What are 4 examples of physical changes?

Answer:

71.85 moles

5.99 moles

O.17 moles

Explanation:

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Answer:

4th option: 0.17 moles

Explanation:

The number of moles of a substance can be calculated using the following formula: Mole= Mass ÷Mr

The Mr of a compound is its molecular weight, which is the sum of the relative atomic masses of the atoms it is made up of.

Find the Mr using the periodic table:

Mr of FeO

= 55.8 +16

= 71.8

Calculate number of moles:

Amount of FeO

= 12 ÷71.8

= 0.17 moles (2 d.p.)

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Starting at chemical equilibrium, increasing the concentration of M will transiently increase the rate of formation of Y and Z.

Option b is the correct answer because it aligns with Le Chatelier's principle, which states that when a system at equilibrium is subjected to a stress, it will shift in a way that partially offsets the effect of the stress.

In this reaction, the increase in the concentration of M will be considered as a stress on the system. According to Le Chatelier's principle, the system will respond by trying to counteract this increase. In this case, the system will shift towards the formation of products Y and Z in order to consume some of the excess M.

However, it's important to note that this increase in the rate of formation of Y and Z will only be transient, meaning it will be temporary. Eventually, the system will reach a new equilibrium with the altered concentrations of reactants and products.

Adding a catalyst would alter the final concentrations of products and reactants at equilibrium.

This statement is incorrect because a catalyst does not alter the final concentrations of products and reactants at equilibrium. A catalyst only speeds up the rate of the reaction but does not affect the position of the equilibrium.

Starting at chemical equilibrium, decreasing the concentration of M will increase the concentration of Y.

This statement is incorrect because according to Le Chatelier's principle, decreasing the concentration of M would cause the system to shift towards the reactants to counteract the decrease. Therefore, it would result in a decrease in the concentration of Y, not an increase.

Because the reactants and products are different molecules, this is not a reversible reaction.

This statement is incorrect because the reversibility of a reaction is not solely determined by whether the reactants and products are different molecules. Reversible reactions can involve different molecules as reactants and products. The reversibility of a reaction is based on its thermodynamics and the ability to proceed in both forward and reverse directions.

Starting at chemical equilibrium, increasing the concentration of Y will decrease the concentration of M and N.

This statement is incorrect because increasing the concentration of Y would not directly affect the concentrations of M and N. The reaction M + N → Y + Z does not involve Y as a reactant, so its concentration would not directly influence the concentrations of M and N.

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It would take approximately 41960 seconds, or about 11.66 hours, to plate 0.904 g of nickel onto copper using a 2.0 V power supply with a 690 mA current flow and 0.50 M nickel (II) acetate solution, assuming 100% current efficiency.

The process of electroplating involves the deposition of a metal onto a conductive surface by means of an electric current. The amount of metal deposited is proportional to the amount of charge passed through the circuit. The relationship between the amount of metal deposited, the current, and the time is given by Faraday's law:

mass of metal = (current × time × atomic weight of metal) / (96500 × charge of metal)

where atomic weight of metal and charge of metal are in grams per mole and coulombs per mole, respectively. In this problem, we want to calculate the time required to deposit 0.904 g of nickel onto copper using a 2.0 V power supply with a 690 mA current flow and 0.50 M nickel (II) acetate solution, assuming 100% current efficiency.

The atomic weight of nickel is 58.69 g/mol, and the charge of nickel (II) ion is 2+. Therefore, the charge of one mole of nickel (II) ion is:

2 × 1.602 × \(10^{-19}\) C × Avogadro's number ≈ 96485 C/mol

We can use this value and the given current to calculate the amount of nickel deposited per second as:

mass of nickel deposited per second = (current × atomic weight of nickel) / (96500 × charge of nickel)

mass of nickel deposited per second = (0.690 A × 58.69 g/mol) / (96500 × 2 × 1.602 × \(10^{-19}\) C × Avogadro's number)

mass of nickel deposited per second ≈ 4.31 × 10^-10 g/s

To deposit 0.904 g of nickel, we need to pass a total charge of:

