1070 hours.
1 mole of iron-59 would mass 59 grams, so 0.133 picograms would be 0.133x10^-12 / 59 = 2.25x10^-15 moles of iron-59. Multiplying by Avogadro's number, we can determine the number of atoms of iron-59 we have, so: 2.25x10^-15 * 6.02214x10^23 = 1.35x10^9
Since we have 242 decays over a period of 1 second, we can divide the
number of atoms left by the original number of atoms
(1350000000 - 242)/1350000000
= 1349999758/1350000000
= 0.999999820740741
And calculate the logarithm to base 2 of that quotient.
ln(0.999999820740741)/ln(2)
= -1.79259275281191x10^-7/0.693147180559945
= -2.58616467481524x10^-7
The reciprocal of this number will be the half life in seconds. So
-1/2.58616467481524x10^-7
= -3866729.79388461
And dividing by 3600 (number of seconds in an hour) will give the half-life in
hours.
-3866729.79388461 / 3600 = -1074.091609
So the half life in hours to 3 significant figures is 1070 hours.
Dividing that figure by 24 gives a half life of 44.58 days which is in pretty close agreement to the official half-life of 44.495 days for iron-59.
Answer:
This is hard for me also but I am trying to find out answer
Explanation:
Please mark me as brainlist.
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:
They all have the same fundamental properties of reflection
