<h2>Project Reports</h2>
<h3>A) Mixture</h3>
This refers to the material that is made when different substances mix up physically and causes a reaction.
You can make on the project of Mixture -
- 1) Alloys
- 2)Colloids
- 3) Suspension
- 4) Solution
<h3>B) Compound</h3>
This refers to the chemical bond that holds different atoms tightly
You can make on the project of Compound -
- 1)Water
- 2)Methane
- 3)Carbon Dioxide
- 4) Sulfuric Acid
<h3>C) Elements</h3>
Based on the fact that the atom is the smallest indivisible part of an element, elements like phosphorous cannot be further broken down.
You can make on the project of Elements -
- 1) Mercury
- 2) Iron
- 3) Copper
- 4)Carbon
Read more about mixtures and compounds here:
brainly.com/question/491220
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Answer:
The answer to your question is V2 = 66.7 ml
Explanation:
Data
Volume 1 = V1 = 400 ml
Pressure 1 = P1 = 1 atm
Volume 2 = V2 = ?
Pressure 2 = P2 = 6 atm
Process
1.- To solve this problem use Boyle's law
P1V1 = P2V2
-solve for V2
V2 = P1V1 / P2
-Substitution
V2 = (1)(400) / 6
-Simplification
V2 = 400 / 6
-Result
V2 = 66.7 ml
Answer is: the percent composition of Hg in the compound is 71.5%.
Balanced chemical reaction: Hg + Br₂ → HgBr₂.
m(Hg) = 60.2 g; mass of the mercury.
m(Br₂) = 24.0; mass of the bromine.
m(HgBr₂) = m(Hg) + m(Br₂).
m(HgBr₂) = 60.2 g + 24 g.
m(HgBr₂) = 84.2 g; mass of the compound.
ω(Hg) = m(Hg) ÷ m(HgBr₂) · 100%.
ω(Hg) = 60.2 g ÷ 84.2 g · 100%.
ω(Hg) = 71.5%.
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:
A and B
Explanation:
the other two make no sense at all
