Answer: Option (c) is the correct answer.
Explanation:
Generally, when we move from top to bottom in a group then there occur increase in the number of electrons due to which there will also occur increase in the number of shells.
As atomic size is the distance between the nucleus and valence shell of an atom. Hence, more is the number of shells present in an atom more will be its atomic radius.
Thus, we can conclude that the statement atomic radius of elements in a group decreases as you go from top to bottom, is generally FALSE.
Answer:
Explanation:
Following are a few consequences of fossil fuels
1. It causes air pollution.
2. When they are burned, they produce toxic substances which leads to global warming.
3. Waste products are hazardous to public health and environment.
4. They are non - renewable and unsustainable.
5. Drilling fossil fuels is a dangerous process
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Explanation:
mass H2O2 = 55 mL(1.407 g/mL) = 80.85 g
molar mass H2O2 = 2(1.01 g/mol) + 2(16.00 g/mol) = 34.02 g/mol
moles H2O2 = 80.85 g/34.02 g/mol = 2.377 moles H2O2
For each mole of H2O2 you obtain 0.5 mole of O2 (see the equation).
moles O2 = 2.377 moles H2O2 (1 mole O2)/(2 moles H2O2) = 1.188 moles O2
Now, you need the temperature. If you are at STP (273 K, and 1.00 atm) then 1 mole of an ideal gas at STP has a volume of 22.4 L. Without temperature you are not really able to continue. I will assume you are at STP.
Volume O2 = 1.188 moles O2(22.4 L/mole) = 0.0530 L of O2.
which is 53 mL.
An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
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