18.There are 799 grams of Bromide in a 10% solution.
19.25g of Bromide is needed to make 250mL of a 10% solution
18.The amount of Bromide in a 10% solution can be calculated by multiplying the concentration (10%) by the total volume (100 mL) of the solution.
10% x 100 mL = 10 mL Bromide
Since 1 mL of Bromide is equal to 79.9 grams, 10 mL of Bromide would be equal to 799 grams.
Therefore, there are 799 grams of Bromide in a 10% solution.
19.To make a 10% solution, 10g of Bromide needs to be dissolved in 100mL of water. Therefore, to make 250mL of a 10% solution, 25g of Bromide needs to be dissolved in 250mL of water.
Mathematically, this can be expressed as:
[tex]10g Bromide * \frac{250mL}{100mL}[/tex][tex]=25g Bromide[/tex]
Thus, 25g of Bromide is needed to make 250mL of a 10% solution.
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a metal ball with a charge of -3 c has three times the surface area of another metal ball to its right carrying a charge of -6 c. the charges are separated by 9 meters. the two charges are brought into contact and then separated by a distance of 5 meters. what is the charge in coulombs on the right ball after contact?
The charges will distribute evenly on the two spheres after contact. The total charge remains the same (-9 Coulombs). The charge on the right sphere will be -4.5 Coulombs after separation.
When two metal spheres with unequal charges are brought into contact, their charge distribution will distribute evenly over the surface of both spheres. The total charge remains constant, since no charge is lost or gained in the process.
In this case, the two spheres have charges of -3 Coulombs and -6 Coulombs, which add up to -9 C. After they are separated, the charge on each sphere will be half the total charge, or -4.5 Coulombs. This distribution of charges occurs due to the movement of electrons, which flow from the sphere with higher charge to the one with lower charge until both spheres have an equal charge distribution and electric potential.
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if you had siblings or parents that you would bring which would it be? brother or sister which or mom or dad which one would you want to be at an important event!! thank you very much
Answer:siblings
Explanation:
how would you compare the deflections of the compass needle in 2 cases what inference can you make based on the observation?
The comparison of deflections in two cases can provide valuable information about the nature and intensity of the magnetic field, which can be used to identify magnetic sources and their characteristics.
The deflection of a compass needle refers to the angle between the direction of the magnetic field and the plane of the compass. The comparison of deflections in two cases can provide valuable insights into the nature and intensity of the magnetic field.
In case 1, if the deflection of the compass needle is small, it indicates that the magnetic field is weak or the field lines are aligned in a direction that is perpendicular to the plane of the compass. In contrast, if the deflection in case 2 is larger, it suggests that the magnetic field is stronger or the field lines are oriented in a direction that is more parallel to the plane of the compass.
Based on this observation, one can make inferences about the presence and characteristics of magnetic sources in the vicinity of the compass. For example, the presence of a large magnetic object like an electromagnet or an iron bar can cause a large deflection in the compass needle, indicating the strong magnetic field. On the other hand, if the deflection is small, it could indicate that the magnetic sources are weak or far away.
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In a continous Series, the average weight. of Some Students is 45kg and the Sum of their weight is 540kg. find the number of students
In a continuous series, some students have average weights of 45 kg, and the total of their weights is 540 kg. How many students are there? Ans: 12.
How do you find the average of a continuous series?The process is straightforward: you locate the midpoint from X, multiply the results by F, add them up to find summation fm, where m stands for the midpoint from X, and then divide the total by summation F.In continuous series, the observations are presented in several class intervals rather than by a single number, and the frequency corresponds to the number of data falling within that class interval.Finding a function's average value requires taking its integral across the interval and dividing it by the interval's length.Any value x at which a continuous probability distribution's probability density function reaches its locally maximum value is sometimes regarded as the distribution's mode.To learn more about average refer to:
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sam flies past earth at 0.75c. as he goes by, he fires a bullet forward at 0.75c. suzy, on the earth, measures the bullet's speed to be
The bullet's speed on the earth to be 0.96c, if sam flies past earth at 0.75c.
