<h3>Further explanation
</h3>
Given
Atomic symbol
Required
Atomic composition
Solution
Atomic number = number of protons = number of electrons
Mass Number (A) is the sum of protons and neutrons
Number of protons and Number of Neutrons in nucleus
Number of electrons in the shell
From the picture:
protons = 3
neutrons = 4
electrons = 3
atomic number = protons = electrons = 3
mass number = protons + neutrons = 3+4 = 7
Carbonated drinks have the air under pressure so that carbon bubbles are forced into the drink, keeping it carbonated. So when you open a can, the air under pressure in the can comes out of the can at a high speed, making a "whooshing" sound. The gas law that applies to this concept is the Boyle's Law (PV=k or P1V1=P2V2).
Answer:
upward (F=ma if f is up a is up)
Answer:
atomic number of Be =4
electronic configuration :1s²2s²
but for Be2+ atomic number = 4-2 =2
electronic configuration : 1s²
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.
