This lesson is the first in a three-part series that addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe water as it changes state. It is important to note that students at this level "...should become familiar with the freezing of water and melting of ice (with no change in weight), the disappearance of wetness into the air, and the appearance of water on cold surfaces. Evaporation and condensation will mean nothing different from disappearance and appearance, perhaps for several years, until students begin to understand that the evaporated water is still present in the form of invisibly small molecules." (Benchmarks for Science Literacy<span>, </span>pp. 66-67.)
In this lesson, students explore how water can change from a solid to a liquid and then back again.
<span>In </span>Water 2: Disappearing Water, students will focus on the concept that water can go back and forth from one form to another and the amount of water will remain the same.
Water 3: Melting and Freezing<span> allows students to investigate what happens to the amount of different substances as they change from a solid to a liquid or a liquid to a solid.</span>
Answer:
Photon of light
Explanation:
According to Bohr's model of the atom, electrons in atoms are found in specific energy levels. These energy levels are called stationary states, an electrons does not radiate energy when it occupies any of these stationary states.
However, an electron may absorb energy and move from one energy level or stationary state to another. The energy difference between the two energy levels must correspond to the energy of the photon of light absorbed in order to make the transition possible.
Since electrons are generally unstable in excited states, the electron quickly jumps back to ground states and emits the excess energy absorbed. The frequency or wavelength of the emitted photon can now be measured and used to characterize the transition. This is the principle behind many spectrometric and spectrophotometric methods.
Answer:
0.677 moles
Explanation:
Take the atomic mass of K = 39.1, O =16.0, P = 31.0
no. of moles = mass / molar mass
no. of moles of K3PO4 used = 4.79 / (39.1x3 + 31 + 16x4)
= 0.02256 mol
From the equation, the mole ratio of KOH : K3PO4 = 3 :1,
meaning every 3 moles of KOH used, produces 1 mole of K3PO4.
So, using this ratio, let the no. of moles of KOH required to be y.
y = 0.02256 x3
y = 0.0677 mol
If you don't find exactly 0.677 moles as one of the options, go for the closest one. A very slight error may occur because of taking different significant figures of atomic masses when calculating.
ok, now press calculator. i dont have it now.
Line 1: straight horizontal line
Line 2: straight line at a slope
Line 3: exponential growth curve
Line 4: the topmost curve (the one that initially increases but then starts levels out)