The speed of the sam with the frame of reference of earth, v = 0.75c
The speed of bullet with frame reference of of sam, u₁ = 0.75 c
Let the speed of the bullet with frame of reference of the earth, = u
The lorentz velocity transformation are,
u = (u₁+v)/(1 + (u₁v/c²))
u = (0.75c + 0.75c)/(1 + (0.75×0.75×c²/c²))
u = 1.5c/(1 + 0.5625)
u = 0.96c
Hence the speed of the bullet with respect to the frame of reference of earth is 0.96c.
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If I shoot a bird at 34 below Sea Level, and the bird is at 83 above sea level, what would happen if it missed the bird?
Answer:If you were to shoot a bird at 34 meters below sea level, and the bird is at 83 meters above sea level, the bullet would miss the bird. The bullet would likely continue to travel in the direction it was fired until it reaches the surface of the sea or until it hits an obstacle.
Explanation:
Since the bird is at a much higher elevation than the shooter, the bullet would not be able to reach it.
It's worth noting that shooting a bird in most places is illegal, and it's also important to consider the moral and ethical implications of harming or killing wild animals. It's always best to observe and appreciate nature from a safe distance.
A race car accelerates uniformly from 18.5 ms-1 to 46.1 ms-1 in 2.47 seconds. Determine the acceleration of the car.
A thin insulating rod of length L has a charge Q spread uniformly along it. Point P is at a distance R from the middle point of the rod.What is the magnitude of the electric field, E, at point P?
The answer is qQdx. We have a spherically symmetrical scenario since the specified charge density function only has a radial dependence and no direction dependence.
The charges in the charge distribution are located using r′, and the field point(s) at the Gaussian surface are located using r. (s). The charge distribution's radius is denoted by the letter R.
We must integrate the charge density function over the volume encircled by the Gaussian surface since the charge density in this situation is not constant.
Charge for the minor component
Let λ= \sL
Let Q represent the rod's linear charge density.
Figure illustrates this. If we take an elementary charge dq with length dx at a distance x from the charge q, we get the expression dq=dx=L Q dx.
Force due to a minor element in Step 2
Coulomb's Law states that dF= 4 0.
1 \s
x \s2
"qdq" = "K Lx 2"
qQdx
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the x-component of the force on particle a when it is at x = 0.15 m is most nearly. (a) –20 n. (b) –2.0 n.(c) –1.0N(D) 2.0 N(E) 20 N
The X-component of the force on particle A when it is at X = 0.15 M is most nearly to 20N.
The term "components of the force" refers to these force-related elements. The x-component pushes right or left, while the y-component pushes up or down. These two components are referred to as pushing. The mathematical components behave on the coordinate axes like shadows of the force vector. The x-component extends from the vector's tail to the point where the reference line intersects the x-axis along the x-axis. The vector's y-component extends along the y-axis from the vector's tail to the point where the reference line intersects the y-axis. The horizontal and vertical forces that combine to create a force are represented by the components of a force. The elements of a vector are what I want to discuss. Components are two parallel vectors that add to the provided vector; therefore, let's begin with an illustration.
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Answer:
20 N (E)
Explanation:
We are given potential energy from the graph, so to find the x-component, we can determine the work. We also know that the slope of potential energy is work, so we can do:
Δ∪= -W
Δ∪= -FΔx
F= - du/dx
To find du/dx, we find the slope at x = 0.15 m
du/dx = (-3 - - 0)/(0.25-0.1) = -20 N
Now replace
F= - du/dx
F= - - 20
F = 20 N
Note that it is positive 20 N
I hope this helped :)
Compare the different preure that reult a you add air to a balloon
and a you add air to a teel tank
When you add air to a balloon, the pressure inside the balloon increases, causing it to expand.
This is because the air pressure outside the balloon is greater than the air pressure inside the balloon. On the other hand, when you add air to a steel tank, the pressure inside increases as well, but the steel tank is able to withstand much higher pressure than a balloon, so the pressure inside the steel tank will not increase as quickly.
