Movement from place to palce
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>
Answer:
No
Explanation:
It is not correct to say that an object with the largest volume has the largest mass.
Mass and volume are not directly related. In fact, the relationship between them can be direct or inverse.
Mass is the amount of matter in a substance. Volume is the space a body occupies.
- A balloon and a stone for example is a typical one.
- A balloon has more volume but far lesser mass compared to a stone.
- A stone, gravel sized has low volume but more massive than a balloon.
Therefore, it is wrong to say a balloon has more mass because it has more volume.
Adding (S2O3)2- would affect the reaction mechanism that involves this ion. From the reaction mechanism given above, the equilibrium of step 2 would be affected. Adding the stock solution of (S2O3)2- would shift the equilibrium to the right thus making more products of the said mechanism. Also, the reaction rate of this step would occur faster than the original rate. This is based on Le Chatelier's Prinicple which states that a corresponding change would happen to the equilibrium of a reaction when pressure, concentration of the substances or temperature is changed. So, that after the addition, a color change would appear immediately because I3- would be removed slowly from solution, and would therefore be able to react with starch.
Xylene moles =\frac{17.12}{106.16×1000}=0.00016moles=
106.16×1000
17.12
=0.00016moles
Moles of CO_2 =\frac{56.77}{44.01×1000}=0.0013CO
2
=
44.01×1000
56.77
=0.0013
Moles of H_2O= =\frac{14.53}{18.02×1000}=0.0008H
2
O==
18.02×1000
14.53
=0.0008
Moles ratios
\frac{0.0013}{0.0008}=1.625
0.0008
0.0013
=1.625
\frac{0.0008}{0.0008}=1
0.0008
0.0008
=1
Hence molecular fomula
The empirical formula is C 4H 5.
The molecular formula C8H10
