Silver-108 has how many protons, neutrons, and electrons

When do you breathe faster? why do you think you breath faster during more vigorous activities?

Annette [7]

Explanation:

As well as bringing oxygen into the body more quickly, this speeds up the process of getting rid of carbon dioxide. Your brain sends out instructions to your body to increase the rate of respiration.

4 0

4 years ago

A food processing plant discharges 40 cfs (cubic feet per second) of process water containing an ultimate BOD (L0) of 25 mg/L an

Feliz [49]

Answer:

The right solution according to the question is provided below.

Explanation:

According to the question,

(a)

The initial conditions will be:

DO = $\frac{(40\times 1.8)+(260\times 7.6)}{40+260}$

= $\frac{2048}{300}$

= $6.826 \ mg/L$

The initial oxygen defict will be:

Do = $8.5-6.826$

= $1.674 \ mg/L$

The initial BOD will be:

Lo = $\frac{(40\times 25)+(260\times 3.6)}{40+260}$

= $\frac{1936}{300}$

= $6.453 \ mg/L$

(b)

The time reach minimum DO:

tc = $\frac{1}{(kr-kd)} ln{(\frac{0.76}{0.61} )[1-\frac{1.674(0.76-0.61)}{0.61\times 6.453} ]}$

= $\frac{1}{0.15}\times ln \ 1.158$

By putting the values of log, we get

= $0.973 \ days$

The distance to reach minimum DO will be:

Xc = $\frac{1.1\times 3600\times 24}{5280}\times 0.973 \ days$

= $18\times 0.973$

= $17.5 \ miles$

8 0

3 years ago

What four elements did the ancient greeks think the world was made of ?

Nezavi [6.7K]

The ancient greeks thought that the earth was composed of earth, water, fire, and air.

Hope this helps you!

5 0

3 years ago

Read 2 more answers

describe a general rule for predicting the motion of an object that is being pushed or pulled by unbalanced forces?

7nadin3 [17]

7th grade activities

Force and Motion

(with Work)

2010-2011

Outline of Topics:

1. Describing Motion: Graphing, Speed and Velocity

2. Describing Motion: Changing Velocity

3. Forces, Their Sizes and Direction

4. Force and Mass

5. Its a grave matter: gravity and inertia

6. Weight and Mass

7. All work and no play: Work and Energy

Appendices

1: 7th Grade Vocabulary Related to Force and Motion

2: Motion Detector Directions

3: Day 1 Graphs with Focus Question at the End

4: Day 1 Data Collection Sheet

5: Day 2 Student Problem Sheet

6: Day 2 Second Set of Problems

7: Day 2 Graphs for is the Velocity Changing

8: Day 3 Student Tables with Questions

9: Day 4 Frame for Science Notebook

10: Day 5 Skateboard Prediction and Actual Sheets

11: Day 6 Data Table

12: Day 7 Student Handout

13: Day 7 Force Arrows

14: Day 8 Data Analysis

15: Uncovering Student Ideas in Physical Science probes

16: National Enquirer advertisements

17: Excerpt from Joy Hakim’s The Story of Science: Newton at the Center, pages 172-183

18: Directions for converting You Tube videos to another media file

First topic: Describing motion

A three-day exercise

Learning goals

Reviewed from 6th grade (day 1):

I can interpret a position versus time line graph to determine types of one-dimensional motion of an object.

I can draw a position versus time line graph given appropriate data.

I can represent changes in motion in a variety of ways, including words, motion arrows, graphs, and by acting out.

(Day 2) I can use the information in a position vs. time graph to determine the speed of an object.

New for 7th grade: I can define velocity.

(Day 3) I can distinguish between speed and velocity.

Topic Word Bank

Speed Motion Velocity Direction Position Graph Distance Vertical Time Horizontal Rate of change Representation Slope Negative Positive

Sequence of Experiences Day 1: Interpretation of a Position/Time Graph Pairs and whole group 10 minutes Day 1: Creation of a Position/Time Graph Lab groups and whole group 25 minutes Day 1: Making Sense of Multiple Representations Whole Group 10 minutes Day 2: Calculating Speed Pairs and whole group 23 minutes Day 2: Differentiating Speed and Velocity Pairs and whole group 18 minutes Day 2: Exit Slip Individually 5 minutes Day 3 Intro Whole class 3 minutes Day 3:Collecting Initial Data In pairs 12 minutes Day 3:Interpreting Data Parts 1 and 2 In pairs, then groups of 4 20 minutes Day 3: Student Challenge Day 3: Class Discussion Whole class 7 minutes Day 4: Intro Day 4:Interpreting Data Parts 3, 4 and 5 Whole class Day 4: Processing Information Individual and Paired Day 4: Class Discussion Whole Class Day 4: Exit Slip Individually 3 minutes

Day 1 Focus Question: What can be learned from different representations of motion?

Materials and Preparation:

For the class:

6 0

3 years ago

Why is the formation of rust, iron oxide, considered a chemical change?

Kipish [7]

It is irreversible involving the arrangement of the atoms.

7 0

3 years ago