basis by speech therapists and assistive technology professionals. The early introduction of powered mobility has been shown to positively impact the play and psychosocial skills of children who are unable to move independently. Powered cars, such as the Go Baby Go program, have emerged as a cost-effective means of facilitating the inclusion of children with mobility impairments in school.

Visual impairments
Many people with serious visual impairments live independently, using a wide range of tools and techniques. Examples of assistive technology for visually impairment include screen readers, screen magnifiers, Braille embossers, desktop video magnifiers, and voice recorders.

Screen readers
Screen readers are used to help the visually impaired to easily access electronic information. These software programs run on a computer to convey the displayed information through voice (text-to-speech) or braille (refreshable braille displays) in combination with magnification for low vision users in some cases. There are a variety of platforms and applications available for a variety of costs with differing feature sets.

Some example of screen readers are Apple VoiceOver, Google TalkBack and Microsoft Narrator.

Screen readers may rely on the assistance of text-to-speech tools. To use the text-to-speech tools, the documents must be in an electronic form, which is uploaded as the digital format. However, people usually will use the hard copy documents scanned into the computer, which cannot be recognized by the text-to-speech software. To solve this issue, people often use Optical Character Recognition technology accompanied with text-to-speech software.

Braille and braille technology
Braille is a system of raised dots formed into units called braille cells. A full braille cell is made up of six dots, with two parallel rows of three dots, but other combinations and quantities of dots represent other letters, numbers, punctuation marks, or words. People can then use their fingers to read the code of raised dots. Assistive technology using braille is called braille technology.

Braille translator
A braille translator is a computer program that can translate inkprint into braille or braille into inkprint. A braille translator can be an app on a computer or be built into a website, a smartphone, or a braille device.

Braille embosser
A braille embosser is, simply put, a printer for braille. Instead of a standard printer adding ink onto a page, the braille embosser imprints the raised dots of braille onto a page. Some braille embossers combine both braille and ink so the documents can be read with either sight or touch.

Refreshable braille display
A refreshable braille display or braille terminal is an electro-mechanical device for displaying braille characters, usually by means of round-tipped pins raised through holes in a flat surface. Computer users who cannot use a computer monitor use it to read a braille output version of the displayed text.

Desktop video magnifier
Desktop video magnifiers are electronic devices that use a camera and a display screen to perform digital magnification of printed materials. They enlarge printed pages for those with low vision. A camera connects to a monitor that displays real-time images, and the user can control settings such as magnification, focus, contrast, underlining, highlighting, and other screen preferences. They come in a variety of sizes and styles; some are small and portable with handheld cameras, while others are much larger and mounted on a fixed stand.

Screen magnification software
A screen magnifier is software that interfaces with a computer's graphical output to present enlarged screen content. It allows users to enlarge the texts and graphics on their computer screens for easier viewing. Similar to desktop video magnifiers, this technology assists people with low vision. After the user loads the software into their computer's memory, it serves as a kind of "computer magnifying glass". Wherever the computer cursor moves, it enlarges the area around it. This allows greater computer accessibility for a wide range of visual abilities.

Large-print and tactile keyboards
A large-print keyboard has large letters printed on the keys. On the keyboard shown, the round buttons at the top control software which can magnify the screen (zoom in), change the background color of the screen, or make the mouse cursor on the screen larger. The "bump dots" on the keys, installed in this case by the organization using the keyboards, help the user find the right keys in a tactile way.

Navigation assistance
Assistive technology for navigation has exploded on the IEEE Xplore database since 2000, with over 7,500 engineering articles written on assistive technologies and visual impairment in the past 25 years, and over 1,300 articles on solving the problem of navigation for people who are blind or visually impaired. As well, over 600 articles on augmented reality and visual impairment have appeared in the engineering literature since 2000. Most of these articles were published within the past five years, and the number of articles in this area is increasing every year. GPS, accelerometers, gyroscopes, and cameras can pinpoint the exact location of the user and provide information on what is in the immediate vicinity, and assistance in getting to a destination.

Wearable technology
Wearable technology are smart electronic devices that can be worn on the body as an implant or an accessory. New technologies are exploring how the visually impaired can receive visual information through wearable devices.

Some wearable devices for visual impairment include: OrCam device, eSight and Brainport.

Personal emergency response systems
Personal emergency response systems (PERS), or Telecare (UK term), are a particular sort of assistive technology that use electronic sensors connected to an alarm system to help caregivers manage risk and help vulnerable people stay independent at home longer. An example would be the systems being put in place for senior people such as fall detectors, thermometers (for hypothermia risk), flooding and unlit gas sensors (for people with mild dementia). Notably, these alerts can be customized to the particular person's risks. When the alert is triggered, a message is sent to a caregiver or contact center who can respond appropriately.

Accessibility software
In human–computer interaction, computer accessibility (also known as accessible computing) refers to the accessibility of a computer system to all people, regardless of disability or severity of impairment, examples include web accessibility guidelines. Another approach is for the user to present a token to the computer terminal, such as a smart card, that has configuration information to adjust the computer speed, text size, etc. to their particular needs. This is useful where users want to access public computer based terminals in Libraries, ATM, Information kiosks etc. The concept is encompassed by the CEN EN 1332-4 Identification Card Systems – Man-Machine Interface. This development of this standard has been supported in Europe by SNAPI and has been successfully incorporated into the Lasseo specifications, but with limited success due to the lack of interest from public computer terminal suppliers.

Hearing impairments
People in the d/Deaf and hard of hearing community have a more difficult time receiving auditory information as compared to hearing individuals. These individuals often rely on visual and tactile mediums for receiving and communicating information. The use of assistive technology and devices provides this community with various solutions to auditory communication needs by providing higher sound (for those who are hard of hearing), tactile feedback, visual cues and improved technology access. Individuals who are deaf or hard of hearing use a variety of assistive technologies that provide them with different access to information in numerous environments. Most devices either provide amplified sound or alternate ways to access information through vision and/or vibration. These technologies can be grouped into three general categories: Hearing Technology, alerting devices, and communication support.

Hearing aids
A hearing aid or deaf aid is an electro-acoustic device which is designed to amplify sound for the wearer, usually with the aim of making speech more intelligible, and to correct impaired hearing as measured by audiometry. This type of assistive technology helps people with hearing loss participate more fully in their hearing communities by allowing them to hear more clearly. They amplify any and all sound waves through use of a microphone, amplifier, and speaker. There is a wide variety of hearing aids available, including digital, in-the-ear, in-the-canal, behind-the-ear, and on-the-body aids.

Assistive listening devices
Assistive listening devices include FM, infrared, and loop assistive listening devices. This type of technology allows people with hearing difficulties to focus on a speaker or subject by getting rid of extra background noises and distractions, making places like auditoriums, classrooms, and meetings much easier to participate in. The assistive listening device usually uses a microphone to capture an audio source near to its origin and broadcast it wirelessly over an FM (Frequency Modulation) transmission, IR (Infra Red) transmission, IL (Induction Loop) transmission, or other transmission methods. The person who is listening may use an FM/IR/IL Receiver to tune into the signal and listen at his/her preferred volume.

Amplified telephone equipment
This type of assistive technology allows users to amplify the volume and clarity of their phone calls so that they can easily partake in this medium of communication. There are also options to adjust the frequency and tone of a call to suit their individual hearing needs. Additionally, there is a wide variety of amplified telephones to choose from, with different degrees of amplification. For example, a phone with 26 to 40 decibel is generally sufficient for mild hearing loss, while a phone with 71 to 90 decibel is better for more severe hearing loss.

Augmentative and alternative communication
Augmentative and alternative communication (AAC) is an umbrella term that encompasses methods of communication for those with impairments or restrictions on the production or comprehension of spoken or written language. AAC systems are extremely diverse and depend on the capabilities of the user. They may be as basic as pictures on a board that are used to request food, drink, or other care; or they can be advanced speech generating devices, based on speech synthesis, that are capable of storing hundreds of phrases and words.

Cognitive impairments
Assistive Technology for Cognition (ATC) is the use of technology (usually high tech) to augment and assist cognitive processes such as attention, memory, self-regulation, navigation, emotion recognition and management, planning, and sequencing activity. Systematic reviews of the field have found that the number of ATC are growing rapidly, but have focused on memory and planning, that there is emerging evidence for efficacy, that a lot of scope exists to develop new ATC. Examples of ATC include: NeuroPage which prompts users about meetings, Wakamaru, which provides companionship and reminds users to take medicine and calls for help if something is wrong, and telephone Reassurance systems.

Memory aids
Memory aids are any type of assistive technology that helps a user learn and remember certain information. Many memory aids are used for cognitive impairments such as reading, writing, or organizational difficulties. For example, a Smartpen records handwritten notes by creating both a digital copy and an audio recording of the text. Users simply tap certain parts of their notes, the pen saves it, and reads it back to them. From there, the user can also download their notes onto a computer for increased accessibility. Digital voice recorders are also used to record "in the moment" information for fast and easy recall at a later time.

A 2017 Cochrane Review highlighted the current lack of high-quality evidence to determine whether assistive technology effectively supports people with dementia to manage memory issues. Thus, it is not presently sure whether or not assistive technology is beneficial for memory problems.

Educational software
Educational software is software that assists people with reading, learning, comprehension, and organizational difficulties. Any accommodation software such as text readers, notetakers, text enlargers, organization tools, word predictions, and talking word processors falls under the category of educational software.

Eating impairments
Adaptive eating devices include items commonly used by the general population like spoons and forks and plates. However they become assistive technology when they are modified to accommodate the needs of people who have difficulty using standard cutlery due to a disabling condition. Common modifications include increasing the size of the utensil handle to make it easier to grasp. Plates and bowls may have a guard on the edge that stops food being pushed off of the dish when it is being scooped. More sophisticated equipment for eating includes manual and powered feeding devices. These devices support those who have little or no hand and arm function and enable them to eat independently.

In sports
Assistive technology in sports is an area of technology design that is growing. Assistive technology is the array of new devices created to enable sports enthusiasts who have disabilities to play. Assistive technology may be used in adaptive sports, where an existing sport is modified to enable players with a disability to participate; or, assistive technology may be used to invent completely new sports with athletes with disabilities exclusively in mind.

An increasing number of people with disabilities are participating in sports, leading to the development of new assistive technology. Assistive technology devices can be simple, or "low-technology", or they may use highly advanced technology. "Low-tech" devices can include velcro gloves and adaptive bands and tubes. "High-tech" devices can include all-terrain wheelchairs and adaptive bicycles. Accordingly, assistive technology can be found in sports ranging from local community recreation to the elite Paralympic Games. More complex assistive technology devices have been developed over time, and as a result, sports for people with disabilities "have changed from being a clinical therapeutic tool to an increasingly competition-oriented activity".

In education
In the United States there are two major pieces of legislation that govern the use of assistive technology within the school system. The first is Section 504 of the Rehabilitation Act of 1973 and the second being the Individuals with Disabilities Education Act (IDEA) which was first enacted in 1975 under the name The Education for All Handicapped Children Act. In 2004, during the reauthorization period for IDEA, the National Instructional Material Access Center (NIMAC) was created which provided a repository of accessible text including publisher's textbooks to students with a qualifying disability. Files provided are in XML format and used as a starting platform for braille readers, screen readers, and other digital text software. IDEA defines assistive technology as follows: "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device."

Assistive technology listed is a student's IEP is not only recommended, it is required (Koch, 2017). These devices help students both with and without disabilities access the curriculum in a way they were previously unable to (Koch, 2017). Occupational therapists play an important role in educating students, parents and teachers about the assistive technology they may interact with.

Assistive technology in this area is broken down into low, mid, and high tech categories. Low tech encompasses equipment that is often low cost and does not include batteries or requires charging. Examples include adapted paper and pencil grips for writing or masks and color overlays for reading. Mid tech supports used in the school setting include the use of handheld spelling dictionaries and portable word processors used to keyboard writing. High tech supports involve the use of tablet devices and computers with accompanying software. Software supports for writing include the use of auditory feedback while keyboarding, word prediction for spelling, and speech to text. Supports for reading include the use of text to speech (TTS) software and font modification via access to digital text. Limited supports are available for math instruction and mostly consist of grid based software to allow younger students to keyboard equations and auditory feedback of more complex equations using MathML and Daisy.

Computer accessibility
One of the largest problems that affect disabled people is discomfort with prostheses. An experiment performed in Massachusetts used 20 people with various sensors attached to their arms. The subjects tried different arm exercises, and the sensors recorded their movements. All of the data helped engineers develop new engineering concepts for prosthetics.

Assistive technology may attempt to improve the ergonomics of the devices themselves such as Dvorak and other alternative keyboard layouts, which offer more ergonomic layouts of the keys. Assistive technology devices have been created to enable disabled people to use modern touch screen mobile computers such as the iPad, iPhone and iPod Touch. The Pererro is a plug and play adapter for iOS devices which uses the built in Apple VoiceOver feature in combination with a basic switch. This brings touch screen technology to those who were previously unable to use it. Apple, with the release of iOS 7 had introduced the ability to navigate apps using switch control. Switch access could be activated either through an external bluetooth connected switch, single touch of the screen, or use of right and left head turns using the device's camera. Additional accessibility features include the use of Assistive Touch which allows a user to access multi-touch gestures through pre-programmed onscreen buttons.

For users with physical disabilities a large variety of switches are available and customizable to the user's needs varying in size, shape, or amount of pressure required for activation. Switch access may be placed near any area of the body which has consistent and reliable mobility and less subject to fatigue. Common sites include the hands, head, and feet. Eye gaze and head mouse systems can also be used as an alternative mouse navigation. A user may use single or multiple switch sites and the process often involves a scanning through items on a screen and activating the switch once the desired object is highlighted.

Home automation
The form of home automation called assistive domotics focuses on making it possible for elderly and disabled people to live independently. Home automation is becoming a viable option for the elderly and disabled who would prefer to stay in their own homes rather than move to a healthcare facility. This field uses much of the same technology and equipment as home automation for security, entertainment, and energy conservation but tailors it towards elderly and disabled users. For example, automated prompts and reminders use motion sensors and pre-recorded audio messages; an automated prompt in the kitchen may remind the resident to turn off the oven, and one by the front door may remind the resident to lock the door.

Assistive technology and innovation

Innovation is happening in assistive technology either through improvements to existing devices or the creation of new products.

In the WIPO published 2021 report on Technology Trends, assistive products are grouped into either conventional or emerging technologies. Conventional assisting technology tracks innovation within well-established assistive products, whereas emerging assistive technology refers to more advanced products. These identified advanced assistive products are distinguished from the conventional ones by the use of one or more enabling technologies (for instance, artificial intelligence, Internet of things, advanced sensors, new material, Additive Manufacturing, advanced robotics, augmented and virtual reality) or by the inclusion of implantable products/components. Such emerging assistive products are either more sophisticated or more functional versions of conventional assistive products, or completely novel assistive devices.

For instance, in conventional self-care assistive technology, technologies involved typically include adaptive clothing, adaptive eating devices, incontinence products, assistive products for manicure, pedicure, hair and facial care, dental care, or assistive products for sexual activities. In comparison, emerging self-care assistive technologies include health and emotion monitoring, smart diapers, smart medication dispensing and management or feeding assistant robot. Although the distinction between conventional and emerging technologies is not always clear-cut, emerging assistive technology tends to be "smarter", using AI and being more connected and interactive, and including body-integrated solutions or components.

To a great extent this « conventional » versus « emerging » classification is based on the WHO's Priority Assistive Products List and the ISO 9999 standard for assistive products for persons with disabilities, the APL delineating the absolute minimum that countries should be offering to their citizens and ISO 9999 defining those products which are already well established in the market.

This "well-established status" is reflected in the patent filings between 2013 and 2017. Patent registrations for assistive technologies identified as conventional are nearly eight times larger than the ones for emerging assistive technologies. However, patent filings related to more recent emerging assistive technologies are growing almost three times as fast as those pertaining to conventional ones. Patent filings in both conventional and emerging assistive technology are highly concentrated on mobility, hearing and vision. Investment in emerging assistive technology also focuses on environment. In the conventional sector, mobility represent 54% of all patents fillings, and is an indication of increased interest in advanced mobility assistive product categories, such as advanced prosthetics, walking aids, wheelchairs, and exoskeletons.

In the past, the top patent offices for filing, and therefore perceived target markets, in assistive technology have been the U.S. and Japan. Patenting activity has, however, been declining in these two jurisdictions. At the same time, there has been a surge in patent filings in China and an increase in filings in the Republic of Korea. This pattern is observed for both conventional and emerging assistive technology, with China's annual filings surpassing those of the U.S. in 2008 for conventional and 2014 for emerging assistive technology. Patent filings related to conventional assistive technology have also declined in Europe, especially in Germany, France, the Netherlands and Norway.

