Answer:
D. chlorine, oxygen, nitrogen, hydrogen.
Explanation:
- Thomas Graham found that, at a constant temperature and pressure the rates of effusion of various gases are inversely proportional to the square root of their masses.
<em>ν ∝ 1/√M</em>
where ν is the rate of effusion and M is the atomic or molecular mass of the gas particles.
- The molecular mass for the listed gases are:
O₂: 32.0 g/mol,
Cl₂: 70.906 g/mol,
N₂: 28.0 g/mol,
H₂: 2.0 g/mol.
- Hence, the smallest molecular mass of the gas, the fastest rate of effusion.
So, the order from the slowest to the fastest rate of effusion is:
<em>Chlorine, oxygen, nitrogen, hydrogen.</em>
Answer: The osmotic pressure of a solution is 53.05 atm
Explanation:
To calculate the concentration of solute, we use the equation for osmotic pressure, which is:
Or,
where,
= osmotic pressure of the solution = ?
i = Van't hoff factor = 1 (for non-electrolytes)
Mass of solute (methanol) = 22.3 g
Volume of solution = 321 mL
R = Gas constant = 
T = temperature of the solution = ![25^oC=[273+25]=298K](https://tex.z-dn.net/?f=25%5EoC%3D%5B273%2B25%5D%3D298K)
Putting values in above equation, we get:
Hence, the osmotic pressure of a solution is 53.05 atm
An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
YOU SHOULD PUT IT IN YOUR OWN WORDS THOUGH <3
Color change bubbles and i think dissolving
