Answer: Elements in Group 2
Explanation: The periodic table was arranged by Dmitri Mendeleev specifically around similarites in their chemical behaviors. He found that as atomic number increases, at some point an element starts to react in a manner similar to a previous one. When that happened, he would place the larger element under the smaller one, and eventually noticed a periodicity in the table. Elements in a column (Groups) had similiar chemical properties. We know today that these similarities are due to the electron configuration, and that these configurations repeat themselves. He left gaps in the table when he could find an existing element with properties similar to others in that group. I big leap of faith, but it worked. Elements for those missing boxes were eventually discovered.
The atomic number is the total number of protons in the nucleus. The mass number is the total number of particles in the nucleus. That includes the neutrons and the protons. So, the atomic number is 31. When you look at the element on the periodic table with a designated atomic number of 31, that would be Gallium, with a symbol of Ga. Mass number is 31 + 36 = 67. So, the answer is A.
Answer: okay, girl I got you . Chemical.
Nuclear.
Thermal.
Electromagnetic. The Electromagnetic Spectrum. The electromagnetic (EM) spectrum is the range of all types of EM radiation. Radiation is energy that travels and spreads out as it goes – the visible light that comes from a lamp in your house and the radio waves that come from a radio station are two types of electromagnetic radiation. This lesson will introduce electricity as the flow of electrons. In some cases, electricity can be the flow of positive charges or both positive and negative charges. This lesson will focus on the more typically defined flow of electrical current as that of electrons. Students should have some basic knowledge of atoms and their structure. However, as part of their online readings, students will investigate the basics of atomic structure (nucleus, protons, neutrons, electrons). Thus, this lesson provides a good opportunity to clarify misconceptions about atoms and to ensure that all students understand basic atomic structure. According to the Benchmarks for Science Literacy, students of all ages show a wide range of beliefs about the nature and behavior of particles. They lack an appreciation of the very small size of particles; attribute macroscopic properties to particles; believe there must be something in the space between particles; have difficulty in appreciating the intrinsic motion of particles in solids, liquids, and gases; and have problems in conceptualizing forces between particles. This misconception is important to keep in mind when talking about electricity as the flow of electrons. Students may think that the electrons are in the copper wire and not the copper atoms that make up the wire. It is important to stress this point with students so that they develop an understanding that substances are composed of atoms, rather than atoms residing as a separate entity within substances.
Explanation: hope this helped and please mark me brainiest.
Theoretical Yield of this reaction is
59.34 g. Following is the solution,
Llowing certain substances to pass through it but not others, especially allowing the passage of a solvent but not of certain solutes.
