Explanation:
It is known that the relation between pH and 
is as follows.
pH = ![pK_{a} + log \frac{[salt]}{[acid]}](https://tex.z-dn.net/?f=pK_%7Ba%7D%20%2B%20log%20%5Cfrac%7B%5Bsalt%5D%7D%7B%5Bacid%5D%7D)
and, 
Hence, first we will calculate the value of as follows.
= 
= 4.75
Now, we will calculate the value of pH as follows.
pH = ![pK_{a} + log \frac{[\text{sodium acetate}]}{\text{acetic acid}}](https://tex.z-dn.net/?f=pK_%7Ba%7D%20%2B%20log%20%5Cfrac%7B%5B%5Ctext%7Bsodium%20acetate%7D%5D%7D%7B%5Ctext%7Bacetic%20acid%7D%7D)
= 
= 4.75 + (-0.677)
= 4.07
Therefore, we can conclude that the pH of given solution is 4.07.
Answer:
Bonds basically differs with each other due to sharing of electrons .
Explanation:
There are majorly three kinds of bonds
1. Ionic bonds which forms due to an element donate an electron to another element completely .
2. covalent bonds which forms with the mutual sharing of electrons b/w two atoms .
3. metallic bonds which forms b/w metals & they share electrons due to electron negativity difference b/w two atoms or elements
An electron carries a negative power to the atom. in each atom, the amount of protons and electrons are usually evened out so the atom is stable. the electrons of an atom are also found on the outside ring of an atom, unlike protons and neutrons, which are inside the atom. glad to help! :)
Density= mass/volume
volume=mass/density
volume= 40.0g/1.114g per mL
volume= 35.90664273 mL
volume = 35.9 mL
This lesson is the first in a three-part series that addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe water as it changes state. It is important to note that students at this level "...should become familiar with the freezing of water and melting of ice (with no change in weight), the disappearance of wetness into the air, and the appearance of water on cold surfaces. Evaporation and condensation will mean nothing different from disappearance and appearance, perhaps for several years, until students begin to understand that the evaporated water is still present in the form of invisibly small molecules." (Benchmarks for Science Literacy<span>, </span>pp. 66-67.)
In this lesson, students explore how water can change from a solid to a liquid and then back again.
<span>In </span>Water 2: Disappearing Water, students will focus on the concept that water can go back and forth from one form to another and the amount of water will remain the same.
Water 3: Melting and Freezing<span> allows students to investigate what happens to the amount of different substances as they change from a solid to a liquid or a liquid to a solid.</span>
