Answer:
a) Li2CO3
b) NaCLO4
c) Ba(OH)2
d) (NH4)2CO3
e) H2SO4
f) Ca(CH3COO)2
g) Mg3(PO4)2
f) Na2SO3
Explanation:
a) 2Li + CO3 ↔ Li2CO3
b) NaOH * HCLO4 ↔ NaCLO4 + H2O
c) Ba + 2H2O ↔ Ba(OH)2 +
d) 2NH4 + H2CO3 ↔ (NH4)2CO3 + H2O
c) SO2 + NO2 +H2O ↔ H2SO4 + NOx
f) 2CH3COOH + CaO ↔ Ca(CH3COOH)2 + H2O
g) 3MgO + 2H3PO4 ↔ Mg3(PO4)2 + H2O
h) NaOH + H2SO3 ↔ Na2SO3 + H2O
<h3>
Answer:</h3>
The total concentration of ions in a 0.75 M solution of HCl is 1.5 M
That is; 0.75 M H⁺ and 0.75 M Cl⁻
<h3>
Explanation:</h3>
- Concentration or molarity is the number of moles of a compound or an ion contained in one liter of solution. It is measured in moles per liter (M).
- The concentration of ions making a compound is determined by the ratio of moles of the compound and the constituents ions.
- For instance, HCl dissociates to give H⁺ and Cl⁻
HCl(aq) → H⁺(aq) + Cl⁻(aq)
- Therefore, since the mole ratio between HCl and the constituent ions H⁺ and Cl⁻ is 1:1, then 0.75 M of HCl dissociates to give 0.75 M H⁺ and 0.75 m Cl⁻
- Hence the total concentration of ions in a 0.75 M solution of HCl is 1.5 M (0.75 M H⁺ and 0.75 M Cl⁻)
Diffusion is the movement of a substance from an area of high concentration to an area of low concentration . Diffusion happens in liquids and gases because their particles move randomly from place to place . Diffusion is an important process for living things ; it is how substances move in and out of cells .
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Answer:
Beryllium (Be) : 9.01 g/mol
Silicon (Si) : 28.09 g/mol
Calcium (Ca) : 40.08 g/mol
Rhodium (Rh) : 102.91 g/mol
Explanation:
An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
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