Patenting activity indicates the amount of interest and the investment made in respect to an invention's applicability and its commercialization potential. There is typically a lag between filing a patent application and commercialization, with a product being classified in various stages of readiness levels, research concept, proof of concept, minimum viable product and finally commercial product. According to the 2021 WIPO report, the emerging technologies closest to a fully commercial product were for example:

The technology readiness level and the related patenting activity can also be explained through the following factors which contribute to a product's entry to market, such as the expected impact on a person's participation in different aspects of life, the ease of adoption (need for training, fitting, additional equipment for interoperability, and so on), the societal acceptance and potential ethical concerns, and the need for regulatory approval. This is mainly the case for assistive technology that qualifies as medical technology.
 * myoelectric control of advanced prosthetics and wheelchair control (mobility),
 * environment-controlling hearing aids (hearing),
 * multifocal intraocular lenses and artificial retina, along with Virtual and Augmented Reality wearables (vision);
 * smart assistants and navigation aids (communication);
 * smart home appliances (environment);
 * medication management and smart diapers (self-care).

Among these aspects, acceptability and ethical considerations are particularly relevant to those technologies that are extremely invasive (such as cortical or auditory brainstem implants), or replace the human caregiver and human interaction, or collect and use data on cloud-based services or interconnected devices (e.g., companion robots, smart nursing and health-monitoring technologies), raising privacy issues and requiring connectivity, or raise safety concerns, such as autonomous wheelchairs.

Beyond the patent landscape, industrial designs have an added importance for the field of assistive technology. Assistive technology is often not adopted, or else abandoned entirely, because of issues to do with design (lack of appeal) or comfort (poor ergonomics). Design often plays a role after the patenting activity, as a product needs to be re-designed for mass production.

Impacts
Overall, assistive technology aims to allow disabled people to "participate more fully in all aspects of life (home, school, and community)" and increases their opportunities for "education, social interactions, and potential for meaningful employment". It creates greater independence and control for disabled individuals. For example, in one study of 1,342 infants, toddlers and preschoolers, all with some kind of developmental, physical, sensory, or cognitive disability, the use of assistive technology created improvements in child development. These included improvements in "cognitive, social, communication, literacy, motor, adaptive, and increases in engagement in learning activities". Additionally, it has been found to lighten caregiver load. Both family and professional caregivers benefit from assistive technology. Through its use, the time that a family member or friend would need to care for a patient significantly decreases. However, studies show that care time for a professional caregiver increases when assistive technology is used. Nonetheless, their work load is significantly easier as the assistive technology frees them of having to perform certain tasks. There are several platforms that use machine learning to identify the appropriate assistive device to suggest to patients, making assistive devices more accessible.

History
In 1988 the National institute on disability and rehabilitation research, NIDRR, awarded Gaulladet University a grant for the project "Robotic finger spelling hand for communication and access to text by deaf-blind persons". Researchers at the university developed and tested a robotic hand. Although it was never commercialized the concept is relevant for current and future research.

Since this grant, many others have been written. NIDRR funded research appears to be moving from the fabrication of robotic arms that can be used by disabled persons to perform daily activities, to developing robotics that assist with therapy in the hopes of achieving long-term performance gains. If there is success in development of robotics, these mass-marketed products could assist tomorrow's longer-living elderly individuals enough to postpone nursing home stays. "Jim Osborn, executive director of the Quality of Life Technology Center, told a 2007 gathering of long-term care providers that if such advances could delay all nursing home admissions by a month, societal savings could be $1 billion monthly". Shortage of both paid personal assistants and available family members makes artificial assistance a necessity.

rATA Tool by World Health Organization
The rapid assistive technology assessment (rATA) is a tool developed by World Health Organization in order to undertake household surveys which can measure various parameters needed to access assistive technology and to make informed policies for governments around the world.

title: Assistive technology


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Abacus

An abacus (: abaci or abacuses), also called a counting frame, is a hand-operated calculating tool which was used from ancient times in the ancient Near East, Europe, China, and Russia, until the adoption of the Arabic numeral system. An abacus consists of a two-dimensional array of slidable beads (or similar objects). In their earliest designs, the beads could be loose on a flat surface or sliding in grooves. Later the beads were made to slide on rods and built into a frame, allowing faster manipulation.

Each rod typically represents one digit of a multi-digit number laid out using a positional numeral system such as base ten (though some cultures used different numerical bases). Roman and East Asian abacuses use a system resembling bi-quinary coded decimal, with a top deck (containing one or two beads) representing fives and a bottom deck (containing four or five beads) representing ones. Natural numbers are normally used, but some allow simple fractional components (e.g. $1⁄2$, $1⁄4$, and $1⁄12$ in Roman abacus), and a decimal point can be imagined for fixed-point arithmetic.

Any particular abacus design supports multiple methods to perform calculations, including addition, subtraction, multiplication, division, and square and cube roots. The beads are first arranged to represent a number, then are manipulated to perform a mathematical operation with another number, and their final position can be read as the result (or can be used as the starting number for subsequent operations).

In the ancient world, abacuses were a practical calculating tool. Although calculators and computers are commonly used today instead of abacuses, abacuses remain in everyday use in some countries. The abacus has an advantage of not requiring a writing implement and paper (needed for algorism) or an electric power source. Merchants, traders, and clerks in some parts of Eastern Europe, Russia, China, and Africa use abacuses. The abacus remains in common use as a scoring system in non-electronic table games. Others may use an abacus due to visual impairment that prevents the use of a calculator. The abacus is still used to teach the fundamentals of mathematics to children in most countries.

Etymology
The word abacus dates to at least AD 1387 when a Middle English work borrowed the word from Latin that described a sandboard abacus. The Latin word is derived from ancient Greek ἄβαξ (abax) which means something without a base, and colloquially, any piece of rectangular material. Alternatively, without reference to ancient texts on etymology, it has been suggested that it means "a square tablet strewn with dust", or "drawing-board covered with dust (for the use of mathematics)" (the exact shape of the Latin perhaps reflects the genitive form of the Greek word, ἄβακoς (abakos)). While the table strewn with dust definition is popular, some argue evidence is insufficient for that conclusion. Greek ἄβαξ probably borrowed from a Northwest Semitic language like Phoenician, evidenced by a cognate with the Hebrew word ʾābāq, or "dust" (in the post-Biblical sense "sand used as a writing surface").

Both abacuses and abaci are used as plurals. The user of an abacus is called an abacist.

Mesopotamia
The Sumerian abacus appeared between 2700 and 2300 BC. It held a table of successive columns which delimited the successive orders of magnitude of their sexagesimal (base 60) number system.

Some scholars point to a character in Babylonian cuneiform that may have been derived from a representation of the abacus. It is the belief of Old Babylonian scholars, such as Ettore Carruccio, that Old Babylonians "seem to have used the abacus for the operations of addition and subtraction; however, this primitive device proved difficult to use for more complex calculations".

Egypt
Greek historian Herodotus mentioned the abacus in Ancient Egypt. He wrote that the Egyptians manipulated the pebbles from right to left, opposite in direction to the Greek left-to-right method. Archaeologists have found ancient disks of various sizes that are thought to have been used as counters. However, wall depictions of this instrument are yet to be discovered.

Persia
At around 600 BC, Persians first began to use the abacus, during the Achaemenid Empire. Under the Parthian, Sassanian, and Iranian empires, scholars concentrated on exchanging knowledge and inventions with the countries around them – India, China, and the Roman Empire- which is how the abacus may have been exported to other countries.

Greece
The earliest archaeological evidence for the use of the Greek abacus dates to the 5th century BC. Demosthenes (384 BC–322 BC) complained that the need to use pebbles for calculations was too difficult. A play by Alexis from the 4th century BC mentions an abacus and pebbles for accounting, and both Diogenes and Polybius use the abacus as a metaphor for human behavior, stating "that men that sometimes stood for more and sometimes for less" like the pebbles on an abacus. The Greek abacus was a table of wood or marble, pre-set with small counters in wood or metal for mathematical calculations. This Greek abacus was used in Achaemenid Persia, the Etruscan civilization, Ancient Rome, and the Western Christian world until the French Revolution.

A tablet found on the Greek island Salamis in 1846 AD (the Salamis Tablet) dates to 300 BC, making it the oldest counting board discovered so far. It is a slab of white marble 149 cm in length, 75 cm wide, and 4.5 cm thick, on which are 5 groups of markings. In the tablet's center is a set of 5 parallel lines equally divided by a vertical line, capped with a semicircle at the intersection of the bottom-most horizontal line and the single vertical line. Below these lines is a wide space with a horizontal crack dividing it. Below this crack is another group of eleven parallel lines, again divided into two sections by a line perpendicular to them, but with the semicircle at the top of the intersection; the third, sixth and ninth of these lines are marked with a cross where they intersect with the vertical line. Also from this time frame, the Darius Vase was unearthed in 1851. It was covered with pictures, including a "treasurer" holding a wax tablet in one hand while manipulating counters on a table with the other.

