I think it’s C. , C. Should be right because the red jacket is absorbing the light
This is because stronger intermolecular bonds require more energy to break. As this energy is supplied in the form of heat when boiling, substances with stronger bonds will have a higher boiling point. The order of strength of intermolecular forces is; London dispersion forces < dipole-dipole<span> < </span><span>Hydrogen bonding</span>
Answer:
9.24% the percent of Mg in the mixture.
Explanation:
Mass of silver bromide = 1.1739 g
Moles of silver bromide = 
1 mole of AgBr has 1 mole of bromine atom.Then 0.006244 moles AgBr has 0.006244 mole bromine atom.
Moles of bromine atoms = 0.006244 moles
Magnesium bromide has 2 moles of bromine atom.Then 0.006244 moles of bromine atoms will be in :
Magnesium bromide has 1 mole magnesium atom, then 0.003122 moles of magnesium bromide will have :
magnesium atom
Mass of 0.003122 moles of magnesium :
0.003122 mol × 24 g/mol = 0.07493 g
Mass of the sample = 0.8107 g
Percentage of magnesium in the sample ;
9.24% the percent of Mg in the mixture.
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.
YOU SHOULD PUT IT IN YOUR OWN WORDS THOUGH <3
