Answer:
The concentration of acetic acid in the vinegar is 7,324 (%V/V)
Explanation:
The titration equation of acetic acid with NaOH is:
NaOH + CH₃COOH → CH₃COO⁻Na⁺ + H₂O
The moles required were:
1,024M×0,02500L = <em>0,02560 moles NaOH. </em>These moles are equivalent (By the titration equation) to moles of CH₃COOH. As molar mass of CH₃COOH is 60,052g/mol, the mass in these moles of CH₃COOH is:
0,02560 moles CH₃COOH×
= <em>1,537g of CH₃COOH</em>
As density is 1,01g/mL:
1,537g CH₃COOH×
= <em>1,522mL of CH₃COOH</em>
<em />
As volume of vinegar in the sample is 20,78mL, the concentration of acetic acid in the vinegar is:
×100= <em>7,324 (%V/V)</em>
<em />
I hope it helps!
Mg: [Ne] 3s2. The second ionization energy of Mg is larger than the first because it always takes more energy to remove an electron from a positively charged ion than from a neutral atom. The third ionization energy of magnesium is enormous, however, because the Mg2+ ion has a filled-shell electron configuration.
Answer:
Explanation:
Hello,
In this case, for the given reaction at equilibrium:
We can write the law of mass action as:
![Keq=\frac{[CH_3OH]}{[CO][H_2]^2}](https://tex.z-dn.net/?f=Keq%3D%5Cfrac%7B%5BCH_3OH%5D%7D%7B%5BCO%5D%5BH_2%5D%5E2%7D)
That in terms of the change 
due to the reaction extent we can write:
![Keq=\frac{x}{([CO]_0-x)([H_2]_0-2x)^2}](https://tex.z-dn.net/?f=Keq%3D%5Cfrac%7Bx%7D%7B%28%5BCO%5D_0-x%29%28%5BH_2%5D_0-2x%29%5E2%7D)
Nevertheless, for the carbon monoxide, we can directly compute as shown below:
![[CO]_0=\frac{0.45mol}{1.00L}=0.45M\\](https://tex.z-dn.net/?f=%5BCO%5D_0%3D%5Cfrac%7B0.45mol%7D%7B1.00L%7D%3D0.45M%5C%5C)
![[H_2]_0=\frac{0.57mol}{1.00L}=0.57M\\](https://tex.z-dn.net/?f=%5BH_2%5D_0%3D%5Cfrac%7B0.57mol%7D%7B1.00L%7D%3D0.57M%5C%5C)
![[CO]_{eq}=\frac{0.28mol}{1.00L}=0.28M\\](https://tex.z-dn.net/?f=%5BCO%5D_%7Beq%7D%3D%5Cfrac%7B0.28mol%7D%7B1.00L%7D%3D0.28M%5C%5C)
![x=[CO]_0-[CO]_{eq}=0.45M-0.28M=0.17M](https://tex.z-dn.net/?f=x%3D%5BCO%5D_0-%5BCO%5D_%7Beq%7D%3D0.45M-0.28M%3D0.17M)
Finally, we can compute the equilibrium constant:
Best regards.
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.