(charge of nickel) × (mass of nickel deposited) / (atomic weight of nickel) = 2 × (0.904 g) / (58.69 g/mol) × (96500 C/mol) ≈ 28940 C

The time required to pass this amount of charge can be calculated as:

time = (charge) / (current)

time = 28940 C / 0.690 A ≈ 41960 s

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Answer:

The answer is

Explanation:

The volume of a substance when given the density and mass can be found by using the formula

\(volume = \frac{mass}{density} \\ \)

From the question

mass of rock = 16 g

density = 4 g/mL

The volume of the rock is

\(volume = \frac{16}{4} \\ \)

We have the final answer as

Hope this helps you

"3-ethylpentyl-3-methylhexanoate" is a correct name for an ester.

In the given name, "3-ethylpentyl" indicates that there is an ethyl group  attached to the third carbon atom of the pentyl chain (a five-carbon chain). "3-methylhexanoate" indicates that there is a methyl group attached to the third carbon atom of the hexanoate chain (a six-carbon chain).

Thus we can see that the -oate that is part of the name is the primary indication that what we are dealing with here has to be an ester as shown

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The solute that would have the greatest effect on the freezing point of water is B) 4 mol CO2, which would lower the freezing point by 7.44°C. Option B

The effect of a solute on the freezing point of a solvent is described by the equation:

∆ \(T_f\)= Kf × m

Where ∆ \(T_f\)is the freezing point depression, Kf is the freezing point depression constant, and m is the molality of the solution, which is defined as the number of moles of solute per kilogram of solvent.

Since all the given options have the same number of moles of solute, the one that will have the greatest effect on the freezing point of water will be the one with the highest Kf value.

Kf values depend on the properties of the solvent, but for water, the Kf value is 1.86 °C/m.

Now, calculating the molality for each option:

A) 1 mol KBr in 1 kg of water gives a molality of 1 mol/1 = 1 m

∆ \(T_f\)= 1.86 × 1 = 1.86°C

B) 4 mol CO2 in 1 kg of water gives a molality of 4 mol/1 kg = 4 m

∆ \(T_f\)= 1.86 × 4 = 7.44°C

C) 3 mol CaF2 in 1 kg of water gives a molality of 3 mol/1 kg = 3 m

∆ \(T_f\)= 1.86 × 3 = 5.58°C

D) 2 mol CH4 in 1 kg of water gives a molality of 2 mol/1 kg = 2 m

∆ \(T_f\)= 1.86 × 2 = 3.72°C. Option B

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Answer:

A

Explanation:

B) pollution doesn't affect water

C) Air pollution makes carbon dioxide

D) air pollution does not affect temperature

At a pH of 7.40, the ratio of the molar concentrations of PO43- to HPO42- is 1:1. To determine the ratio of the molar concentrations of PO43- to HPO42- at a pH of 7.40, we need to consider the acid-base equilibrium of the phosphate species.

The acid-base equilibrium of phosphate ions can be represented as follows:

HPO42- ⇌ H+ + PO43-

At a pH of 7.40, which is close to neutral, we assume that the concentrations of H+ and OH- ions are equal. Therefore, the concentration of H+ ions can be considered as 10^(-7.40) M.

Since the ratio of the molar concentrations is what we're interested in, we can denote the molar concentration of HPO42- as [HPO42-] and the molar concentration of PO43- as [PO43-].

From the acid-base equilibrium equation, we know that for every H+ ion formed, one HPO42- ion is converted to a PO43- ion. Therefore, the ratio of the molar concentrations can be expressed as:

[PO43-] : [HPO42-] = 1 : 1

So, at a pH of 7.40, the ratio of the molar concentrations of PO43- to HPO42- is 1:1.

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The minimum number of polarizing filters required to achieve a configuration such that the detector only detects 6% of the initial photons would be two.

