The new pressure inside the syringe will be 1.25 atm
<h3>Gas law</h3>
At constant temperatures, the volume of a gas is inversely proportional to its pressure.
Thus: P1V1 = P2V2
In this case, P1 = 3.0 atm, V1 = 89.6 mL, V2 = 215 mL
P2 = P1V1/V2
= 3 x 89.6/215
= 1.25 atm
More on gas laws can be found here: brainly.com/question/1190311
Answer:
0.6257 M is the molarity of solution that is 5.50 percentage by mass oxalic acid.
Explanation:
Mass percentage of oxalic acid = 5.50%
This means that in 100 grams of solution there are 5.50 grams of oxalic acid.
Mass of solution , m = 100
Volume of the solution = V
Density of the solution = d = 1.024 g/mL
V = 97.66 mL = 0.09766 L
(1 mL = 0.001 L)
Moles of oxalic acid = 
The molarity of the solution :
0.6257 M is the molarity of solution that is 5.50 percentage by mass oxalic acid.
1. Always give your graph a title in the following form: "The dependence of (your dependent variable) on (your independent variable). <span><span>Let's say that you're doing a graph where you're studying the effect of temperature on the speed of a reaction. In this reaction, you're changing the temperature to known values, so the temperature is your independent variable. Because you don't know the speed of the reaction and speed depends on the temperature, the speed of the reaction is your dependent variable. As a result, the title of your graph will be "The dependence of reaction rate on temperature", or something like that.</span>
</span>2. The x-axis of a graph is always your independent variable and the y-axis is the dependent variable.<span>For the graph described above, temperature would be on the x-axis (the one on the bottom of the graph), and the reaction rate would be on the y-axis (the one on the side of the graph)
</span>3. Always label the x and y axes and give units.<span>Putting numbers on the x and y-axes is something that everybody always remembers to do (after all, how could you graph without showing the numbers?). However, people frequently forget to put a label on the axis that describes what those numbers are, and even more frequently forget to say what those units are. For example, if you're going to do a chart which uses temperature as the independent variable, you should write the word "temperature (degrees Celsius)" on that axis so people know what those numbers stand for. Otherwise, people won't know that you're talking about temperature, and even if they do, they might think you're talking about degrees Fahrenheit.
</span>4. Always make a line graph<span><span>Never, ever make a bar graph when doing science stuff. Bar graphs are good for subjects where you're trying to break down a topic (such as gross national product) into it's parts. When you're doing graphs in science, line graphs are way more handy, because they tell you how one thing changes under the influence of some other variable. </span>
</span><span>5. Never, EVER, connect the dots on your graph!Hey, if you're working with your little sister on one of those placemats at Denny's, you can connect the dots. When you're working in science, you never, ever connect the dots on a graph.Why? When you do an experiment, you always screw something up. Yeah, you. It's probably not a big mistake, and is frequently not something you have a lot of control over. However, when you do an experiment, many little things go wrong, and these little things add up. As a result, experimental data never makes a nice straight line. Instead, it makes a bunch of dots which kind of wiggle around a graph. This is normal, and will not affect your grade unless your teacher is a Nobel prize winner. However, you can't just pretend that your data is perfect, because it's not. Whenever you have the dots moving around a lot, we say that the data is noisy, because the thing you're looking for has a little bit of interference caused by normal experimental error.</span><span>To show that you're a clever young scientist, your best bet is to show that you KNOW your data is sometimes lousy. You do this by making a line (or curve) which seems to follow the data as well as possible, without actually connecting the dots. Doing this shows the trend that the data suggests, without depending too much on the noise. As long as your line (or curve) does a pretty good job of following the data, you should be A-OK.
</span>6. Make sure your data is graphed as large as possible in the space you've been given.<span><span>Let's face it, you don't like looking at little tiny graphs. Your teacher doesn't either. If you make large graphs, you'll find it's easier to see what you're doing, and your teacher will be lots happier.</span>
</span><span>So, those are the steps you need to follow if you're going to make a good graph in your chemistry class. I've included a couple of examples of good and bad graphs below so you know what these things are supposed to look like.</span>
1)Identify the atoms that are participating in a covalent bond.
2)Draw each atom by using its element symbol. The number of valence electrons is shown by placing up to two dots on each side of the element symbol, with each dot representing a single valence electron.
3)Predict the number of covalent bonds each atom will make using the octet rule.
4)Draw the bonding atoms next to each other, showing a single covalent bond as either a pair of dots or a line representing a shared valence electron pair. If the molecule forms a double or triple bond, use two or three lines to represent the shared electron pairs, respectively.
Answer:
<span>Formula New Combination Predicted Formula
</span>
NaCl potassium + chlorine KCl
AlCl₃ aluminum + fluorine AlF₃
CO₂ tin + oxygen SnO₂
MgCl₂ calcium + bromine CaBr₂
HCl cesium + iodine CsI
<span>
CCl₄ silicon + bromine SiBr₄</span>
Explanation:
1) The question is incomplete. The first part is missing.
This is the first part of the question.
<span>Applying
the principle that the elements of a particular column in the Periodic
Table share the same chemical properties, complete the following chart.
The first one has been done for you.
</span>
2) This is the given chart:
<span>Formula New Combination Predicted Formula
</span>
Cu₂O silver + oxygen Ag₂O ← this is the example.
NaCl potassium + chlorine
<span>
AlCl₃ aluminum + fluorine </span>
CO₂ tin + oxygen
<span>
MgCl₂ calcium + bromine </span>
<span>
HCl cesium + iodine </span>
<span>
CCl₄ silicon + bromine
</span>
3) This is how you find the new formula to complete the chart.
i) NaCl potassium + chlorine
Since potassium is in the same group of sodium, you predict that in the new formula Na is replaced by K giving KCl.
ii) AlCl₃ aluminum + fluorine
Since fluorine is in the same group that Al, then you predict that in the new formula Cl is replaced by F leading to AlF₃
iii) CO₂ tin + oxygen
Since tin is in the same group that C, you predict that in the new formula C is replaced by Sn leading to SnO₂
iv) MgCl₂ calcium + bromine
Since calcium is in the same group that Mg, and bromine is in the same group that Cl, you predict thea in the new formula calcium replaces Mg and bromine replaces Cl, leading to CaBr₂
v) HCl cesium + iodine
Since H is in the same column that cesium and Cl is in the same colum that iodine, you predict that in the new formula Cs replaces H and I replaces Cl leading to: CsI
<span>
vi) CCl₄ silicon + bromine
</span>
Since silicon is in the same column that C and bromine is in the same column that Cl, you predict that in the new formula Si replaces C and Br replaces Cl, leading to SiBr₄