Rome
The normal method of calculation in ancient Rome, as in Greece, was by moving counters on a smooth table. Originally pebbles (Latin: calculi) were used. Marked lines indicated units, fives, tens, etc. as in the Roman numeral system.

Writing in the 1st century BC, Horace refers to the wax abacus, a board covered with a thin layer of black wax on which columns and figures were inscribed using a stylus.

One example of archaeological evidence of the Roman abacus, shown nearby in reconstruction, dates to the 1st century AD. It has eight long grooves containing up to five beads in each and eight shorter grooves having either one or no beads in each. The groove marked I indicates units, X tens, and so on up to millions. The beads in the shorter grooves denote fives (five units, five tens, etc.) resembling a bi-quinary coded decimal system related to the Roman numerals. The short grooves on the right may have been used for marking Roman "ounces" (i.e. fractions).

Medieval Europe
The Roman system of 'counter casting' was used widely in medieval Europe, and persisted in limited use into the nineteenth century. Wealthy abacists used decorative minted counters, called jetons.

Due to Pope Sylvester II's reintroduction of the abacus with modifications, it became widely used in Europe again during the 11th century It used beads on wires, unlike the traditional Roman counting boards, which meant the abacus could be used much faster and was more easily moved.

China

The earliest known written documentation of the Chinese abacus dates to the 2nd century BC.

The Chinese abacus, also known as the suanpan (算盤/算盘, lit. "calculating tray"), comes in various lengths and widths, depending on the operator. It usually has more than seven rods. There are two beads on each rod in the upper deck and five beads each in the bottom one, to represent numbers in a bi-quinary coded decimal-like system. The beads are usually rounded and made of hardwood. The beads are counted by moving them up or down towards the beam; beads moved toward the beam are counted, while those moved away from it are not. One of the top beads is 5, while one of the bottom beads is 1. Each rod has a number under it, showing the place value. The suanpan can be reset to the starting position instantly by a quick movement along the horizontal axis to spin all the beads away from the horizontal beam at the center.

The prototype of the Chinese abacus appeared during the Han dynasty, and the beads are oval. The Song dynasty and earlier used the 1:4 type or four-beads abacus similar to the modern abacus including the shape of the beads commonly known as Japanese-style abacus.

In the early Ming dynasty, the abacus began to appear in a 1:5 ratio. The upper deck had one bead and the bottom had five beads. In the late Ming dynasty, the abacus styles appeared in a 2:5 ratio. The upper deck had two beads, and the bottom had five.

Various calculation techniques were devised for Suanpan enabling efficient calculations. Some schools teach students how to use it.

In the long scroll Along the River During the Qingming Festival painted by Zhang Zeduan during the Song dynasty (960–1297), a suanpan is clearly visible beside an account book and doctor's prescriptions on the counter of an apothecary's (Feibao).

The similarity of the Roman abacus to the Chinese one suggests that one could have inspired the other, given evidence of a trade relationship between the Roman Empire and China. However, no direct connection has been demonstrated, and the similarity of the abacuses may be coincidental, both ultimately arising from counting with five fingers per hand. Where the Roman model (like most modern Korean and Japanese) has 4 plus 1 bead per decimal place, the standard suanpan has 5 plus 2. Incidentally, this allows use with a hexadecimal numeral system (or any base up to 18) which may have been used for traditional Chinese measures of weight. (Instead of running on wires as in the Chinese, Korean, and Japanese models, the Roman model used grooves, presumably making arithmetic calculations much slower.)

Another possible source of the suanpan is Chinese counting rods, which operated with a decimal system but lacked the concept of zero as a placeholder. The zero was probably introduced to the Chinese in the Tang dynasty (618–907) when travel in the Indian Ocean and the Middle East would have provided direct contact with India, allowing them to acquire the concept of zero and the decimal point from Indian merchants and mathematicians.

India
The Abhidharmakośabhāṣya of Vasubandhu (316-396), a Sanskrit work on Buddhist philosophy, says that the second-century CE philosopher Vasumitra said that "placing a wick (Sanskrit vartikā) on the number one (ekāṅka) means it is a one while placing the wick on the number hundred means it is called a hundred, and on the number one thousand means it is a thousand". It is unclear exactly what this arrangement may have been. Around the 5th century, Indian clerks were already finding new ways of recording the contents of the abacus. Hindu texts used the term śūnya (zero) to indicate the empty column on the abacus.

Japan
In Japan, the abacus is called soroban (算盤, そろばん, lit. "counting tray"). It was imported from China in the 14th century. It was probably in use by the working class a century or more before the ruling class adopted it, as the class structure obstructed such changes. The 1:4 abacus, which removes the seldom-used second and fifth bead, became popular in the 1940s.

Today's Japanese abacus is a 1:4 type, four-bead abacus, introduced from China in the Muromachi era. It adopts the form of the upper deck one bead and the bottom four beads. The top bead on the upper deck was equal to five and the bottom one is similar to the Chinese or Korean abacus, and the decimal number can be expressed, so the abacus is designed as a one:four device. The beads are always in the shape of a diamond. The quotient division is generally used instead of the division method; at the same time, in order to make the multiplication and division digits consistently use the division multiplication. Later, Japan had a 3:5 abacus called 天三算盤, which is now in the Ize Rongji collection of Shansi Village in Yamagata City. Japan also used a 2:5 type abacus.

The four-bead abacus spread, and became common around the world. Improvements to the Japanese abacus arose in various places. In China an aluminium frame plastic bead abacus was used. The file is next to the four beads, and pressing the "clearing" button put the upper bead in the upper position, and the lower bead in the lower position.

The abacus is still manufactured in Japan even with the proliferation, practicality, and affordability of pocket electronic calculators. The use of the soroban is still taught in Japanese primary schools as part of mathematics, primarily as an aid to faster mental calculation. Using visual imagery can complete a calculation as quickly as a physical instrument.

Korea
The Chinese abacus migrated from China to Korea around 1400 AD. Koreans call it jupan (주판), supan (수판) or jusan (주산). The four-beads abacus (1:4) was introduced during the Goryeo Dynasty. The 5:1 abacus was introduced to Korea from China during the Ming Dynasty.

Native America
Some sources mention the use of an abacus called a nepohualtzintzin in ancient Aztec culture. This Mesoamerican abacus used a 5-digit base-20 system. The word Nepōhualtzintzin comes from Nahuatl, formed by the roots; Ne – personal -; pōhual or pōhualli  – the account -; and tzintzin  – small similar elements. Its complete meaning was taken as: counting with small similar elements. Its use was taught in the Calmecac to the temalpouhqueh, who were students dedicated to taking the accounts of skies, from childhood.

The Nepōhualtzintzin was divided into two main parts separated by a bar or intermediate cord. In the left part were four beads. Beads in the first row have unitary values (1, 2, 3, and 4), and on the right side, three beads had values of 5, 10, and 15, respectively. In order to know the value of the respective beads of the upper rows, it is enough to multiply by 20 (by each row), the value of the corresponding count in the first row.

The device featured 13 rows with 7 beads, 91 in total. This was a basic number for this culture. It had a close relation to natural phenomena, the underworld, and the cycles of the heavens. One Nepōhualtzintzin (91) represented the number of days that a season of the year lasts, two Nepōhualtzitzin (182) is the number of days of the corn's cycle, from its sowing to its harvest, three Nepōhualtzintzin (273) is the number of days of a baby's gestation, and four Nepōhualtzintzin (364) completed a cycle and approximated one year. When translated into modern computer arithmetic, the Nepōhualtzintzin amounted to the rank from 10 to 18 in floating point, which precisely calculated large and small amounts, although round off was not allowed.

The rediscovery of the Nepōhualtzintzin was due to the Mexican engineer David Esparza Hidalgo, who in his travels throughout Mexico found diverse engravings and paintings of this instrument and reconstructed several of them in gold, jade, encrustations of shell, etc. Very old Nepōhualtzintzin are attributed to the Olmec culture, and some bracelets of Mayan origin, as well as a diversity of forms and materials in other cultures.

Sanchez wrote in Arithmetic in Maya that another base 5, base 4 abacus had been found in the Yucatán Peninsula that also computed calendar data. This was a finger abacus, on one hand, 0, 1, 2, 3, and 4 were used; and on the other hand 0, 1, 2, and 3 were used. Note the use of zero at the beginning and end of the two cycles.

The quipu of the Incas was a system of colored knotted cords used to record numerical data, like advanced tally sticks – but not used to perform calculations. Calculations were carried out using a yupana (Quechua for "counting tool"; see figure) which was still in use after the conquest of Peru. The working principle of a yupana is unknown, but in 2001 Italian mathematician De Pasquale proposed an explanation. By comparing the form of several yupanas, researchers found that calculations were based using the Fibonacci sequence 1, 1, 2, 3, 5 and powers of 10, 20, and 40 as place values for the different fields in the instrument. Using the Fibonacci sequence would keep the number of grains within any one field at a minimum.