When air is added to a balloon, the air pressure inside the balloon increases and causes the balloon to expand. This is because the air pressure outside the balloon is greater than the air pressure inside the balloon, so the pressure inside the balloon increases faster than the pressure inside the steel tank.
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When braking hard in a straight line most of the weight of the vehicle will shift onto the: mark 1 answer a. front wheels b. right wheels c. left wheels
d. rear wheels
Braking hard in a straight line can be a tricky maneuver, but understanding the weight distribution of the vehicle is key. When braking hard in a straight line, most of the weight of the vehicle will shift onto the front wheels so option a is correct..
This is because the front of the car experiences more friction when braking, while the rear of the car remains relatively stationary. This shift of weight causes the car to decelerate more quickly, and also helps the car to stay balanced and remain in a straight line. The left and right wheels will experience an equal amount of weight during hard braking, as the weight is distributed evenly across the front of the car.
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What is the acceleration of a 8 kg mass that is
pushed with a force of 24 N?
OPTIONS:
A)192 m/s²
B)192 kg
C)3 m/s²
D)0.33 kg
The acceleration of a 8kg mass that is pushed with a force of 24 N is 3m/s² (option C).
How to calculate acceleration?Acceleration of a body refers to the amount by which a speed or velocity increases (and so a scalar quantity or a vector quantity).
Acceleration of a body can be calculated using the following expression:
Force = mass × acceleration
According to this question, a 8kg mass is pushed with a force of 24 N. The acceleration is calculated thus;
acceleration = 24N ÷ 8kg = 3m/s²
Therefore, 3m/s² is the acceleration of the body.
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The acceleration of the object with 24 N force ana a mass of 8 kg is 3 m/s².
option C.
What is the acceleration of the object?The acceleration of the object is determined by applying Newton's second law of motion as shown below.
F = ma
where;
m is the mass of the objecta is the acceleration of the objectThe acceleration of the object with 24 N force ana a mass of 8 kg is calculated as follows;
a = F / m
a = ( 24 N ) / ( 8 kg )
a = 3 m/s²
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if all of the full moon passes through earth's umbra, we will see a(n): group of answer choices partial lunar eclipse. annular solar eclipse. total lunar eclipse. partial solar eclipse. penumbral lunar eclipse.
Answer:
"total lunar eclipse"
Earth's umbra means the shadow of the earth (total)
If the full moon passes thru this shadow then the result is a total lunar eclipse
if a car is raised 11.2m on a lift and it’s GPE is 5600J what is it’s mass
The mass of the car is 51.02 kg.
Given:
height = 11.2 m
GPE = 5600 J
To find:
mass = ?
Solution:
GPE = mgh
5600 = m x 9.8 x 11.2
m = 51.02 kg
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Within which interval of rating would you expect to find the largest number of shows?A. 5-10B. 10-15C. 15-20D. 20-25E. All are equal
The numerical sequence is an arithmetic series. The series (5a, 10B, 15c, and 20D) continues with 25e.
The series presented is 5a, 10B, 15c, and 20D.
A letter and a number make up each phrase.
It can be broken down into (5, 10, 15, 20, etc.) and ( a , B , c , D , . . .)
The numerical sequence is an arithmetic series.
The common difference (d) is 5 and the first term (a) is 5.
Its general formula is = a + (n-1)d.
Fifth term = a + is the subsequent step in the series (5-1)
d = 5 +(5-1) ×5 = 25 ⇒⇒ (1) (1)
The alphabetical order of the letters from a to z is the series of letters, but with the sequence is ( capital , small , capital , . . . .)
The letter after D in small case will therefore be the series' next entry.
which equals e. (2)
Using (1) and (2)
The series (5a, 10B, 15c, and 20D) continues with 25e.
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consider relating this to heidegger's notion of bringing forth. does our dealing with science and technology bring forth to goodlife?
As per Heidegger's notion, the relationship between science, technology, and the good life is complex and multifaceted. While these advancements have brought forth many benefits, it is important to consider the potential consequences of our engagement with science and technology and to strive towards a balanced and responsible use of these tools.
