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Bess [88]
4 years ago
11

The combustion of 43.9g of ammonia produces ______ g of no2

Chemistry
1 answer:
Pie4 years ago
4 0
We calculate for the number of moles of ammonia using its molar mass:
     moles of NH3 = 43.9g NH3 (1mol NH3/17.031g NH3)
                             = 2.578 mol 
To compute for the number of moles of NO2, we use the mole ratio of ammonia and nitrogen dioxide from their coefficients in the balanced chemical equation of the combustion of NH3 in the presence of oxygen yielding nitrogen dioxide and water:
     4NH3(g) + 7O2(g) = 4NO2(g) + 6H2O(g)
which is 4 moles of ammonia is to produce 4 moles of nitrogen dioxide:
     moles NO2 = 2.578 mol NH3 (4mol NO2/4 mol NH3)
                        = 2.578 mol 
Using the molar mass of NO2, the mass of NO2 produced is therefore
     mass NO2 = 2.578 mol NO2(46.0055g NO2/1mol NO2)
                       = 118.6 grams NO2
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What is the Molarity of a solution with 1.8 mil KCl dissolved to a volume of 1.5L
vova2212 [387]

Answer:1.2M

Explanation:

Molarity=number of moles ➗ volume in liters

Molarity=1.8 ➗ 1.5

Molarity=1.2M

8 0
3 years ago
Can someone please help me with this one?
kkurt [141]

Answer:

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7 0
3 years ago
Convert 94.63 mg/L to g/ML showing all work with units. Please help ASAP. Thank you!!!
IrinaK [193]

94.63 mg/L as a unit of density is equivalent to 9.463 × 10-⁵ g/mL.

<h3>What is density?</h3>

Density is a measure of the mass of matter contained by a unit volume.

Density of a substance can be calculated by dividing the mass of the substance in grams by its volume in milllilitres. This means that the unit of measurement for density is g/mL.

However, the conversion factor of g/mL to mg/L is as follows:

1 gram/millilitre = 1000000 milligrams/litre

94.63 mg/L = 94.63 ÷ 1000000

= 9.463 × 10-⁵ g/mL

Therefore, 94.63 mg/L as a unit of density is equivalent to 9.463 × 10-⁵ g/mL.

Learn more about density at: brainly.com/question/15164682

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8 0
2 years ago
describe a general rule for predicting the motion of an object that is being pushed or pulled by unbalanced forces?
7nadin3 [17]

<span>7th grade activities</span>

Force and Motion

(with Work)

 

2010-2011

 

 

<span>
</span>

Outline of Topics:

<span>1.     </span><span>Describing Motion: Graphing, Speed and Velocity  </span>

<span>2.   Describing Motion: Changing Velocity </span>

<span>3.   Forces, Their Sizes and Direction </span>

<span>4.   Force and Mass </span>

<span>5.   Its a grave matter: gravity and inertia </span>

<span>6.   Weight and Mass </span>

<span>7.   All work and no play: Work and Energy </span>

 

Appendices

<span>1:  7th Grade Vocabulary Related to Force and Motion</span>

<span>2:  Motion Detector Directions</span>

<span>3:  Day 1 Graphs with Focus Question at the End</span>

<span>4:  Day 1 Data Collection Sheet </span>

<span>5:  Day 2 Student Problem Sheet</span>

<span>6:  Day 2 Second Set of Problems</span>

<span>7:  Day 2 Graphs for is the Velocity Changing</span>

<span>8:  Day 3 Student Tables with Questions</span>

<span>9:  Day 4 Frame for Science Notebook</span>

<span>10:  Day 5 Skateboard Prediction and Actual Sheets</span>

<span>11:  Day 6 Data Table</span>

12: Day 7 Student Handout

13: Day 7 Force Arrows

<span>14:  Day 8 Data Analysis</span>

<span>15:  Uncovering Student Ideas in Physical Science probes</span>

<span>16:  National Enquirer advertisements</span>

<span>17: Excerpt from Joy Hakim’s The Story of Science: Newton at the Center, pages 172-183</span>

<span>18:  Directions for converting You Tube videos to another media file</span>

 

<span>
</span>

<span>First topic:  Describing motion</span>

A three-day exercise

Learning goals

<span>Reviewed from 6th grade (day 1): </span>

I can interpret a position versus time line graph to determine types of one-dimensional motion of an object.

I can draw a position versus time line graph given appropriate data.

I can represent changes in motion in a variety of ways, including words, motion arrows, graphs, and by acting out.

(Day 2) I can use the information in a position vs. time graph to determine the speed of an object.

<span>New for 7th grade: I can define velocity.</span>

(Day 3) I can distinguish between speed and velocity.

 

Topic Word Bank

<span> <span><span> <span> Speed </span> <span> Motion </span> </span> <span> <span> Velocity </span> <span> Direction </span> </span> <span> <span> Position </span> <span> Graph </span> </span> <span> <span> Distance </span> <span> Vertical </span> </span> <span> <span> Time </span> <span> Horizontal </span> </span> <span> <span> Rate of change </span> <span> Representation </span> </span> <span> <span> Slope </span> <span> <span>             Negative</span> </span> </span> <span> <span>   </span> <span> <span>             Positive</span> </span> </span> </span></span>

 

<span> <span><span> <span> Sequence of Experiences </span> </span> <span> <span> Day 1: Interpretation of a Position/Time Graph </span> <span> Pairs and whole group </span> <span> 10 minutes </span> </span> <span> <span> Day 1: Creation of a Position/Time Graph </span> <span> Lab groups and whole group </span> <span> 25 minutes </span> </span> <span> <span> Day 1: Making Sense of Multiple Representations </span> <span> Whole Group </span> <span> 10 minutes </span> </span> <span> <span> Day 2: Calculating Speed </span> <span> Pairs and whole group </span> <span> 23 minutes </span> </span> <span> <span> Day 2: Differentiating Speed and Velocity </span> <span> Pairs and whole group </span> <span> 18 minutes </span> </span> <span> <span> Day 2: Exit Slip </span> <span> Individually </span> <span> 5 minutes </span> </span> <span> <span> Day 3 Intro </span> <span> Whole class </span> <span> 3 minutes </span> </span> <span> <span> Day 3:Collecting Initial Data </span> <span> In pairs </span> <span> 12 minutes </span> </span> <span> <span> Day 3:Interpreting Data Parts 1 and 2 </span> <span> In pairs, then groups of 4 </span> <span> 20 minutes </span> </span> <span> <span> Day 3: Student Challenge </span> <span>   </span> <span>   </span> </span> <span> <span> Day 3: Class Discussion </span> <span> Whole class </span> <span> 7 minutes </span> </span> <span> <span> Day 4: Intro </span> <span>   </span> <span>   </span> </span> <span> <span> Day 4:Interpreting Data Parts 3, 4 and 5 </span> <span> Whole class </span> <span>   </span> </span> <span> <span> Day 4: Processing Information </span> <span> Individual and Paired </span> <span>   </span> </span> <span> <span> Day 4: Class Discussion </span> <span> Whole Class </span> <span>   </span> </span> <span> <span> Day 4: Exit Slip </span> <span> Individually </span> <span> 3 minutes </span> </span> </span></span> <span>
</span>

Day 1  <span>Focus Question:  What can be learned from different representations of motion?</span>

Materials and Preparation:

For the class:

<span><span><span><span /></span></span></span>

<span />





6 0
3 years ago
Help me plsssss ))):
Marysya12 [62]

Answer:

crushing an ice cube

Explanation:

crushing an ice cube can be redone by freezing it again in its position

5 0
3 years ago
Read 2 more answers
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