C) burette
we just did a titration lab in class :)
Answer:
option B= Al, Ga and In
Explanation:
Properties of Boron group:
- These elements are belongs to boron group which is thirteen group of periodic table. There are six elements are in this group boron, aluminium, gallium, indium, thallium and nihonium.
- They are also called p-block elements because their valance electrons are present in p subshell.
- All these elements have three valance electrons.
- Boron is metalloid while other elements are metals.
- Their oxidation state is +3 because of tendency to lose three valance electrons and create positive charge.
- Their atomic sizes increases down the group with increase of atomic number.
- Their ionization energies decreases down the group because of increase of atomic radius and ease of removing of electrons.
I think A but if it’s wrong I’m sorry ❤️
<span>An element belonging to the halogen family would be expected to have a large ionization energy and a large electron affinity.
Flourine, Chlorine, Bromine, Iodine and astatine are the elements that belongs to the halogen family and mostly they have high values of ionization energy.
The amount of energy released when an electron is added to an atom or molecule to form a negative ion or anion is electron affinity.</span>Chlorine from this family has highest electron affinity.
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>
