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daser333 [38]
3 years ago
15

What is the formula used to calculate the heat required to warm or cool one phase of matter

Chemistry
1 answer:
Ronch [10]3 years ago
4 0

Answer:

SPECIFIC HEAT CAPACITY

Explanation:

Q = MC DELTA T

q = heat

c = specific heat

T = temperature ( final - initial )

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A permanent magnet can affect:
ruslelena [56]

A. both permanent magnets and electromagnets.

Explanation:

A permanent magnet can affect and attract any other permanent magnet and even electromagnet.

They also affect any magnetic materials especially metals that can be magnetized.

In the vicinity of such substances, an attractive or repulsive force sets in and they both interact in the presence of the force field in place.

Permanent magnets cannot magnetize non-magnets.

An electromagnet is a magnet produced by the passage of electric current through a wire wound round a metallic core.

learn more:

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The amount of matter in an object is its
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The amount of matter in an object is its Mass...

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What effect does cutting down forests have on the carbon dioxide levels in the atmosphere?
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3 years ago
Draw the Lewis structures of the molecules below and use them to answer the following questions:
Gnesinka [82]

Answer:

If NO₂ molecule written is for Nitrogen dioxide, then, four of the five molecules presented above have no dipole moment and only one of the five molecules, Ozone (0₃), has a dipole moment.

But if the NO₂ molecule is for nitrite ion, NO₂⁻, then three out of the five molecules presented have no dipole moment and only the Nitrite ion, NO₂⁻, and Ozone, 0₃, have dipole moments.

Explanation:

- The Lewis Structure for the molecules are drawn in the image attached to this answer.

The bond dipole moment uses the idea of electric dipole moment to measure the polarity of a chemical bond within a molecule. It occurs whenever there is a separation of positive and negative charges. Polarity occurs due to differences in electronegativity.

1) Browne or Trihydridoboron, BH₃ - No dipole moment in the molecule.

Each B-H bond in BH₃ is polar/forms a dipole because the B and H atoms have different electronegativities. But, the shape of the molecule is trigonal planar which is symmetrical, so the dipoles/bond polarities cancel. The resulting BH₃ molecule is non-polar.

2)Nitrogen dioxide, NO₂ has no dipole moment.

Nitrite ion, NO₂⁻ -> Has a dipole moment.

There are two NO₂ molecules, the Nitrogen dioxide molecule is linear and has no dipole moment, but the NO₂⁻ ion is a polar molecule. The geometry of the molecule is bent because of a non-bonding pair of electrons. The bent geometry causes the polarity and subsequent dipole moment.

3) Sulfur hexafluoride, SF₆ - no dipole moment.

Sulfur hexafluoride, abbreviated as SF₆, is a nonpolar molecule. SF₆ has an octahedral molecular geometry, which means that the sulfur molecule has six fluorine atoms surrounding it. While each individual bond is polar, there is no net effect as symmetrical nature of this octahedral molecular structure means the dipole moments all cancel out, meaning that the molecule is nonpolar.

4) Ozone, O₃ - has a dipole moment.

O₃ is polar because there are 18 valence electrons, so the lewis structure would position the central O connected to one single bond and one double bond to connect the other O's. The lone pair on the central O would also mean the molecule was bent, thus making it polar. Therefore, Ozone is a polar molecule with a dipole moment of 0.53 D. The molecule can be represented as a resonance hybrid with two contributing structures, each with a single bond on one side and double bond on the other.

5) Phosphorus pentachloride, PCl₅

PCl₅ has a symmetrical geometry, the vector sum of the dipole moments of the different P-Cl bonds cancel each other. Therefore, the overall dipole moment of PCl₅ becomes 0.

Hope this helps!

6 0
3 years ago
Instructions
ivann1987 [24]

Answer:

I got a 100 with this, sorry if this is not what you want just trying to help

Explanation:

1. This experiment was to find how mass and speed effect KE. This is important because if you were in a situation where you needed something to go higher, you would know to add more or less of mass/speed.  

To test mass, we filled the bean bag with a certain amount of water, then dropped it. After, you recorded how high it made the bean bag go. The same with speed, but same amount in the bottle, just dropped from different heights.  

My hypothesis is when you have more mass, the KE will be greater. This is also the same with speed, if it is dropped from a higher place, the bean bag will launch farther than the last time.  

2. Data I collected from the lab was like my hypothesis explained. When the height of the bottle increased, it made the bean bag go higher than the last. And I tested 4 different masses, 0.125 kg, 0.250kg, 0.375kg and 0.500kg. Each time the bean bag went higher on a larger mass.  

A lot of times on the speed test, the bean bag would go higher than the bottle drop point, but not every time. Also, when it was dropped from the same height each time, some results varied quite a bit, like when it was dropped from 1.28 the results were 1.14 then 1.30 1.30. Mass on the other hand was all in the same number range, only once the numbers were a bit off from each other.  

3.  Some formulas I used were KE= ½ mv^2 and Ht v^2/2g. The first was to calculate the kinetic energy of an object, m=mass v=speed. Second was for finding out what height I needed to drop something to reach a certain speed, Ht=Height and g= Gravitational Acceleration of 9.8 m/s^2.  

I used these to figure out tables that showed relationships between different things like mass and KE or speed and height. The whole time I was doing the lab, my data was going up, when there was more mass/speed there were higher values in the table.  

This means that my hypothesis at the beginning was correct, more of m/s means KE will increase proportionally because they are all linear. I found it surprising when the bean bag height went over the water bottle drop mark.  

4.     To conclude, my hypothesis matched my data. The data values went up when more mass or speed was added. This means if I were in a situation where I needed more kinetic energy for something, I would know to increase mass or the speed of the object giving it energy.  

The reason that this hypothesis is correct is when you have more mass, you have more energy. So, when you drop let's say a baseball, it isn’t that heavy so it would only launch the bean bag so far. But a bowling ball is very heavy and has lots of energy when falling because of that, it would make the bean bag go very high.  

To make this experiment better, I would use a smoother material for the lever so energy wouldn’t be lost by friction from wood rubbing together. Also, maybe a scanner or video camera to more accurately record how far the bean bag went. All of these would help the lab get more precise results, maybe they could be used in a future lab.

8 0
3 years ago
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