What type of chemical reaction is this and why?

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.

Applying the concept of molar concentration to percent solutions, 8.84 ml of  95% alcohol is required to prepare  280ml of 35% alcohol .

Percent solution is defined as a convenient way to record concentration of solution.It is a expression which relates solute to solvent as,mass of solute/mass of solution ×100.There are two types of percentage solutions percent weight by volume and percent volume by volume .Advantages of using percent solutions is that molecular weight of compound is not required.

In case where a percent solution is to be prepared from another percent solution applying formula C₁V₁=C₂V₂

Substitution in formula gives, 35×280=95×V₂

∴V₂=35×280/95=8.84 ml.

Thus, 8.84 ml of  95% alcohol is required to prepare  280ml of 35% alcohol .

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Answer: 19.4 mL Ba(OH)2

Explanation:

H2(g) + Cl2(g) --> 2HCl(aq) (make sure this equation is balanced first)

At STP, 1 mol gas = 22.4 L gas. Use this conversion factor to convert the 100. mL of Cl2 to moles.

0.100 L Cl2 • (1 mol / 22.4 L) = 0.00446 mol Cl2

Use the mole ratio of 2 mol HCl for every 1 mol Cl2 to find moles of HCl produced.

0.00446 mol Cl2 • (2 mol HCl / 1 mol Cl2) = 0.00892 mol HCl

HCl is a strong acid and Ba(OH)2 is a strong base so both will completely ionize to release H+ and OH- respectively. You need 0.00892 mol OH- to neutralize all of the HCl. Note that one mole of Ba(OH)2 contains 2 moles of OH-.

0.00892 mol OH- • (1 mol Ba(OH)2 / 2 mol OH-) • (1 L Ba(OH)2 / 0.230 M Ba(OH)2) = 0.0194 L = 19.4 mL Ba(OH)2

The reaction described is the transformation of two molecules of hydrogen chromate (H2CrO4) into one molecule of dichromate (Cr2O7^2-) and two molecules of water (H2O).

The correct statement for this reaction is:

The reaction involves the oxidation of hydrogen chromate to form dichromate.

In the process, two hydrogen chromate ions lose two protons (H+) and undergo a reduction in oxidation state, resulting in the formation of one dichromate ion.

Simultaneously, two water molecules are produced. The reaction is balanced in terms of charge and mass, with two hydrogen chromate ions on the reactant side transforming into one dichromate ion and two water molecules on the product side.

This transformation is a redox reaction, involving changes in both oxidation states and the transfer of electrons. The reaction can occur in an acidic medium where the hydrogen chromate acts as an oxidizing agent.

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The chemical equation that depicts a balanced chemical reaction is the one in choice B.

In this choice, the same number of atoms of each elements is in both, reactants and products sides, which means that the law of conservation of mass is fulfilled.

The correct answer is choice B.

The neutralization reaction between hydrobromic acid (HBr) and potassium hydroxide (KOH) can be completed and balanced as follows:

HBr(aq) + KOH(aq) → KBr(aq) + H2O(l)

The products of this reaction are potassium bromide (KBr) and water (H2O).

To write the net ionic equation, we exclude the spectator ions, which are the ions that appear on both sides of the equation unchanged. In this case, the potassium ion (K+) is a spectator ion because it appears on both sides. Therefore, the net ionic equation is:

H+(aq) + OH-(aq) → H2O(l)

In the net ionic equation, the hydrogen ion (H+) from the acid and the hydroxide ion (OH-) from the base combine to form water (H2O).

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The ground state electron configuration for Zn2+ can be determined by considering the electronic structure of the neutral zinc atom (Zn) and then removing two electrons to account for the +2 charge.

The neutral zinc atom has an atomic number of 30, which means it has 30 electrons. The electron configuration of a neutral zinc atom is 1s2 2s2 2p6 3s2 3p6 4s2 3d10.

To form Zn2+, two electrons are removed. Since electrons are generally removed from the highest energy levels first, the two electrons will be taken from the 4s orbital. Therefore, the ground state electron configuration for Zn2+ is 1s2 2s2 2p6 3s2 3p6 3d10.

This electron configuration reflects the fact that Zn2+ has a full d orbital (3d10), which gives it stability. Zn2+ is often found in compounds with a 2+ charge due to the loss of these two electrons.

The stable electron configuration of Zn2+ allows it to participate in various chemical reactions, including coordination complexes and enzymatic processes.

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Answer:Answer:

40-18 fl =>40-cl+cl+0-1e sorry if im rong

Explanation:

When \(^1^8F\) undergoes positron emission, the product nucleus is, \(^1^8O\).

