Answer:
PART A: The LDF occurs between all molecules. Dispersion forces result from shifting electron clouds, which cause weak, temporary dipole.
PART B: Dipole dipole operates only between polar molecules. This is when two polar molecules get near each other and the positively charged portion of the molecule is attracted to the negatively charged portion of another molecule.
PART C: Dipole dipole and in some cases hydrogen bonding operate between the hydrogen atom of a polar bond and a nearby small electronegative atom. Only if the atom bonded to it were F, O or N it would be hydrogen bonding. Otherwise it is dipole dipole.
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>
A. They are the most destructive earthquake waves.
D. They can move in a rolling pattern through rock, like an ocean wave.
Explanation:
Surface waves are seismic waves that cause the most destruction during an earthquake.
Rayleigh waves are known to cause rolling pattern of rocks just like an ocean waves.
- Seismic waves are elastic waves that notably transmits energy.
- They usually accompany earthquakes.
- There are two broad categories of these waves.
- Surface and body waves.
- Seismic surface waves are low frequency and long wavelength waves.
- They travel very close to the surface.
- They are made up of Love and Rayleigh waves.
- Love waves travels laterally in a horizontal fashion.
- Rayleigh waves rolls like ocean waves in the ground.
- The bulk of the destruction caused during an earthquakes is due to these waves.
- They are the last waves to arrive a seismic station
learn more:
Seismograph brainly.com/question/11292835
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Answer:
1) The order of the reaction is of FIRST ORDER
2) Rate constant k = 5.667 × 10 ⁻⁴
Explanation:
From the given information:
The composition of a liquid-phase reaction 2A - B was monitored spectrophotometrically.
liquid-phase reaction 2A - B signifies that the reaction is of FIRST ORDER where the rate of this reaction is directly proportional to the concentration of A.
The following data was obtained:
t/min 0 10 20 30 40 ∞
conc B/(mol/L) 0 0.089 0.153 0.200 0.230 0.312
For a first order reaction:
where :
K = proportionality constant or the rate constant for the specific reaction rate
t = time of reaction
= initial concentration at time t
= final concentration at time t
= concentration at time t
To start with the value of t when t = 10 mins
When t = 20
When t = 30
When t = 40
We can see that at the different time rates, the rate constant of 
all have similar constant values
As such :
Rate constant k = 0.034 min⁻¹
Converting it to seconds ; we have :
60 seconds = 1 min
∴
0.034 min⁻¹ =(0.034/60) seconds
= 5.667 × 10 ⁻⁴ seconds
Rate constant k = 5.667 × 10 ⁻⁴