Martin Heidegger's notion of "bringing forth" refers to the way in which human beings actively shape the world through their engagement with technology and the natural world. He argues that our relationship with technology and science can both reveal and conceal the nature of the world, and that this relationship can have significant implications for human life and well-being.
In considering the impact of science and technology on the good life, it is important to examine both the benefits and the potential negative consequences of these advancements. On the one hand, science and technology have undoubtedly brought forth many improvements in our standard of living, such as medical advancements, access to information, and increased efficiency and convenience in many aspects of life.
On the other hand, some have argued that our growing reliance on technology can lead to a loss of authenticity and meaningful engagement with the world. Additionally, there are concerns about the environmental impacts of science and technology, as well as the potential for technology to perpetuate inequalities and reinforce oppressive power structures.
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can someone please help me with this
Speed is a scalar quantity with a dimension of length divided by time, whereas "velocity" is a vector quantity.
What is the difference between average speed and average velocity?
The rate of change of position in a body is measured by average speed and average velocity.The fundamental distinction between average speed and average velocity is that the former is determined by dividing the total distance travelled by a body by the amount of time required, whilst the latter is determined by the displacement divided by the amount of time required.Speed is the amount of distance an object travels in one unit of time. A scalar quantity, speed. This indicates that there is no clear direction. Speed is a term used to describe how quickly an object is moving, or more specifically, how quickly a distance is being traversed.The overall displacement of the object in a given direction over the course of one unit of time is known as its velocity.
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if the electrical load remains the same at 120 volts, what is the electrical current when the resistance is:
As a result, doubling the voltage doubles the current if the resistance is maintained. In contrast, doubling resistance reduces current if the voltage is constant
If voltage stays the same while resistance increases, what happens to current?The current will drop, on the other hand, if the resistance in a circuit is raised while the voltage remains constant.
As a result, doubling the voltage doubles the current if the resistance is maintained. In contrast, doubling resistance reduces current if the voltage is constant.
Voltage, current, and resistance all have a relationship that is indicated by Ohm's Law. The formula V = IR is something you should be aware of. By dividing the voltage by the resistance, or I = V/R, you may quickly determine the current value from the equation.
V = IR = 120*120 = 14,400.
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phase of matter that consists of charged particles
The plasma state of matter is made up of electrically charged particles of gaseous matter.
What is the state of the matter?In physics, the term "state of matter" refers to one of the various states in which matter can exist. The solid, liquid, gas, and plasma states of matter can all be observed in daily life.
A gas of ionised atoms that conducts electricity and has almost equal amounts of positively and negatively charged particles is referred to as plasma in physics. That is a common name for the fourth state of matter, which is distinct from the solid, liquid, and gaseous states.
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Complete Question"
What state of matter consists of electrically charged particles ?
over 10 seconds, a train accelerates constantly from rest at a rate 3 m/s2. how far does the train travel during this time period.
Over 10 seconds, a train accelerates constantly from rest at a rate 3 m/s². The distance covered by the train is 150 m.
Let us assume that, the distance covered by the train is s.
It is given that,
Time of travel, t = 10s.
The acceleration of the train, a = 3 m/s².
The initial velocity of the train, u = 0.
It is known that, [tex]s=ut+\frac{1}{2}at^2[/tex].
[tex]\Rightarrow s=[(0)(10)+\frac{1}{2}(3)(10)^2]m\\\Rightarrow s=[0+\frac{1}{2}\times3\times100]m[/tex]
⇒ s = (1/2) × 300 m
⇒ s = 150 m
Hence, the distance covered by the train is 150 m.
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Particles q1 = -1.21 uC, q2 = -55.0 HC, and
93 = +148 uC are in a line. Particles q1 and q2 are
separated by 0.447 m and particles q2 and q3 are
separated by 0.447 m. What is the net force on
particle q3?
The electrostatic force on Q3 by Q1 is -1.99 N and the force from Q2 is -36.2 × 10⁹ N.. Then the net electric force acting on A is 5.8 × 10⁻⁵ N.