In positron emission, also called positive beta decay (β+ decay), a proton in the parent nucleus decays into a neutron that remains in the daughter nucleus, and the nucleus emits a neutrino and a positron, which is a positive particle like an ordinary electron in mass but of opposite charge.

When a proton is converted into a neutron then the positron emission takes place as follows.

\(^1_1p\;\rightarrow\;^1_0n\;+\;^0_+1e\)

A positron is represented by the symbol. Therefore, when a positron emission occurs then the resultant nuclei atomic number decreases by a unit mass.

The general equation representing positron emission is as follows.

\(^M_ZA\;\rightarrow\;^M_Z_-_1 B\;+\;^0_+1e\)

Hence, fluorine-18 decays by positron emission as follows.

\(^1^8_9F\;\rightarrow\;^1^8_8n\;+\;^0_+1e\)

Therefore, when \(^1^8F\) undergoes positron emission, the product nucleus is, \(^1^8O\).

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Answer: All of the nonmetals are found to the right side of the zigzag line!

Explanation:

The little yellow highlighted zig-zag line separates the metals from the non-metals, the nonmetals can be found to the right of the line!!

Answer: in 25 yards there is 75 feet. Witch is the same to say that 25 yards is 75 feet.

Explanation:

Answer:

25yd is bigger

Explanation:

Answer:

A

Explanation:

Answer: When you lick a Popsicle, how does the thermal energy travel between the Popsicle and you tongue? What kind of heat transfer is that? Heat travels from warmer to cool objects, so thermal energy is transferred from your tongue to the Popsicle, melting the Popsicle. This kind of heat transfer is conduction.

HOPE THIS HELPS

Answer:

it transfer througe your tonuge because it is a at a higher temperture

than the popsicle

Conduction

Answer:

For producing 0.55 mole of acetic acid, 0.55 mole of ethanol is required.

Explanation:

The balanced equation for this reaction is

CH3CH2OH + O2 --> CH3COOH + H2O

As we can see in this equation, the ration of number of moles of acetic acid to the number of moles of ethanal is equal to \(1 : 1\)

Hence, in order to produce one mole of acetic acid, 1 mole of ethanol is required.

Thus, for producing 0.55 mole of acetic acid, 0.55 mole of ethanol is required.  

increase in bandgap of annealed TiO2 compared to as-deposited TiO2 indicates changes in electronic structure,optical properties. Alteration affect material's light absorption, transparency, photocatalytic behavior.

The increase in bandgap observed in the annealed TiO2 compared to the as-deposited TiO2 indicates a change in the electronic structure and optical properties of the material.  it is important to note that the bandgap represents the energy difference between the valence band (where electrons are bound) and the conduction band (where electrons are free to move and contribute to electrical conductivity). An increase in the bandgap indicates that more energy is required to excite electrons from the valence band to the conduction band.

When TiO2 is annealed at higher temperatures, the crystal structure and arrangement of atoms undergo changes. This results in modifications to the electronic band structure. Specifically, annealing at higher temperatures promotes the reorganization of atoms and the reduction of defects or impurities in the TiO2 lattice. The increase in bandgap implies that the annealed TiO2 has a higher energy threshold for electron excitation. This suggests that the material has a wider range of light absorption, particularly in the ultraviolet (UV) region. The increased bandgap leads to a shift towards higher energy (shorter wavelength) absorption, which corresponds to a decrease in the material's transparency in the UV range.

Furthermore, the increase in bandgap affects the photocatalytic properties of TiO2. TiO2 is widely used as a photocatalyst for various applications, such as water splitting and pollutant degradation. A larger bandgap means that TiO2 requires higher-energy photons (typically UV light) to initiate photocatalytic reactions. Therefore, the annealed TiO2 with an increased bandgap may exhibit reduced photocatalytic activity compared to the as-deposited TiO2. In summary, the increase in bandgap of the annealed TiO2 compared to the as-deposited TiO2 indicates changes in the electronic structure and optical properties. This alteration can affect the material's light absorption, transparency, and photocatalytic behavior.

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It would fail at the first step because the acetaminophen and sucrose would stay solid and would not be separated due to both being insouble in DCM.

A method that courts might employ to modify the case management procedure to meet the needs of specific cases is differentiated case management (DCM). DCM offers a method for handling each case in accordance with the amount of time and resources needed from the legal system.

If you simply have a few points or a small budget, the Discrete Control Module (DCM) is the ideal option for controlling equipment at remote locations. You can control up to 16 control relays while keeping an eye on two alarm inputs.

Acetaminophen, usually referred to as paracetamol, is a drug used to treat fever and mild to moderate discomfort. Tylenol and Panadol are examples of popular brand names.

It lowers temperature and eases pain.

