Air should be classified as:

What is the boiling point elevation constant, Kb, of diethyl ether if 38.2 g of the nonelectrolyte benzophenone, C6H5COC6H5, dis

kakasveta [241]

Answer: the boiling point elevation constant is $1.73^0C/m$

Explanation:

Elevation in boiling point is given by:

$\Delta T_b=i\times K_b\times m$

$\Delta T_b=T_b-T_b^0=$ = Elevation in boling point

i= vant hoff factor = 1 (for non electrolyte)

$K_b$ =boiling point constant = ?

m= molality

$\Delta T_b=i\times K_b\times \frac{\text{mass of solute}}{\text{molar mass of solute}\times \text{weight of solvent in kg}}$

Weight of solvent (diethylether)= 330 g = 0.33 kg

Molar mass of solute (benzophenone)= 182 g/mol

Mass of solute (benzophenone) = 38.2 g

$(35.7-34.6)^0C=1\times K_b\times \frac{38.2g}{182g/mol\times 0.33kg}$

$K_b=1.73^0C/m$

Thus the boiling point elevation constant is $1.73^0C/m$

3 0

3 years ago

PLZ HELP QUICK!!

MissTica

I have the same question too!!!Dang I thought I would get a answer I just guessed

8 0

3 years ago

On the axes provided, label pressure on the horizontal axis from O mb to 760 mb and volume on the vertical axis from O to 1 mL.

Delicious77 [7]

Answer:

Please, find the graph with the labels and points located on the axes in the picture attached.

Explanation:

This is how you meet all the instructions and some important comments to understand how this kind of graphs word:

1) Label pressure on the horizontal axis from O mb to 760 mb and volume on the vertical axis from O to 1 mL.

The horizontal axis is used to record the independent variable and the vertical axis is used to record the dependent variable. The axes most be properly labeled with the name of the variable and the units.

In this case the origin is the point (0,0) which means that the axes cross each other, perpendicularly, at a pressure of 0 mb and a volume of 0.0 mililiters.

2) Assign values to axes divisions in such a way that you occupy almost all the space on both axes.

A good graph searches to occupy the whole space on both cases; to do that, find the maximum value for each variable, pressure and volume, and choose the values of the marks.

The range of the pressure (horizontal axis) is [90, 760 mb], so you should choose big divisions (marks) of 100 mb, and assign 800 mb to the right most mark on the horizontal axis. Then, you can divide each interval of 100 mb into 10 spaces, with small divisions of 10 mb (my graph uses 4 spcaes, with small divisions of 25 mb, but I recommend you use small divisions of 10 mb).

The range of the volume (vertical axis) is [0.1, 0.8], so you should choose only divisions with value of 0.1 ml.

3) Now locate and label the points:

(90, 0.9) ⇒ 90 mb, 0.9 ml

(100, 0.8) ⇒ 100 mb, 0.8 ml

(400, 0.2) ⇒ 400 mb, 0.2 ml

(600, 0.15) ⇒ 600 mb, 0.15 ml

(760, 0.1) ⇒ 760 mb, 0.1 ml

The points of the kind (x, y) are called ordered pairs, which means that the order matters, because it has a meaning: the first number represents the independent variable and the second number represents the dependent variable.

So, in the point (90, 0.9), 90 is a pressure of 90 mb and 0.9 is a volume of 0.9 ml.

To locate (600, 0.15), since the horizontal marks have value of 0.1, you must locate the second coordinate of your point between the marks 0.1 and 0.2 ml.

With that you can now locate each point on your graph.

5 0

3 years ago

Read 2 more answers

Explain what would happen to the air temperature at Riverdale School over the course of the

Ira Lisetskai [31]

Answer:

In each Amplify Science unit, students figure out

a phenomenon by asking questions, gathering

evidence, and coming up with an explanation of how

the phenomenon works. The Coherence Flowchart

visually represents the storyline of the unit, showing

the coherent flow of questions, evidence, and ideas that

support students as they build complex explanations

of the unit’s anchor phenomenon. The Coherence

Flowchart on the following pages (one chapter per

page) can be used to see the connections between

the questions that drive students’ experiences, the

evidence they gather, the ideas they figure out, and the

new questions that those ideas generate. The diagram

to the right explains the structure of a chapter in the

Explanation:

7 0

2 years ago

The following reaction is at equilibrium in a sealed container.

ale4655 [162]

Answer:

D.Lowering the temperature is the best option.

Explanation:

The value of equilibrium constants aren't changed with change in the pressure or concentrations of reactants and products in equilibrium. The only thing that changes the value of equilibrium constant is a change of temperature.

In the reaction below for example;

A + B <==>C+D

If you have moved the position of the equilibrium to the right (and so increased the amount of C and D), why hasn't the equilibrium constant increased?

Let's assume that the equilibrium constant mustn't change if you decrease the concentration of C - because equilibrium constants are constant at constant temperature. Why does the position of equilibrium move as it does?

If you decrease the concentration or pressure of C, the top of the Kc expression gets smaller. That would change the value of Kc. In order for that not to happen, the concentrations of C and D will have to increase again, and those of A and B must decrease. That happens until a new balance is reached when the value of the equilibrium constant expression reverts to what it was before.

3 0

3 years ago