Answer:
Explanation:
Oxygen molecules and Nitrogen molecules forms in a very similar way. The attraction between particles of oxygen is great due to its very high electronegativity value. Oxygen has a higher electronegative value compared to nitrogen.
Electronegativity of an atom is the relative tendency with which atoms of an element attracts valence electrons in a chemical bond. Valence electrons are used in forming chemical bonds. They can be transferred from one atom to the other or they can be shared.
Oxygen is the second most electronegative atom on the periodic table. To form a bond, it shares the valence electrons in order for its octet to be complete. Pull for the valence electrons between the contributing atoms is very strong due to their large electronegative values. This pull is stronger compared to that between nitrogen atoms.
There are three types of muscle, skeletal or striated, cardiac, and smooth. Muscle action can be classified as being either voluntary or involuntary. Cardiac and smooth muscles contract without conscious thought and are termed involuntary, whereas the skeletal muscles contract upon command.
Answer:
C. A series circuit has only one loop and a parallel circuit has two or more loops for the current to flow through
Explanation:
A circuit that are made of one loop is called series circuit. On the other hand, the parallel circuit has at least two loops. The circuit type has nothing to do with open or closed circuit.
If any part of the series circuit got cut, the current will stop flowing since there is only one loop. A parallel circuit has more loop so the circuit might still work even if a part of the circuit got cut.
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>