What is Coulomb's law ?According to Coulomb's law of force, the electrostatic force between two charges separated by a distance of r is given as follows:
Fc = Ke q1 q2 /r²
where Ke = 8.9 × 10⁹ Nm²/C²
Given the charge of Q1 = -1.21 ×10⁻⁶ C
charge of Q3 = 148 ×10⁻⁶ C
distance r = 0.447 + 0.447 =0.894 m
then Fc = 8.9 × 10⁹ Nm²/C² (-1.21 ×10⁻⁶ C ) (148 ×10⁻⁶C)/(0. 894 m)² = -1.99 N
Similarly, the force on A by the charge C is calculated as follows:
distance to C = 0.447 m
charge of Q2 = -55 H C = -5500 C
Then Fc = 8.9 × 10⁹ Nm²/C² (-5500 C ) (148 ×10⁻⁶C)/(0.447 m)² = - 36.2 × 10⁹ N
The net electric force acting on Q3 = - 36.2× 10⁹ N + -1.99 N = -38.9 × 10⁹ N.
Therefore, the net electric force acting on Q3 is -38.9 × 10⁹ N.
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Two forces that are F1 =15N (east) and F2 = 7N (west) act on a body in a frictionless floor. The displacement of the body is 6 m, what is the work done by forces on the body?
How does Coulomb's law relate to test charges?
You need the test charge so it doesn't affect the answer.
Coulomb's law is a fundamental principle in electrostatics that describes the interaction between charged objects. This relationship can be described mathematically as: F=k(q1q2)/d^2, where k is a constant of proportionality, q1 and q2 are the magnitudes of the charges, and d is the distance between the charges.
It states that the force between two point charges is proportional to the magnitude of each charge and inversely proportional to the square of the distance between them.
Test charges are used to determine the magnitude and direction of the force acting on a charged object. They are chosen to be small enough that their presence does not significantly alter the original charges, so that Coulomb's law can be accurately applied to the system. By carefully measuring the force acting on the test charges, the magnitude of the original charges can be determined. This is known as the method of test charges and is an important tool in understanding the behavior of charged objects and their interactions with each other.
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there are three rollers under a conveyor belt, and each roller has a radius of 8 centimeters. the rollers turn at a rate of 2 revolutions per second. what is the linear speed of the conveyor belt
The linear speed of the conveyor belt is 100.5 cm/s, if the radius of the roller is 8 cm and revolution speed 2 revolution per second.
The radius of the roller, r = 8 cm
Number of revolution per second, n = 2
Angular speed of the roller, ω = 2πn/T
Let the linear speed of the conveyor belt = v
ω = 2π×2/1 = 4π/sec
Linear speed is defined as the product of the radius and angular speed.
v = r × ω
v = 8 × 4π
v = 8 × 4 × 3.14
v = 100.5 m/s
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Four students each conduct a different experiment. Which student experiment represents an endothermic chemical reaction? Student 1 Student 2 Student 3 Student 4 The student mixes barium hydroxide (powder) with ammonium chloride (powder), and the temperature drops below freezing The student dilutes baking soda and vinegar, heats it on a hot plate, and then cools it. The student touches the surface of the substance with a stirring rod, and it crystallizes immediately. The student pours hydrogen peroxide into a bottle and then adds detergent. The student then adds yeast. The substance begins to foam up, and the bottle feels warm. The student combines calcium oxide and water to generate heat. The heat is used to boil an egg
The system that shows an exothermic reaction is; "The student touches the surface of the substance with a stirring rod, and it crystallizes immediately. The student pours hydrogen peroxide into a bottle and then adds detergent. The student then adds yeast. The substance begins to foam up, and the bottle feels warm"
What is an exothermic reaction?An exothermic reaction is a chemical reaction that releases energy in the form of heat, light, or sound. This energy is typically in the form of heat, which warms the surrounding environment.
Exothermic reactions are characterized by a decrease in the total energy of the system, which can be observed as a temperature increase or release of light or sound. Common examples of exothermic reactions include combustion, explosions, and many biochemical reactions.
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How long will it take for the plutonium to no longer exist?
It will take 8 years for the plutonium to no longer exists.