Russia
The Russian abacus, the schoty (счёты, plural from счёт, counting), usually has a single slanted deck, with ten beads on each wire (except one wire with four beads for quarter-ruble fractions). 4-bead wire was introduced for quarter-kopeks, which were minted until 1916. The Russian abacus is used vertically, with each wire running horizontally. The wires are usually bowed upward in the center, to keep the beads pinned to either side. It is cleared when all the beads are moved to the right. During manipulation, beads are moved to the left. For easy viewing, the middle 2 beads on each wire (the 5th and 6th bead) usually are of a different color from the other eight. Likewise, the left bead of the thousands wire (and the million wire, if present) may have a different color.

The Russian abacus was in use in shops and markets throughout the former Soviet Union, and its usage was taught in most schools until the 1990s. Even the 1874 invention of mechanical calculator, Odhner arithmometer, had not replaced them in Russia. According to Yakov Perelman, some businessmen attempting to import calculators into the Russian Empire were known to leave in despair after watching a skilled abacus operator. Likewise, the mass production of Felix arithmometers since 1924 did not significantly reduce abacus use in the Soviet Union. The Russian abacus began to lose popularity only after the mass production of domestic microcalculators in 1974.

The Russian abacus was brought to France around 1820 by mathematician Jean-Victor Poncelet, who had served in Napoleon's army and had been a prisoner of war in Russia. The abacus had fallen out of use in western Europe in the 16th century with the rise of decimal notation and algorismic methods. To Poncelet's French contemporaries, it was something new. Poncelet used it, not for any applied purpose, but as a teaching and demonstration aid. The Turks and the Armenian people used abacuses similar to the Russian schoty. It was named a coulba by the Turks and a choreb by the Armenians.

School abacus
Around the world, abacuses have been used in pre-schools and elementary schools as an aid in teaching the numeral system and arithmetic.

In Western countries, a bead frame similar to the Russian abacus but with straight wires and a vertical frame is common (see image).

The wireframe may be used either with positional notation like other abacuses (thus the 10-wire version may represent numbers up to 9,999,999,999), or each bead may represent one unit (e.g. 74 can be represented by shifting all beads on 7 wires and 4 beads on the 8th wire, so numbers up to 100 may be represented). In the bead frame shown, the gap between the 5th and 6th wire, corresponding to the color change between the 5th and the 6th bead on each wire, suggests the latter use. Teaching multiplication, e.g. 6 times 7, may be represented by shifting 7 beads on 6 wires.

The red-and-white abacus is used in contemporary primary schools for a wide range of number-related lessons. The twenty bead version, referred to by its Dutch name rekenrek ("calculating frame"), is often used, either on a string of beads or on a rigid framework.

Feynman vs the abacus
Physicist Richard Feynman was noted for facility in mathematical calculations. He wrote about an encounter in Brazil with a Japanese abacus expert, who challenged him to speed contests between Feynman's pen and paper, and the abacus. The abacus was much faster for addition, somewhat faster for multiplication, but Feynman was faster at division. When the abacus was used for more complex operations, i.e. cube roots, Feynman won easily. However, the number chosen at random was close to a number Feynman happened to know was an exact cube, allowing him to use approximate methods.

Neurological analysis
Learning how to calculate with the abacus may improve capacity for mental calculation. Abacus-based mental calculation (AMC), which was derived from the abacus, is the act of performing calculations, including addition, subtraction, multiplication, and division, in the mind by manipulating an imagined abacus. It is a high-level cognitive skill that runs calculations with an effective algorithm. People doing long-term AMC training show higher numerical memory capacity and experience more effectively connected neural pathways. They are able to retrieve memory to deal with complex processes. AMC involves both visuospatial and visuomotor processing that generate the visual abacus and move the imaginary beads. Since it only requires that the final position of beads be remembered, it takes less memory and less computation time.

Binary abacus
The binary abacus is used to explain how computers manipulate numbers. The abacus shows how numbers, letters, and signs can be stored in a binary system on a computer, or via ASCII. The device consists of a series of beads on parallel wires arranged in three separate rows. The beads represent a switch on the computer in either an "on" or "off" position.

Visually impaired users
An adapted abacus, invented by Tim Cranmer, and called a Cranmer abacus is commonly used by visually impaired users. A piece of soft fabric or rubber is placed behind the beads, keeping them in place while the users manipulate them. The device is then used to perform the mathematical functions of multiplication, division, addition, subtraction, square root, and cube root.

Although blind students have benefited from talking calculators, the abacus is often taught to these students in early grades. Blind students can also complete mathematical assignments using a braille-writer and Nemeth code (a type of braille code for mathematics) but large multiplication and long division problems are tedious. The abacus gives these students a tool to compute mathematical problems that equals the speed and mathematical knowledge required by their sighted peers using pencil and paper. Many blind people find this number machine a useful tool throughout life.

Tutorials

 * Min Multimedia
 * Min Multimedia

Curiosities

 * Abacus in Various Number Systems at cut-the-knot
 * Java applet of Chinese, Japanese and Russian abaci
 * An atomic-scale abacus
 * Examples of Abaci
 * Aztex Abacus
 * Indian Abacus
 * Abacus Course
 * Abacus Course

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Abacus


text:
Acid

An acid is a molecule or ion capable of either donating a proton (i.e. hydrogen ion, H+), known as a Brønsted–Lowry acid, or forming a covalent bond with an electron pair, known as a Lewis acid.

The first category of acids are the proton donors, or Brønsted–Lowry acids. In the special case of aqueous solutions, proton donors form the hydronium ion H3O+ and are known as Arrhenius acids. Brønsted and Lowry generalized the Arrhenius theory to include non-aqueous solvents. A Brønsted or Arrhenius acid usually contains a hydrogen atom bonded to a chemical structure that is still energetically favorable after loss of H+.

Aqueous Arrhenius acids have characteristic properties that provide a practical description of an acid. Acids form aqueous solutions with a sour taste, can turn blue litmus red, and react with bases and certain metals (like calcium) to form salts. The word acid is derived from the Latin acidus, meaning 'sour'. An aqueous solution of an acid has a pH less than 7 and is colloquially also referred to as "acid" (as in "dissolved in acid"), while the strict definition refers only to the solute. A lower pH means a higher acidity, and thus a higher concentration of positive hydrogen ions in the solution. Chemicals or substances having the property of an acid are said to be acidic.

Common aqueous acids include hydrochloric acid (a solution of hydrogen chloride that is found in gastric acid in the stomach and activates digestive enzymes), acetic acid (vinegar is a dilute aqueous solution of this liquid), sulfuric acid (used in car batteries), and citric acid (found in citrus fruits). As these examples show, acids (in the colloquial sense) can be solutions or pure substances, and can be derived from acids (in the strict sense) that are solids, liquids, or gases. Strong acids and some concentrated weak acids are corrosive, but there are exceptions such as carboranes and boric acid.

The second category of acids are Lewis acids, which form a covalent bond with an electron pair. An example is boron trifluoride (BF3), whose boron atom has a vacant orbital that can form a covalent bond by sharing a lone pair of electrons on an atom in a base, for example the nitrogen atom in ammonia (NH3). Lewis considered this as a generalization of the Brønsted definition, so that an acid is a chemical species that accepts electron pairs either directly or by releasing protons (H+) into the solution, which then accept electron pairs. Hydrogen chloride, acetic acid, and most other Brønsted–Lowry acids cannot form a covalent bond with an electron pair, however, and are therefore not Lewis acids. Conversely, many Lewis acids are not Arrhenius or Brønsted–Lowry acids. In modern terminology, an acid is implicitly a Brønsted acid and not a Lewis acid, since chemists almost always refer to a Lewis acid explicitly as such.

Definitions and concepts
Modern definitions are concerned with the fundamental chemical reactions common to all acids.

Most acids encountered in everyday life are aqueous solutions, or can be dissolved in water, so the Arrhenius and Brønsted–Lowry definitions are the most relevant.

The Brønsted–Lowry definition is the most widely used definition; unless otherwise specified, acid–base reactions are assumed to involve the transfer of a proton (H+) from an acid to a base.

Hydronium ions are acids according to all three definitions. Although alcohols and amines can be Brønsted–Lowry acids, they can also function as Lewis bases due to the lone pairs of electrons on their oxygen and nitrogen atoms.

