Answer:
The water bends due to the static electricity on the balloon.
Explanation:
The static electricity you built up by rubbing it against the balloon attracts the stream of water, bending it towards the comb or balloon like magic!
Negatively charged particles called electrons jump the wool to the balloon as they rub together, the comb now has extra electrons and is negatively charged. The water features both positive and negatively charged particles and is neutral. Positive and negative charges are attracted to each other so when you move the negatively charged balloon towards the stream, it attracts the water's positively charged particles and the stream bends!
Answer:
Explanation:
H = 1
C = 12
O = 16
Acetylene, HC≡CH = 2+24 = 26
H2O = 2 + 16 = 18
In XS oxygen, one HC≡CH yields one H2O
26 g HC≡CH ==> 18 g H2O
2000 g HC≡CH ==> 2000*18/26 g H2O = 1384.6154 g H2O
Answer:
53.2
Explanation:
The balanced reaction is:
2Fe(s) + 3O₂(g) → Fe₂O₃
It means that 3 moles of oxygen form 1 mol of iron(III) oxide. The molar masses are: Fe = 55.8 g/mol and O = 16 g/mol. So
O₂ = 2x 16 = 32 g/mol
Fe₂O₃ = 2x55.8 + 3x16 = 159.6 g/mol
So, 32 g of O₂ corresponds to 1 mol of O₂. The stoichiometry calculus must be (always in moles):
3 mol of O₂ ------------------------ 1 mol of Fe₂O₃
1 mol of O₂ ------------------------ x
By a direct simple three rule:
3x = 1
x = 1/3 mol of Fe₂O₃
The mass is the molar mass multiplied by the number of moles, so:
m = 159.6x (1/3)
m = 53.2 g iron (III) oxide.
Answer:
Mass of hydrogen gas produced = 0.2 g
Explanation:
Given data:
Number of moles of Mg = 0.2 mol
Number of moles of HCl = 0.2 mol
Mass of hydrogen gas produced = ?
Solution:
Chemical equation:
Mg + 2HCl → MgCl₂ + H₂
Now we will compare the moles of of hydrogen with Mg and HCl.
Mg : H₂
1 : 1
0.2 : 0.2
HCl : H₂
2 : 1
0.2 : 1/2×0.2 = 0.1
HCl produced less number of moles of hydrogen gas it will act as limiting reactant.
Mass of hydrogen:
Mass = number of moles × molar mass
Mass = 0.1 mol × 2 g/mol
Mass = 0.2 g
Answer:
The accepted views of science knowledge can change over time. Changes can result from new science observations, but can also be affected by social, political or religious convictions. To develop a deeper understanding, students need to investigate the context of the time in which science ideas were developed.
Explanation:
