Answer:
- 1 mole of carbon disulfide gas at 273 K and 40 L
- 1 mol of chlorine gas at 273 K and 40 L
- 1 mol of neon gas at 273 K and 40 L
- 1 mol of neon gas at 273 K and 20 L
- 1/2 mol of neon gas at 273 K and 20 L
- 1/2 mol of neon gas at 100 K and 20 L
- 1/2 mol of liquid neon at 100 K
Explanation:
Entropy is the measure of disorder or randomness in a closed system. Its an extensive property of a thermodynamic system
The following points must be considered when ranking the systems according to their entropy:
- The entropy of gases are highest than liquids or solid. And entropy of liquid is higher than solid. That is because gas has more microstate thus have the highest entropy.
- Entropies of large complicated molecules are greater than those of smaller, simpler molecules. Because larger molecules have more disorder because of the greater number of ways they can be move around in three dimensional space.
- highest temperature and highest volume will lead to greatest entropy
- 1 mole of any substance will have greater entropy than 1/2 mole of that same substance
Answer:
A
Explanation:
A salad with lettuce, cheese, seeds, tomatoes, broccoli, and other vegetables is an example of a heterogeneous mixture.
Milk is not mixed with anything so that is incorrect
River water is mixed in with dirt and minerals so this one is incorrect
Beach sand is incorrect because you can see colored particles.
Answer:
0.20 mol
Explanation:
Let's consider the reduction of iron from an aqueous solution of iron (II).
Fe²⁺ + 2 e⁻ ⇒ Fe
The molar mass of Fe is 55.85 g/mol. The moles corresponding to 5.6 g of Fe are:
5.6 g × 1 mol/55.85 g = 0.10 mol
2 moles of electrons are required to deposit 1 mole of Fe. The moles of electrons required to deposit 0.10 moles of Fe are
0.10 mol Fe × 2 mol e⁻/1 mol Fe = 0.20 mol e⁻
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>