Arrhenius acids

In 1884, Svante Arrhenius attributed the properties of acidity to hydrogen ions (H+), later described as protons or hydrons. An Arrhenius acid is a substance that, when added to water, increases the concentration of H+ ions in the water. Chemists often write H+(aq) and refer to the hydrogen ion when describing acid–base reactions but the free hydrogen nucleus, a proton, does not exist alone in water, it exists as the hydronium ion (H3O+) or other forms (H5O2+, H9O4+). Thus, an Arrhenius acid can also be described as a substance that increases the concentration of hydronium ions when added to water. Examples include molecular substances such as hydrogen chloride and acetic acid.

An Arrhenius base, on the other hand, is a substance that increases the concentration of hydroxide (OH−) ions when dissolved in water. This decreases the concentration of hydronium because the ions react to form H2O molecules:

 * H3O$+ (aq)$ + OH$− (aq)$ ⇌ H2O(liq) + H2O(liq)

Due to this equilibrium, any increase in the concentration of hydronium is accompanied by a decrease in the concentration of hydroxide. Thus, an Arrhenius acid could also be said to be one that decreases hydroxide concentration, while an Arrhenius base increases it.

In an acidic solution, the concentration of hydronium ions is greater than 10−7 moles per liter. Since pH is defined as the negative logarithm of the concentration of hydronium ions, acidic solutions thus have a pH of less than 7.

Brønsted–Lowry acids

While the Arrhenius concept is useful for describing many reactions, it is also quite limited in its scope. In 1923, chemists Johannes Nicolaus Brønsted and Thomas Martin Lowry independently recognized that acid–base reactions involve the transfer of a proton. A Brønsted–Lowry acid (or simply Brønsted acid) is a species that donates a proton to a Brønsted–Lowry base. Brønsted–Lowry acid–base theory has several advantages over Arrhenius theory. Consider the following reactions of acetic acid (CH3COOH), the organic acid that gives vinegar its characteristic taste:

 * CH3COOH + H2O <-> CH3COO- + H3O+
 * CH3COOH + NH3 <-> CH3COO− + NH4+

Both theories easily describe the first reaction: CH3COOH acts as an Arrhenius acid because it acts as a source of H3O+ when dissolved in water, and it acts as a Brønsted acid by donating a proton to water. In the second example CH3COOH undergoes the same transformation, in this case donating a proton to ammonia (NH3), but does not relate to the Arrhenius definition of an acid because the reaction does not produce hydronium. Nevertheless, CH3COOH is both an Arrhenius and a Brønsted–Lowry acid.

Brønsted–Lowry theory can be used to describe reactions of molecular compounds in nonaqueous solution or the gas phase. Hydrogen chloride (HCl) and ammonia combine under several different conditions to form ammonium chloride, NH4Cl. In aqueous solution HCl behaves as hydrochloric acid and exists as hydronium and chloride ions. The following reactions illustrate the limitations of Arrhenius's definition:
 * 1) H3O$+ (aq)$ + Cl$− (aq)$ + NH3 → Cl$− (aq)$ + NH$+ 4$(aq) + H2O
 * 2) HCl(benzene) + NH3(benzene) → NH4Cl(s)
 * 3) HCl(g) + NH3(g) → NH4Cl(s)

As with the acetic acid reactions, both definitions work for the first example, where water is the solvent and hydronium ion is formed by the HCl solute. The next two reactions do not involve the formation of ions but are still proton-transfer reactions. In the second reaction hydrogen chloride and ammonia (dissolved in benzene) react to form solid ammonium chloride in a benzene solvent and in the third gaseous HCl and NH3 combine to form the solid.

Lewis acids
A third, only marginally related concept was proposed in 1923 by Gilbert N. Lewis, which includes reactions with acid–base characteristics that do not involve a proton transfer. A Lewis acid is a species that accepts a pair of electrons from another species; in other words, it is an electron pair acceptor. Brønsted acid–base reactions are proton transfer reactions while Lewis acid–base reactions are electron pair transfers. Many Lewis acids are not Brønsted–Lowry acids. Contrast how the following reactions are described in terms of acid–base chemistry:
 * LewisAcid.png

In the first reaction a fluoride ion, F−, gives up an electron pair to boron trifluoride to form the product tetrafluoroborate. Fluoride "loses" a pair of valence electrons because the electrons shared in the B—F bond are located in the region of space between the two atomic nuclei and are therefore more distant from the fluoride nucleus than they are in the lone fluoride ion. BF3 is a Lewis acid because it accepts the electron pair from fluoride. This reaction cannot be described in terms of Brønsted theory because there is no proton transfer.

The second reaction can be described using either theory. A proton is transferred from an unspecified Brønsted acid to ammonia, a Brønsted base; alternatively, ammonia acts as a Lewis base and transfers a lone pair of electrons to form a bond with a hydrogen ion. The species that gains the electron pair is the Lewis acid; for example, the oxygen atom in H3O+ gains a pair of electrons when one of the H—O bonds is broken and the electrons shared in the bond become localized on oxygen.

Depending on the context, a Lewis acid may also be described as an oxidizer or an electrophile. Organic Brønsted acids, such as acetic, citric, or oxalic acid, are not Lewis acids. They dissociate in water to produce a Lewis acid, H+, but at the same time, they also yield an equal amount of a Lewis base (acetate, citrate, or oxalate, respectively, for the acids mentioned). This article deals mostly with Brønsted acids rather than Lewis acids.

Dissociation and equilibrium
Reactions of acids are often generalized in the form HA <-> H+ + A-, where HA represents the acid and A− is the conjugate base. This reaction is referred to as protolysis. The protonated form (HA) of an acid is also sometimes referred to as the free acid.

Acid–base conjugate pairs differ by one proton, and can be interconverted by the addition or removal of a proton (protonation and deprotonation, respectively). The acid can be the charged species and the conjugate base can be neutral in which case the generalized reaction scheme could be written as HA+ <-> H+ + A. In solution there exists an equilibrium between the acid and its conjugate base. The equilibrium constant K is an expression of the equilibrium concentrations of the molecules or the ions in solution. Brackets indicate concentration, such that [H2O] means the concentration of H2O. The acid dissociation constant Ka is generally used in the context of acid–base reactions. The numerical value of Ka is equal to the product (multiplication) of the concentrations of the products divided by the concentration of the reactants, where the reactant is the acid (HA) and the products are the conjugate base and H+.

The stronger of two acids will have a higher Ka than the weaker acid; the ratio of hydrogen ions to acid will be higher for the stronger acid as the stronger acid has a greater tendency to lose its proton. Because the range of possible values for Ka spans many orders of magnitude, a more manageable constant, pKa is more frequently used, where pKa = −log10 Ka. Stronger acids have a smaller pKa than weaker acids. Experimentally determined pKa at 25 °C in aqueous solution are often quoted in textbooks and reference material.

Nomenclature
Arrhenius acids are named according to their anions. In the classical naming system, the ionic suffix is dropped and replaced with a new suffix, according to the table following. The prefix "hydro-" is used when the acid is made up of just hydrogen and one other element. For example, HCl has chloride as its anion, so the hydro- prefix is used, and the -ide suffix makes the name take the form hydrochloric acid.

Classical naming system:

In the IUPAC naming system, "aqueous" is simply added to the name of the ionic compound. Thus, for hydrogen chloride, as an acid solution, the IUPAC name is aqueous hydrogen chloride.

Acid strength
The strength of an acid refers to its ability or tendency to lose a proton. A strong acid is one that completely dissociates in water; in other words, one mole of a strong acid HA dissolves in water yielding one mole of H+ and one mole of the conjugate base, A−, and none of the protonated acid HA. In contrast, a weak acid only partially dissociates and at equilibrium both the acid and the conjugate base are in solution. Examples of strong acids are hydrochloric acid (HCl), hydroiodic acid (HI), hydrobromic acid (HBr), perchloric acid (HClO4), nitric acid (HNO3) and sulfuric acid (H2SO4). In water each of these essentially ionizes 100%. The stronger an acid is, the more easily it loses a proton, H+. Two key factors that contribute to the ease of deprotonation are the polarity of the H—A bond and the size of atom A, which determines the strength of the H—A bond. Acid strengths are also often discussed in terms of the stability of the conjugate base.

Stronger acids have a larger acid dissociation constant, Ka and a lower pKa than weaker acids.

Sulfonic acids, which are organic oxyacids, are a class of strong acids. A common example is toluenesulfonic acid (tosylic acid). Unlike sulfuric acid itself, sulfonic acids can be solids. In fact, polystyrene functionalized into polystyrene sulfonate is a solid strongly acidic plastic that is filterable.