Polarizing filters are used to transmit light waves that are polarized in a specific direction and block light waves that are polarized in a perpendicular direction. When two polarizing filters are placed in series, the intensity of the light that passes through both filters is proportional to the product of the transmissions of each filter.

Let's assume that the transmission of each polarizing filter is represented by T. If we want the detector to only detect 6% of the initial photons, we can write the equation as follows:

0.06 = T₁ × T₂

Since T represents the transmission of each polarizing filter, it must be a value between 0 and 1. To minimize the number of polarizing filters required, we want T₁ and T₂ to be as close to 1 as possible. So, we can choose T₁ and T₂ to be equal to 0.2:

0.06 = 0.2 × 0.2

Therefore, the minimum number of polarizing filters required to achieve a configuration such that the detector only detects 6% of the initial photons is two.

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--The given question is incomplete, the complete question is

"Using only polarizing filters (the second element under the polarization section) create a configuration such that the detector only detects 6% of the initial photons. what is the minimum number of polarizing filters required to achieve this?"--

When completely burned in excess oxygen gas, which of the following would produce the least mass of CO2 among (a) 10.0 g CH4, (b) 10.0 g CH3OH, (c) 10.0 g C2H4, (d) 10.0 g C2H6, and (e) 10.0 g C4H5OH?If a substance is burned completely in excess oxygen, it undergoes complete combustion, which means that it is oxidized to the highest possible oxidation state.

Furthermore, when a substance is completely burned, all of its carbon and hydrogen is transformed into carbon dioxide and water, respectively. The amount of carbon dioxide generated is proportional to the amount of carbon in the molecule, and the amount of water generated is proportional to the amount of hydrogen in the molecule. The chemical equations for the complete combustion of the given substances are: (a) CH4 + 2O2 → CO2 + 2H2O (b) CH3OH + 3O2 → 2CO2 + 4H2O (c) C2H4 + 3O2 → 2CO2 + 2H2O (d) C2H6 + 3.5O2 → 2CO2 + 3H2O (e) C4H5OH + 7O2 → 4CO2 + 3H2OTherefore, we must compute the mole fraction of carbon in each substance to determine which of the given substances would produce the least mass of CO2.

Here's how to calculate the mole fraction of carbon in each substance:(a) 10.0 g CH4: 10.0 g CH4 × (1 mol CH4/16.04 g CH4) × (1 mol C/1 mol CH4) = 0.6249 mol C (b) 10.0 g CH3OH: 10.0 g CH3OH × (1 mol CH3OH/32.04 g CH3OH) × (1 mol C/1 mol CH3OH) = 0.3121 mol C (c) 10.0 g C2H4: 10.0 g C2H4 × (1 mol C2H4/28.05 g C2H4) × (2 mol C/1 mol C2H4) = 0.7113 mol C (d) 10.0 g C2H6: 10.0 g C2H6 × (1 mol C2H6/30.07 g C2H6) × (2 mol C/1 mol C2H6) = 0.6650 mol C (e) 10.0 g C4H5OH: 10.0 g C4H5OH × (1 mol C4H5OH/96.10 g C4H5OH) × (4 mol C/1 mol C4H5OH) = 0.4161 mol C. Since all of the substances are burned completely, the amount of carbon dioxide generated is proportional to the mole fraction of carbon, which means that the substance with the least mole fraction of carbon would generate the least mass of carbon dioxide.

We can calculate the mass of carbon dioxide produced by each substance using their respective mole fractions of carbon and the molar mass of carbon dioxide (44.01 g/mol): (a) 0.6249 mol C × (1 mol CO2/1 mol C) × (44.01 g CO2/1 mol CO2) = 27.51 g CO2 (b) 0.3121 mol C × (1 mol CO2/1 mol C) × (44.01 g CO2/1 mol CO2) = 13.73 g CO2 (c) 0.7113 mol C × (1 mol CO2/1 mol C) × (44.01 g CO2/1 mol CO2) = 31.28 g CO2 (d) 0.6650 mol C × (1 mol CO2/1 mol C) × (44.01 g CO2/1 mol CO2) = 29.28 g CO2 (e) 0.4161 mol C × (1 mol CO2/1 mol C) × (44.01 g CO2/1 mol CO2) = 18.30 g CO2. Therefore, the answer is (b) 10.0 g CH3OH, which would generate the least mass of CO2 if completely burned in excess oxygen gas.

