Create a new name for Jupiter then explain its meaning.

A student wants to prepare a solution of cobalt(II) fluoride with a known molarity.

swat32

Answer:

$\large \boxed{\text{1.52 g}}$

Explanation:

1. Calculate the moles of CoF₂ needed

$n = \text{0.100 L} \times \dfrac{\text{0.157 mol}}{\text{1 L}} = \text{0.0157 mol}$

2. Calculate the mass of CoF₂

$m = \text{0.0157 mol} \times \dfrac{\text{96.93 g}}{\text{1 mol}} = \text{1.52 g}\\\\\text{ The student must measure out $\large \boxed{\textbf{1.52 g}}$ of cobalt(II) fluoride}$

5 0

3 years ago

If the condition change such that there are 4 mil at 4 atm and at 270 K, what is the new volume?

Juli2301 [7.4K]

Answer:

Increases in temperature tend to decrease density since volume will generally increase. There are exceptions however, such as water's density increasing between 0°C and 4°C. Below is a table of units in which density is commonly expressed, as well as the densities of some common materials.

Explanation:

6 0

3 years ago

Sarah measures out 151 grams of SO2. How many moles is this? Express your answer to three significant figures.

Anna11 [10]

Answer:

$\boxed {\boxed {\sf 2.36 \ mol \ SO_2}}$

Explanation:

We are asked to convert grams to moles. We will use the molar mass and dimensional analysis to perform this conversion.

<h3>1. Molar Mass</h3>

The molar mass is the mass of 1 mole of a substance. These values are found on the Periodic Table because they are equivalent to the atomic masses, but the units are grams per mole instead.

We are given a mass of sulfur dioxide (SO₂). Look up the molar masses of the individual elements.

Sulfur (S): 32.07 g/mol
Oxygen (O): 15.999 g/mol

Notice that the formula of the compound contains a subscript. The subscript after O means there are 2 moles of oxygen in 1 mole of sulfur dioxide. We must multiply oxygen's molar mass before adding sulfur's.

O₂: 15.999 * 2 = 31.998 g/mol
SO₂= 32.07 + 31.998 = 64.068 g/mol

<h3>2. Convert Grams to Moles </h3>

Now we will use dimensional analysis to convert grams to moles. From the molar mass, we know there are 64.068 grams of sulfur dioxide per mole, so we can set up a ratio.

$\frac {64.068 \ g \ SO_2} {1 \ mol \ SO_2}$

We are converting 151 grams to moles, so we multiply by this value.

$151 \ g \ SO_2 *\frac {64.068 \ g \ SO_2} {1 \ mol \ SO_2}$

Flip the ratio so the units of grams of sulfur dioxide cancel.

$151 \ g \ SO_2 *\frac {1 \ mol \ SO_2}{64.068 \ g \ SO_2}$

$151 *\frac {1 \ mol \ SO_2}{64.068 }$

$\frac {151}{64.068 } \ mol \ SO_2$

$2.356870825 \ mol \ SO_2$

<h3>3. Round </h3>

The original measurement of grams (151) has 3 significant figures, so our answer must have the same. For the number we calculated, that is the hundredth place. The 6 in the thousandth place tells us to round the 5 in the hundredth up to a 6.

$2.36 \ mol \ SO_2$

151 grams of sulfur dioxide is approximately <u>2.36 moles of sulfur dioxide.</u>

8 0

3 years ago

Mrs. DeFord wanted to know whether or not her students would do better on a quiz if she promised them candy.

marta [7]

Answer:

a.) Independent Variable: # of candy bars promised to each group

[ The Independent Varaiable is what you change in the experiment]

b.) Dependent Variable: Quiz Scores

[ The Dependent Variable is what you're testing in the experiment; what the experiment should affect]

c.) Constant(s): Same Quiz, same number of gender kids in each group, same age kids in each group, same ability, and same background. [and same time, I'm assuming.]

[Constants are what you keep the same in the experiment; what you're not changing.]

d.) Testable Question: Will promising kids candy make them do better on tests and quizzes? [or something along this lines of this]

[The Testable Question is what you're trying to find out in the experiment]

e.) Hypothesis: The more candy the students were promised, the better results Mrs. DeFord would get from them.

[The Hypothesis is what the person performing the experiment expects will happen; an educated guess]

f. Formal Conclusion: Data shows that kids who were promised more candy had a better average than kids who were promised less candy/none. Mrs. DeFord's hypothesis was correct, since she assumed the more candy the students were promised, the better they would do on the quiz.

[The Formal Conclusion is what you have learned from the experiment, and wether or not the hypothesis was correct or not.]

I hope this helps! :)

6 0

4 years ago

Read 2 more answers

What are the physical properties of the cookie/cracker? List 3 or more.

Ostrovityanka [42]

Answer

cookie

shape:circle

texture: bumpy rough on side

color:brown

size: bigger than a quarter

Explanation:

I cant see it so just describe the color shape size texture

6 0

3 years ago

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