Superacids are acids stronger than 100% sulfuric acid. Examples of superacids are fluoroantimonic acid, magic acid and perchloric acid. The strongest known acid is helium hydride ion, with a proton affinity of 177.8kJ/mol. Superacids can permanently protonate water to give ionic, crystalline hydronium "salts". They can also quantitatively stabilize carbocations.

While Ka measures the strength of an acid compound, the strength of an aqueous acid solution is measured by pH, which is an indication of the concentration of hydronium in the solution. The pH of a simple solution of an acid compound in water is determined by the dilution of the compound and the compound's Ka.

Lewis acid strength in non-aqueous solutions
Lewis acids have been classified in the ECW model and it has been shown that there is no one order of acid strengths. The relative acceptor strength of Lewis acids toward a series of bases, versus other Lewis acids, can be illustrated by C-B plots. It has been shown that to define the order of Lewis acid strength at least two properties must be considered. For Pearson's qualitative HSAB theory the two properties are hardness and strength while for Drago's quantitative ECW model the two properties are electrostatic and covalent.

Monoprotic acids
Monoprotic acids, also known as monobasic acids, are those acids that are able to donate one proton per molecule during the process of dissociation (sometimes called ionization) as shown below (symbolized by HA):
 * HA (aq) + H2O (l) <-> H3O+ (aq) + A- (aq)     Ka

Common examples of monoprotic acids in mineral acids include hydrochloric acid (HCl) and nitric acid (HNO3). On the other hand, for organic acids the term mainly indicates the presence of one carboxylic acid group and sometimes these acids are known as monocarboxylic acid. Examples in organic acids include formic acid (HCOOH), acetic acid (CH3COOH) and benzoic acid (C6H5COOH).

Polyprotic acids
Polyprotic acids, also known as polybasic acids, are able to donate more than one proton per acid molecule, in contrast to monoprotic acids that only donate one proton per molecule. Specific types of polyprotic acids have more specific names, such as diprotic (or dibasic) acid (two potential protons to donate), and triprotic (or tribasic) acid (three potential protons to donate). Some macromolecules such as proteins and nucleic acids can have a very large number of acidic protons.

A diprotic acid (here symbolized by H2A) can undergo one or two dissociations depending on the pH. Each dissociation has its own dissociation constant, Ka1 and Ka2.
 * H2A (aq) + H2O (l) <-> H3O+ (aq) + HA- (aq)    Ka1
 * HA- (aq) + H2O (l) <-> H3O+ (aq) + A(2−) (aq)      Ka2

The first dissociation constant is typically greater than the second (i.e., Ka1 > Ka2). For example, sulfuric acid (H2SO4) can donate one proton to form the bisulfate anion (HSO$− 4$), for which Ka1 is very large; then it can donate a second proton to form the sulfate anion (SO$2− 4$), wherein the Ka2 is intermediate strength. The large Ka1 for the first dissociation makes sulfuric a strong acid. In a similar manner, the weak unstable carbonic acid (H2CO3) can lose one proton to form bicarbonate anion (HCO$− 3$) and lose a second to form carbonate anion (CO$2− 3$). Both Ka values are small, but Ka1 > Ka2.

A triprotic acid (H3A) can undergo one, two, or three dissociations and has three dissociation constants, where Ka1 > Ka2 > Ka3.
 * H3A (aq) + H2O (l) <-> H3O+ (aq) + H2A− (aq)     Ka1
 * H2A− (aq) + H2O (l) <-> H3O+ (aq) + HA(2−) (aq)      Ka2
 * HA(2−) (aq) + H2O (l) <-> H3O+ (aq) + A(3−) (aq)     Ka3

An inorganic example of a triprotic acid is orthophosphoric acid (H3PO4), usually just called phosphoric acid. All three protons can be successively lost to yield H2PO$− 4$, then HPO$2− 4$, and finally PO$3− 4$, the orthophosphate ion, usually just called phosphate. Even though the positions of the three protons on the original phosphoric acid molecule are equivalent, the successive Ka values differ since it is energetically less favorable to lose a proton if the conjugate base is more negatively charged. An organic example of a triprotic acid is citric acid, which can successively lose three protons to finally form the citrate ion.

Although the subsequent loss of each hydrogen ion is less favorable, all of the conjugate bases are present in solution. The fractional concentration, α (alpha), for each species can be calculated. For example, a generic diprotic acid will generate 3 species in solution: H2A, HA−, and A2−. The fractional concentrations can be calculated as below when given either the pH (which can be converted to the [H+]) or the concentrations of the acid with all its conjugate bases: A plot of these fractional concentrations against pH, for given K1 and K2, is known as a Bjerrum plot. A pattern is observed in the above equations and can be expanded to the general n -protic acid that has been deprotonated i -times:

where K0 = 1 and the other K-terms are the dissociation constants for the acid.

Neutralization
Neutralization is the reaction between an acid and a base, producing a salt and neutralized base; for example, hydrochloric acid and sodium hydroxide form sodium chloride and water:
 * HCl(aq) + NaOH(aq) → H2O(l) + NaCl(aq)

Neutralization is the basis of titration, where a pH indicator shows equivalence point when the equivalent number of moles of a base have been added to an acid. It is often wrongly assumed that neutralization should result in a solution with pH 7.0, which is only the case with similar acid and base strengths during a reaction.

Neutralization with a base weaker than the acid results in a weakly acidic salt. An example is the weakly acidic ammonium chloride, which is produced from the strong acid hydrogen chloride and the weak base ammonia. Conversely, neutralizing a weak acid with a strong base gives a weakly basic salt (e.g., sodium fluoride from hydrogen fluoride and sodium hydroxide).

Weak acid–weak base equilibrium
In order for a protonated acid to lose a proton, the pH of the system must rise above the pKa of the acid. The decreased concentration of H+ in that basic solution shifts the equilibrium towards the conjugate base form (the deprotonated form of the acid). In lower-pH (more acidic) solutions, there is a high enough H+ concentration in the solution to cause the acid to remain in its protonated form.

Solutions of weak acids and salts of their conjugate bases form buffer solutions.

Titration
To determine the concentration of an acid in an aqueous solution, an acid–base titration is commonly performed. A strong base solution with a known concentration, usually NaOH or KOH, is added to neutralize the acid solution according to the color change of the indicator with the amount of base added. The titration curve of an acid titrated by a base has two axes, with the base volume on the x-axis and the solution's pH value on the y-axis. The pH of the solution always goes up as the base is added to the solution.

Example: Diprotic acid
For each diprotic acid titration curve, from left to right, there are two midpoints, two equivalence points, and two buffer regions.

Equivalence points
Due to the successive dissociation processes, there are two equivalence points in the titration curve of a diprotic acid. The first equivalence point occurs when all first hydrogen ions from the first ionization are titrated. In other words, the amount of OH− added equals the original amount of H2A at the first equivalence point. The second equivalence point occurs when all hydrogen ions are titrated. Therefore, the amount of OH− added equals twice the amount of H2A at this time. For a weak diprotic acid titrated by a strong base, the second equivalence point must occur at pH above 7 due to the hydrolysis of the resulted salts in the solution. At either equivalence point, adding a drop of base will cause the steepest rise of the pH value in the system.

Buffer regions and midpoints
A titration curve for a diprotic acid contains two midpoints where pH=pKa. Since there are two different Ka values, the first midpoint occurs at pH=pKa1 and the second one occurs at pH=pKa2. Each segment of the curve that contains a midpoint at its center is called the buffer region. Because the buffer regions consist of the acid and its conjugate base, it can resist pH changes when base is added until the next equivalent points.

In industry
Acids are fundamental reagents in treating almost all processes in modern industry. Sulfuric acid, a diprotic acid, is the most widely used acid in industry, and is also the most-produced industrial chemical in the world. It is mainly used in producing fertilizer, detergent, batteries and dyes, as well as used in processing many products such like removing impurities. According to the statistics data in 2011, the annual production of sulfuric acid was around 200 million tonnes in the world. For example, phosphate minerals react with sulfuric acid to produce phosphoric acid for the production of phosphate fertilizers, and zinc is produced by dissolving zinc oxide into sulfuric acid, purifying the solution and electrowinning.

In the chemical industry, acids react in neutralization reactions to produce salts. For example, nitric acid reacts with ammonia to produce ammonium nitrate, a fertilizer. Additionally, carboxylic acids can be esterified with alcohols, to produce esters.

Acids are often used to remove rust and other corrosion from metals in a process known as pickling. They may be used as an electrolyte in a wet cell battery, such as sulfuric acid in a car battery.