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It is not possible to identify the acid (H3X) found from the titration of Na3X with HCl without knowing the precise chemical X.

A solution of known concentration (the titrant) is gradually added to a solution of unknown concentration (the analyte) in a titration process until the reaction between the two is complete. The equivalence point, also known as the end of the reaction, can be identified by employing an indicator or by keeping track of how the solution's pH changes.

It is possible to determine the quantity of HCl needed to achieve the equivalence point and, from there, the quantity and concentration of the unknown acid (H3X), based on the balanced chemical equation for the reaction between Na3X and HCl. However, without additional information, such as its chemical composition or other characteristics, the identity of the acid cannot be ascertained.

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The limiting reactant is Si. Since both reactants produce the same amount of product, the limiting reactant is Si, which produces a lesser amount of product.

To determine the limiting reactant, we need to calculate the amount of product that can be formed from each reactant and identify the reactant that produces the least amount of product. First, we need to convert the given masses of Si and N2 to moles using their respective molar masses.

Molar mass of Si = 28.09 g/mol

Molar mass of N2 = 28.02 g/mol

Number of moles of Si = 42.3 g / 28.09 g/mol = 1.50 mol

Number of moles of N2 = 28.2 g / 28.02 g/mol = 1.00 mol

Next, we need to use the balanced chemical equation to determine the amount of product that can be formed from each reactant. The stoichiometric ratio of Si to Si3N4 is 3:1, while the stoichiometric ratio of N2 to Si3N4 is 2:1.

Using Si as the limiting reactant, the amount of Si3N4 that can be formed is:

1.50 mol Si x (1 mol Si3N4 / 3 mol Si) = 0.50 mol Si3N4

Using N2 as the limiting reactant, the amount of Si3N4 that can be formed is:

1.00 mol N2 x (1 mol Si3N4 / 2 mol N2) = 0.50 mol Si3N4

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The name of the complex ion ZnCl2(en)2 is "dichloridobis(ethane-1,2-diamine)zinc(II)".

Here's how the name is derived:

The complex contains the metal ion zinc, which has a +2 oxidation state, so we use the Roman numeral (II) to indicate this in the name.

The complex contains two chloride ions, which are named as "dichlorido" since there are two of them.

The complex also contains two molecules of ethane-1,2-diamine, which is abbreviated as "en". The two en ligands are named using the prefix "bis".

Therefore, the complete name of the complex ion is "dichloridobis(ethane-1,2-diamine)zinc(II)".

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The main reservoirs of the carbon cycle are the atmosphere, oceans, land (including vegetation and soils), and fossil fuels. In these reservoirs, carbon exists in both inorganic and organic forms.

The inorganic carbon cycle involves the exchange of carbon dioxide (CO2) between the atmosphere and oceans through processes like photosynthesis and respiration.

Organic carbon, on the other hand, is found in living organisms, dead organic matter, and soil organic matter. It is cycled through processes such as decomposition and consumption by organisms. The interactions between the inorganic and organic carbon cycles occur primarily in the biosphere, where photosynthesis converts inorganic carbon into organic carbon compounds. While inorganic carbon is primarily in the form of CO2, organic carbon is present in complex organic molecules. Both forms of carbon play crucial roles in energy transfer, nutrient cycling, and climate regulation.

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\(\rm{\pink{\underline{\underline{\blue{GIVEN:-}}}}}\)

\(\rm{\pink{\underline{\underline{\blue{TO\:FIND:-}}}}}\)

\(\rm{\pink{\underline{\underline{\blue{SOLUTION:-}}}}}\)

✍️ See the attachment diagram .