Plutonium is extremely uncommon. On Earth, there are only traces of it. Currently, NASA only has roughly 77 pounds of plutonium-238 available. Other radioactive isotopes can also be used as a heat source for an RTG, but plutonium-238 is a particularly effective one.
It decays more rapidly as it ages due to its half-life. Therefore, even when they are not consuming any of it, their supply is gradually running out. It will only take 8 years for NASA to run out of plutonium and the prospect of finding more in time for their next deep space mission is dim.
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a particle of mass 4 kg initially moving with a velocity of 2 m/s collides elastically with a particle of mass 6 kg initially moving with a velocity of -4 m/s. what is the final velocity of the 4 kg mass
A particle of mass 4kg initially moving with a velocity of 2m/s collides elastically with a particle of mass 6kg initially moving with a velocity of -4m/s. Then the final velocity of the 4kg mass is -26/5 m/s.
Since the collision is an elastic collision, so there is no loss in kinetic energy. The value of e is 1. Taking the right side as positive and the left side to be negative as the sign convention. Initially the speed of the 4kg mass of the block =2m/s (left to right). The speed of the 6kg block =4m/s (right to left). Let the speed of the masses after a collision to be v₁ and v₂ respectively (left to right both). According to the law of Conservation of momentum, P (initial)= P (final), (4×2)-(6×4) = (4×v1) + (6×v₂),( 2×v₁)+(3×v₂)=-8 _____(eq i).
Now, e=1, so, the velocity of separation after collision/ velocity of approach before the collision. (v₂-v₁)/(4+2) =1 , v₂-v₁ =6, 2×v₂-2×v₁= 12 ______(eq ii). Now from equations (i) and (ii), we have 5×v₂=4, v₂=⅘ m/s. Since the value of v₂ is positive so it means that it moves from left to right. Putting the value of v₂ in eq (ii), we get, v₁=-26/5 m/s.Since the value of v₁ is negative so it moves from right to left.
Hence velocity of 4 kg mass after a collision is -26/5 m/s.
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Markus combines 500 mL water at 50 °C and 500 mL water at 30 °C.
Then he puts them on the stove. What temperature will they boil
at?
a. 50 °C
b.
40 °C
80 °C
C.
O
d. 100 °C
Convection occurs while an egg cooks in a pot on a stove.Stove → Pot = conduction, Pot → Egg = convection. 50 °C
Explain the Convection ?Radiation, conduction, and convection heat transfer are the three methods by which heat is transmitted from one medium to another.Heat is transported by the process of radiation by way of electromagnetic emissions.Conduction heat transfer is the method through which heat is transferred between two bodies that are in contact with one another.The type of heat transmission that occurs through gases is convection heat transfer.Conduction heat transmission occurs when the heat from the stove contacts the pot.The gas from the water facilitates convective heat transmission once the water has been heated.To learn more about Convection refer
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why is the mass per repeating unit measured
The atomic masses of the atoms in the repeat unit are simply added together to form the repeat unit's molar mass, or MR. Just the product nMR makes up the chain's molecular mass.
Other than monodisperse polymers, chains of various lengths typically create a molar mass dispersion. A repeat unit, also known as a repeating unit (or mer) in polymer chemistry, is a component of a polymer whose repetition would result in the completion of the polymer chain (aside from the end-groups) by connecting the repeat units consecutively along the chain, much like beads on a necklace. A mer is another name for a repetition unit (or mer unit). This is where the definition of the word "polymer," which is "many mers," comes from.
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under what condition may an aircraft operate from a satellite airport within class c airspace?
In a Class C airspace area, it is illegal to take off or land an aircraft at a satellite airport unless you follow the FAA's arrival and departure traffic patterns.
After takeoff, the pilot must speak with the Class C tower as soon as is reasonably possible. As soon as practically possible after taking off, the pilot must establish and maintain two-way radio contacts with the ATC facility in charge of the Class C airspace area if taking off from a satellite airport without an operational control tower. Before entering Class C airspace, pilots are required to establish two-way radio communications. The pilot may enter Class C airspace if the controller replies to a radio call with "(a/c call sign) standby." This signals that radio communications have been established.
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