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1 year ago

6

."A ternary covalent compound consists of 3 types of nonmetallic elements in its chemical formula." Which is NOT an example of a

ternary covalent compound ? A. Ozone (03)
B. Sucrose (C12H22011)
C. Carbonic acid (H2C03)
D. Ammonium sulfide (NH4)2s

1 answer:

muminat1 year ago

3 0

The answer is a hope this helps

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Plot your values of ln(Ksp) vs. 1/T and find the slope and y-intercept of the best fit line. Use the equation for the best fit l

labwork [276]

Answer:

a) The slope of the line of best fit plot = -12629.507

b) ΔH∘ = 105 kJ

c) Intercept of the line of best fit plot = 39.099

d) ΔS∘ = 325.1 J/K

e) Option A is correct.

Solubility will increase as temperature increases, because as T increases the (−ΔH∘/RT) term becomes smaller therefore K will get larger.

f) Option D is correct. All of the options are correct.

Explanation:

The complete question is presented in the first attached image to this question. This complete question has the data readings required to plot the graph.

The second attached image has the plotted graph and the regression analysis to obtain the line of best fit.

The equation of the line of best fit obtained is

y = -12629.507x + 39.099

Comparing the given expression for the question with the equation of a straight line

ln (K) = (−ΔH∘/RT) + (ΔS∘/R)

y = mx + c

y = In K

Slope = m = (−ΔH∘/R)

x = (1/T)

Intercept = c = (ΔS∘/R)

So, to answer the question now

a) The slope of the line of best fit plot = -12629.507

b) Slope = (−ΔH∘/R)

(−ΔH∘/R) = -12629.507

But R = molar gas constant = 8.314 J/mol.K

ΔH∘ = 12629.507 × 8.314 = 105,001.721198 J = 105,002 J = 105 kJ

c) Intercept of the line of best fit plot = 39.099

d) Intercept = (ΔS∘/R)

(ΔS∘/R) = 39.099

ΔS∘ = 39.099 × 8.314 = 325.069086 J/K = 325.1 J/K

e) Do you expect the solubility of Borax to increase or decrease as temperature increases?

Solubility will increase as temperature increases, because as T increases the (−ΔH∘/RT) term becomes smaller therefore K will get larger.

f) Why was it necessary to make sure that some solid was present in the main solution before taking the samples to measure Ksp? Select the option that best explains why.

A. To make sure no more sodium borate would dissolve in solution.

B. To ensure the dissolution process was at equilibrium.

C. To make sure the solution was saturated with sodium and borate ions.

D. All of the above

Hope this Helps!!!

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3 years ago

Fog is an example of a

Crank

Answer:

colloidal system liquid dispersed in gas.

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3 years ago

Rank the ions in order of increasing basicity: CH3NH-, CH3CH2-, CH30-

Alexxx [7]

In order to find out the ranking of ions basicity, check the pKa values of each ions. The principle that you need to remember is that the stronger the acid the weaker the corresponding conjugate base. The pKa dictates acid value of the compound. The answer would be CH3NH, CH3O-, and CH3CH2-.

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3 years ago

Feliz [49]

Answer:

9

Explanation:

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2 years ago

Explain what happens to the light ray when above and below the line are both water

IceJOKER [234]

<>"Refraction is the bending of the path of a light wave as it passes from one material into another material. The refraction occurs at the boundary and is caused by a change in the speed of the light wave upon crossing the boundary. The tendency of a ray of light to bend one direction or another is dependent upon whether the light wave speeds up or slows down upon crossing the boundary. The speed of a light wave is dependent upon the optical density of the material through which it moves. For this reason, the direction that the path of a light wave bends depends on whether the light wave is traveling from a more dense (slow) medium to a less dense (fast) medium or from a less dense medium to a more dense medium. In this part of Lesson 1, we will investigate this topic of the direction of bending of a light wave.

Predicting the Direction of Bending

Recall the Marching Soldiers analogy discussed earlier in this lesson. The analogy served as a model for understanding the boundary behavior of light waves. As discussed, the analogy is often illustrated in a Physics classroom by a student demonstration. In the demonstration, a line of students (representing a light wave) marches towards a masking tape (representing the boundary) and slows down upon crossing the boundary (representative of entering a new medium). The direction of the line of students changes upon crossing the boundary. The diagram below depicts this change in direction for a line of students who slow down upon crossing the boundary.

On the diagram, the direction of the students is represented by two arrows known as rays. The direction of the students as they approach the boundary is represented by an incident ray (drawn in blue). And the direction of the students after they cross the boundary is represented by a refracted ray (drawn in red). Since the students change direction (i.e., refract), the incident ray and the refracted ray do not point in the same direction. Also, note that a perpendicular line is drawn to the boundary at the point where the incident ray strikes the boundary (i.e., masking tape). A line drawn perpendicular to the boundary at the point of incidence is known as a normal line. Observe that the refracted ray lies closer to the normal line than the incident ray does. In such an instance as this, we would say that the path of the students has bent towards the normal. We can extend this analogy to light and conclude that:

Light Traveling from a Fast to a Slow Medium

If a ray of light passes across the boundary from a material in which it travels fast into a material in which travels slower, then the light ray will bend towards the normal line.

The above principle applies to light passing from a material in which it travels fast across a boundary and into a material in which it travels slowly. But what if light wave does the opposite? What if a light wave passes from a material in which it travels slowly across a boundary and into a material in which it travels fast? The answer to this question can be answered if we reconsider the Marching Soldier analogy. Now suppose that the each individual student in the train of students speeds up once they cross the masking tape. The first student to reach the boundary will speed up and pull ahead of the other students. When the second student reaches the boundary, he/she will also speed up and pull ahead of the other students who have not yet reached the boundary. This continues for each consecutive student, causing the line of students to now be traveling in a direction further from the normal. This is depicted in the diagram below.

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3 years ago