✯ Hence, Total displacement from town A to town B is “ 82km ” .

Answer:

displacement is the is shortest distance travelled by an object between the initial and final the position.

So, the displacement between towns A and town B is 82 km.

pls follow me!

Answer:

SCHOOL ON MARS

Explanation:

his post first published on How We Get To Next.

When we dream about the future of education, we think of neural implants, robot tutors and hovering desks.

We don’t treat it as a question of urgency. Technology, not pedagogy or the needs of civilization, animates discussion. This won’t do in a place like Mars, in an atmosphere where, as Elon Musk puts it, “your eyes and skin would peel away like sheets of burning paper.”

Despite the harsh environment, perhaps Musk will turn out to be right and someday you’ll wake up as one of the thousands—or even millions—of settlers sent to Mars to “safeguard the existence of humanity.” Life will be limited, largely cut off from Earth; new supplies will arrive only once every 26 months. Or maybe you’ll wake up on the surface of the Moon, or in a giant spacecraft, suspended in orbit. It’s claustrophobic. Hostile. You can’t go home.

Now, imagine the children of these new pioneers. The ones who will determine the fate and shape of humanity’s future. What will they need to learn to be able to survive? To graduate? To be employable? What will the teachers and classrooms of space look like? What skills will they focus on?

If we are to survive and flourish in this brave new world, we will have to take these questions seriously. We will need to get the best out of every person, learn how to work in harmony with intelligent machines, and ensure that our common history is preserved.

In space, a failing education system will mean the end of humanity.

Let’s think ahead. Let’s ask how the purpose of education — to build community and unleash human potential — can answer the needs of humans in space. We won’t know exactly what that future will look like, but we can make certain assumptions and then work backward from there. By doing so, we’ll glimpse the answers that will prepare us for space (or an increasingly automated Earth).

A few assumptions, then. These space pioneers (whether imagined by NASA in the 1980s or at a TED Talk in 2015) will face a hostile environment. They will need to manufacture or extract all of the essentials — water, food, oxygen from their local environment. Survival will require a constant attention to technology and manufacturing. Everyone will need to contribute.

Pioneers will be limited in communication options. If the ability to communicate with Earth exists, it will depend on lasers and satellites. Otherwise, there will need to be the creation of new networks and satellites.

This future will be isolated. Living areas will be at a premium. There will be a lack of any stabilizing social forces. There will need to be a new code of government. Cut off from their home nations, pioneers will lack the luxury of feuding over cultural or national differences.

So in this void, education will need to do three things:

1. Rapidly equip humans to survive and thrive

Each student will need to quickly contribute to survival and growth. That means effective teaching, invisible assessment and progression based on what you know, not how long you’ve been there. Time will be a scarcity. The idea of measuring learning in hours, sitting still for a three-hour test or waiting 18 to 22 years for a “graduation” will seem ludicrous.

For Gerald Huff, a principal engineer at Tesla Motors, this will mean a mastery-focused environment, an apprentice-oriented education. “Resources that sustain life will be expensive,” said Huff. “It will be a technical environment. Shop class will be part of the basics of life. Think about Star Trek. On a basic level, everyone knew how the ship worked.”

Course work will need to be practical, not just designed to tick a box. Arts and literature will need to be part of real work. We can see the roots of this in the movement of schools offering rigorous, project-based learning. The problem-solvers ensuring that students, such as the ones at London’s School 21, create “beautiful work” offering real meaning to society.

Look to the Conrad Challenge for a model of this type of future education. Established in honor of Charles “Pete” Conrad, the third man to walk on the Moon, the Conrad Foundation challenges students to create solutions that will benefit humanity. Reaching students from over 136 countries, finalists are paired with mentors and led through design thinking.

“To survive in a place completely hostile to the human body, we will need to prepare people differently,” said Nancy Conrad, founder of the foundation. “We will need to build education around competencies, showing what you know. We will also need to provide the frameworks and guidance to prepare people to innovate every single day.”