In food
Tartaric acid is an important component of some commonly used foods like unripened mangoes and tamarind. Natural fruits and vegetables also contain acids. Citric acid is present in oranges, lemon and other citrus fruits. Oxalic acid is present in tomatoes, spinach, and especially in carambola and rhubarb; rhubarb leaves and unripe carambolas are toxic because of high concentrations of oxalic acid. Ascorbic acid (Vitamin C) is an essential vitamin for the human body and is present in such foods as amla (Indian gooseberry), lemon, citrus fruits, and guava.

Many acids can be found in various kinds of food as additives, as they alter their taste and serve as preservatives. Phosphoric acid, for example, is a component of cola drinks. Acetic acid is used in day-to-day life as vinegar. Citric acid is used as a preservative in sauces and pickles.

Carbonic acid is one of the most common acid additives that are widely added in soft drinks. During the manufacturing process, CO2 is usually pressurized to dissolve in these drinks to generate carbonic acid. Carbonic acid is very unstable and tends to decompose into water and CO2 at room temperature and pressure. Therefore, when bottles or cans of these kinds of soft drinks are opened, the soft drinks fizz and effervesce as CO2 bubbles come out.

Certain acids are used as drugs. Acetylsalicylic acid (Aspirin) is used as a pain killer and for bringing down fevers.

In human bodies
Acids play important roles in the human body. The hydrochloric acid present in the stomach aids digestion by breaking down large and complex food molecules. Amino acids are required for synthesis of proteins required for growth and repair of body tissues. Fatty acids are also required for growth and repair of body tissues. Nucleic acids are important for the manufacturing of DNA and RNA and transmitting of traits to offspring through genes. Carbonic acid is important for maintenance of pH equilibrium in the body.

Human bodies contain a variety of organic and inorganic compounds, among those dicarboxylic acids play an essential role in many biological behaviors. Many of those acids are amino acids, which mainly serve as materials for the synthesis of proteins. Other weak acids serve as buffers with their conjugate bases to keep the body's pH from undergoing large scale changes that would be harmful to cells. The rest of the dicarboxylic acids also participate in the synthesis of various biologically important compounds in human bodies.

Acid catalysis
Acids are used as catalysts in industrial and organic chemistry; for example, sulfuric acid is used in very large quantities in the alkylation process to produce gasoline. Some acids, such as sulfuric, phosphoric, and hydrochloric acids, also effect dehydration and condensation reactions. In biochemistry, many enzymes employ acid catalysis.

Biological occurrence
Many biologically important molecules are acids. Nucleic acids, which contain acidic phosphate groups, include DNA and RNA. Nucleic acids contain the genetic code that determines many of an organism's characteristics, and is passed from parents to offspring. DNA contains the chemical blueprint for the synthesis of proteins, which are made up of amino acid subunits. Cell membranes contain fatty acid esters such as phospholipids.

An α-amino acid has a central carbon (the α or alpha carbon) that is covalently bonded to a carboxyl group (thus they are carboxylic acids), an amino group, a hydrogen atom and a variable group. The variable group, also called the R group or side chain, determines the identity and many of the properties of a specific amino acid. In glycine, the simplest amino acid, the R group is a hydrogen atom, but in all other amino acids it is contains one or more carbon atoms bonded to hydrogens, and may contain other elements such as sulfur, oxygen or nitrogen. With the exception of glycine, naturally occurring amino acids are chiral and almost invariably occur in the L -configuration. Peptidoglycan, found in some bacterial cell walls contains some D -amino acids. At physiological pH, typically around 7, free amino acids exist in a charged form, where the acidic carboxyl group (-COOH) loses a proton (-COO−) and the basic amine group (-NH2) gains a proton (-NH$+ 3$). The entire molecule has a net neutral charge and is a zwitterion, with the exception of amino acids with basic or acidic side chains. Aspartic acid, for example, possesses one protonated amine and two deprotonated carboxyl groups, for a net charge of −1 at physiological pH.

Fatty acids and fatty acid derivatives are another group of carboxylic acids that play a significant role in biology. These contain long hydrocarbon chains and a carboxylic acid group on one end. The cell membrane of nearly all organisms is primarily made up of a phospholipid bilayer, a micelle of hydrophobic fatty acid esters with polar, hydrophilic phosphate "head" groups. Membranes contain additional components, some of which can participate in acid–base reactions.

In humans and many other animals, hydrochloric acid is a part of the gastric acid secreted within the stomach to help hydrolyze proteins and polysaccharides, as well as converting the inactive pro-enzyme, pepsinogen into the enzyme, pepsin. Some organisms produce acids for defense; for example, ants produce formic acid.

Acid–base equilibrium plays a critical role in regulating mammalian breathing. Oxygen gas (O2) drives cellular respiration, the process by which animals release the chemical potential energy stored in food, producing carbon dioxide (CO2) as a byproduct. Oxygen and carbon dioxide are exchanged in the lungs, and the body responds to changing energy demands by adjusting the rate of ventilation. For example, during periods of exertion the body rapidly breaks down stored carbohydrates and fat, releasing CO2 into the blood stream. In aqueous solutions such as blood CO2 exists in equilibrium with carbonic acid and bicarbonate ion.
 * CO2 + H2O <-> H2CO3 <-> H+ + HCO3−

It is the decrease in pH that signals the brain to breathe faster and deeper, expelling the excess CO2 and resupplying the cells with O2.

Cell membranes are generally impermeable to charged or large, polar molecules because of the lipophilic fatty acyl chains comprising their interior. Many biologically important molecules, including a number of pharmaceutical agents, are organic weak acids that can cross the membrane in their protonated, uncharged form but not in their charged form (i.e., as the conjugate base). For this reason the activity of many drugs can be enhanced or inhibited by the use of antacids or acidic foods. The charged form, however, is often more soluble in blood and cytosol, both aqueous environments. When the extracellular environment is more acidic than the neutral pH within the cell, certain acids will exist in their neutral form and will be membrane soluble, allowing them to cross the phospholipid bilayer. Acids that lose a proton at the intracellular pH will exist in their soluble, charged form and are thus able to diffuse through the cytosol to their target. Ibuprofen, aspirin and penicillin are examples of drugs that are weak acids.

Mineral acids (inorganic acids)

 * Hydrogen halides and their solutions: hydrofluoric acid (HF), hydrochloric acid (HCl), hydrobromic acid (HBr), hydroiodic acid (HI)
 * Halogen oxoacids: hypochlorous acid (HClO), chlorous acid (HClO2), chloric acid (HClO3), perchloric acid (HClO4), and corresponding analogs for bromine and iodine
 * Hypofluorous acid (HFO), the only known oxoacid for fluorine.
 * Sulfuric acid (H2SO4)
 * Fluorosulfuric acid (HSO3F)
 * Nitric acid (HNO3)
 * Phosphoric acid (H3PO4)
 * Fluoroantimonic acid (HSbF6)
 * Fluoroboric acid (HBF4)
 * Hexafluorophosphoric acid (HPF6)
 * Chromic acid (H2CrO4)
 * Boric acid (H3BO3)

Sulfonic acids
A sulfonic acid has the general formula RS(=O)2–OH, where R is an organic radical.
 * Methanesulfonic acid (or mesylic acid, CH3SO3H)
 * Ethanesulfonic acid (or esylic acid, CH3CH2SO3H)
 * Benzenesulfonic acid (or besylic acid, C6H5SO3H)
 * p-Toluenesulfonic acid (or tosylic acid, CH3C6H4SO3H)
 * Trifluoromethanesulfonic acid (or triflic acid, CF3SO3H)
 * Polystyrene sulfonic acid (sulfonated polystyrene, [CH2CH(C6H4)SO3H]n)

Carboxylic acids
A carboxylic acid has the general formula R-C(O)OH, where R is an organic radical. The carboxyl group -C(O)OH contains a carbonyl group, C=O, and a hydroxyl group, O-H.
 * Acetic acid (CH3COOH)
 * Citric acid (C6H8O7)
 * Formic acid (HCOOH)
 * Gluconic acid HOCH2-(CHOH)4-COOH
 * Lactic acid (CH3-CHOH-COOH)
 * Oxalic acid (HOOC-COOH)
 * Tartaric acid (HOOC-CHOH-CHOH-COOH)

Halogenated carboxylic acids
Halogenation at alpha position increases acid strength, so that the following acids are all stronger than acetic acid.
 * Fluoroacetic acid
 * Trifluoroacetic acid
 * Chloroacetic acid
 * Dichloroacetic acid
 * Trichloroacetic acid

Vinylogous carboxylic acids
Normal carboxylic acids are the direct union of a carbonyl group and a hydroxyl group. In vinylogous carboxylic acids, a carbon-carbon double bond separates the carbonyl and hydroxyl groups.

 * Ascorbic acid

Nucleic acids

 * Deoxyribonucleic acid (DNA)
 * Ribonucleic acid (RNA)

title: Acid