Students have so far developed a membrane to distill and reuse water in space, a new type of space helmet, and a device to aid people struggling with hand tremors—along with countless other patents, collaborations and new ideas.

Education in space will need to unleash this type of innovation and productivity.

Answer: I’m sorry if I’m wrong but I think the answer would be a) 3-menthylbutane. Again, if I’m wrong I am very sorry. Hope this helps❤️

Answer:

The APA rule for numbers is that you should begin a sentence with a word even if the number is greater than nine, and the word "percent" should also be used.

Explanation:

1 Fine chemicals are not produced in small quantity because of limited applicability. The correct option is option D.

2. NaOH, hydrogen tetraoxosulphate iv acid and ammonia are examples of heavy chemical.

3. Low temperature is the only technique not required in polymer production. The correct option is option B.

4. Manufacture of both natural and artificial catalysts is not one of the processes of Metallurgy. The correct option is option B.

5. Amenable to corrosion since they are of earthly impurities is not of the characteristics of ceramic. Option B is the correct option.

6. The major difference between mortals and cement is cement hardens by giving off water. The correct option is option B.

7. Photosynthesis is not an example of chemical industries. The correct option is option A.

Chemical industries are industrial sectors dedicated to the manufacture, refinement, and distribution of various chemicals. These sectors are necessary for producing a variety of items, such as medicines, fertilizers, plastics, paints, detergents, textiles, and many other consumer goods.

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Answer:

this would be an oxidation-reduction reaction

To calculate the amount of money you would spend on gas in one week, we need to convert kilometers to miles and liters to gallons. The result is 718.40 dollars.

First, let's convert 119 km to miles. 1 km is approximately 0.62 miles, so 119 km is equal to 73.78 miles. Next, let's convert the gas price from euros to dollars. Given that 1 euro is equal to 1.26 dollars, the gas price of 1.10 euros is equal to 1.10 * 1.26 = 1.386 dollars. Now, let's convert the car's gas mileage from miles per gallon to liters per kilometer.

1 mile is approximately 0.62 km, so 26.0 miles per gallon is equal to 26.0 / 0.62 = 41.93 liters per kilometer. Finally, to calculate the amount of money spent on gas in one week, multiply the amount of gas consumed (515.46 miles * 41.93 liters per kilometer) by the gas price (1.386 dollars per liter).

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62.22 mL of water are the 280 drops.

From the question given above, we were told that 9 drops is equal to 2 mL i.e

Using the above information, we can obtain the mL of water that are 280 drops as follow:

9 drops = 2 mL

Therefore,

280 drops = \(\frac{280 X 2}{9}\)

Thus, 280 drops is equivalent to 62.22 mL of water.

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We first verify that the equation is balanced. We have 5 carbons (C), 2 sulfurs (S), and 4 oxygens (O) on each side of the reaction. So the reaction is balanced.

a) Now if we look at the reaction we can see that when 2 moles of SO2 react, 1 mole of CS2 is produced. That is, the ratio is 2 to 1. For each mole of SO2 half as many moles of CS2 will be produced.

So if we have 9.5 moles of SO2 we will have 9.5/2 moles, that is 4.75 moles of CS2.

Answer a) By reacting 9.50 moles of SO2 with an excess of it would be produced 4.75 moles of CS2.

Now, for the following parts of the question, we can apply the ideal gas law. This is because the reaction is in the gas phase and the law applies only to gases.

Where,

P= Pressure at STP = 1 atm

T= Temperature at STP = 273.15K

R= Ideal law constant = 0.08206 (atm L)/(mol K)

V= Volume of the gas

n= Numer of moles

b)We clear n and we replace the known values of SO2 to find the number of moles of SO2 that react.

Now, for each mole of SO2 that reacts we need 5/2 moles of C, that is 0.24x5/2=0.61 moles of C.

We use mass molar of C to calculate the grams.

Mass molar of C=12.01g/mol

Mass of C= Moles of C x Mass Molar

Mass of C= 0.61 mol x 12.01 g/mol = 7.37 g

So, To fully react 5.5 L of SO2 at STP we will need 7.37 g of C.

c)We apply the gas law again but this time we clear the volume.

We also take into account that for each mole of C, 4 moles of CO are produced, so if we have 20 moles of C we will produce 20x4=80 moles of CO.

So, from 20.0 moles of C at STP can be produced 1793.18 liters of CO

1. Man using phosphorus detergent: Non-point source pollution; 2. Gasoline leak from storage tank: Point source pollution; 3. Scientist pouring microbes: Point source pollution.


1. Man using phosphorus detergent: This is classified as non-point source pollution because the pollution does not originate from a single, identifiable source. The detergent entering the stream can come from various households and locations, making it difficult to pinpoint the exact source of pollution.

2. Gasoline leak from storage tank: This is classified as point source pollution because the pollution comes from a single, identifiable source - the underground storage tank. The gasoline leak can be traced back to the specific location, and measures can be taken to address the pollution from that point.

3. Scientist pouring microbes: This is classified as point source pollution as the pollution comes from a single, identifiable source - the research lab where the scientist works. The careless disposal of microbes can be traced back to the specific lab, and appropriate measures can be implemented to prevent further pollution.

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The carbon element  combines chemically with oxygen and hydrogen to form a compound known as sugar. When making syrup, the sugar is dissolved in water to make a mixture . Before the sugar and water are mixed, the heterogenous  mixture is not the same sweetness throughout. After mixing, the solution homogenous is because when sugar is evenly disbursed throughout the water. Finally, the water is slowly boiled off and the solution slowly becomes sticky and gooey because the viscosity has increased and the solution now resists flowing.

The carbon element is known to be a kind of a nonmetallic chemical element that can be found in  in Group 14 (that is in IVa) of the periodic table.

Note that it is one that is often distributed in nature a lot and, carbon is is one that is composed of about 0.025 percent of Earth's crust.

Hence,  the fill up are: The carbon element  combines chemically with oxygen and hydrogen to form a compound known as sugar. When making syrup, the sugar is dissolved in water to make a mixture . Before the sugar and water are mixed, the heterogenous  mixture is not the same sweetness throughout. After mixing, the solution homogenous is because when sugar is evenly disbursed throughout the water. Finally, the water is slowly boiled off and the solution slowly becomes sticky and gooey because the viscosity has increased and the solution now resists flowing.

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See full question below

The carbon _____________________combines chemically with oxygen and hydrogen to form a _________________________known as sugar. When making syrup, the sugar is dissolved in water to make a_________________________ . Before the sugar and water are mixed, the _______________________________mixture is not the same sweetness throughout. After mixing, the solution____________________________ is because when sugar is evenly disbursed throughout the water. Finally, the water is slowly boiled off and the solution slowly becomes sticky and gooey because the______________________ has increased and the solution now resists flowing.

Compound, Element ,Heterogeneous ,Homogeneous, Mixture ,Viscosity

Answer:

Explanation:

1

Answer:

true

Explanation:

Weapons of mass destruction that utilize chlorine gas fall under the category of chemical hazards or chemical weapons.

Weapons of mass destruction (WMD) are highly destructive devices designed to cause significant harm and casualties on a large scale. Chlorine gas, when used as a chemical weapon, falls under the category of chemical hazards.

Chemical hazards refer to substances that can cause harm or pose risks to human health and the environment due to their chemical properties.

Chlorine gas is a toxic and corrosive substance that, when released in large quantities, can have severe detrimental effects on human respiratory systems and other organs. It can cause respiratory distress, lung damage, and even death.

The use of chlorine gas as a weapon is prohibited under international agreements, such as the Chemical Weapons Convention, due to its destructive and inhumane nature.

It is important to note that weapons of mass destruction encompass various types, including chemical, biological, radiological, and nuclear weapons, each with its specific hazards and risks.

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