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A is an alkene

B is an alkane

When compound A is reduced by sodium in liquid ammonia, it can be reduced to an alkane to compound B. In this reaction, a hydrogen atom can be added to the double bond of compound A to form compound B.

Hydrogenation of both compound A and compound B in the presence of a platinum catalyst both give 2,5-dimethylhexane as a product. This suggests that both compound A and compound B are unsaturated and can be hydrogenated to alkanes.

Ozonolysis with oxidative workup of compound B produces a carboxylic acid with the molecular formula C4H8O2. This indicates that compound B contains at least one carbon-carbon double bond. Reaction of compound B with a peroxyacid gives a chiral product, suggesting that compound B has at least one chiral center.

Reaction of compound B with bromine affords the achiral product. This indicates that compound B does not contain a chiral center.

Based on these observations, it is likely that compound A is an alkene of molecular formula C8H14 and compound B is an alkane containing at least one carbon-carbon double bond of molecular formula C8H16.

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i. The new concentration is 0.116 M

ii. The new concentration is 0.029 M

The concentration of the original or stock hydrochloric acid is calculated as follows:

Molarity of stock HCl = 36 * 1.18* 1000 /36.5 * 100

Molarity of stock HCl = 11.6 mol/dm

i. Using the dilution formula: M₁V₁ = M₂V₂

M₂ = M₁V₁ /V₂

M₂ = 11.6 * 10/1000

M₂ = 0.116 M

The new concentration = 0.116 M

ii. Using M₁V₁ = M₂V₂

M₂ = M₁V₁ /V₂

M₂ = 0.116 * 5/20

M₂ = 0.029 M

The new concentration = 0.029 M

In conclusion, the new concentrations are found using the dilution formula.

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It would require approximately 19,008 joules of energy to heat a frozen can of juice (360 grams) from -5 °C to 110 °C.

We need to use the specific heat capacity formula:

Q = mcΔT

Where

First, we need to convert the mass of the can of juice from grams to kilograms:

m = 360 g = 0.360 kg

Next, we need to find the specific heat capacity of the juice. The specific heat capacity varies depending on the type of juice, but for the purposes of this calculation, we can assume a value of around 4200 J/kg°C, which is the specific heat capacity of water.

c = 4200 J/kg°C

Finally, we can calculate the energy required to heat the can of juice:

Q = mcΔT

Q = (0.360 kg)(4200 J/kg°C)(110°C - (-5°C))

Q = (0.360 kg)(4200 J/kg°C)(115°C)

Q = 19,008 J

Therefore, it would require approximately 19,008 joules of energy to heat a frozen can of juice (360 grams) from -5 °C to 110 °C.

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Answer:

2.06 atm

Explanation:

The computation of the pressure inside the flask is shown below;

As per the ideal gas law

we know that

P V = nRT

where

V = 1.50L

T = 325 K

R = 0.0821

Now moles of N_2 is

= 3.25 ÷ 28

= 0.116 mol

Now

P = NRT ÷ V

= 0.116 × 0.0821 × 325 ÷ 1.50

= 2.06 atm

The specific heat of water is 4.184 J/goC.

What is specific heat?

The quantity of heat needed to increase the temperature of one gram of a substance by one degree Celsius. Typically, the units of specific heat are calories or joules per gram per degree Celsius. The specific heat of water, for instance, is 1 calorie (4.186 joules) per gram per degree Celsius.

The total mass of the solution =g of KNO3 + g of water

= (2.58+ 98.57) g

= 101.15 g

Change in temperature =(20.4 – 22.5) degree celcius = -2.1 degree celcius

q = mcΔT= 101.15 g x 4.184 j/goC x -2.1oC= -8 8.74 J

Moles of KNO3= 2.58/101.11= 0.0255 mol

The heat that is being lost by the water is being gained by KNO3 so it is + heat of solution per mole(J)= 888.74 J/0 .0255 mol= 34829.82257 J/mol= + 35 K J/mol

Hence, the heat of solution per mole is kno3 is 35KJ/mol

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Answer:

False

Explanation:

Quantitative data is measured using numbers and Qualitative data is descriptive

12,194 L is the answer!

Explanation:

Water has the maximum density at the temperature of 4°Celsius. So, it expands at temperatures higher or lower than 4°C, knowing that at the temperature of -25°C the water can't have a lower volume than the one at 15°C.

Answer:

12, 194 L

That's your answer!!!

In the mixture created with 5 grams of sugar, 5 grams of salt, and 4,000 cubic centimeters of water, the solvent is water.

A solvent is a substance that dissolves other substances to form a solution. In this case, water is the solvent because it is the substance that dissolves the sugar and salt to create the solution. The sugar and salt are the solutes, which are substances that are dissolved in a solvent to create a solution. In this mixture, water is the most abundant component, making up 4,000 cubic centimeters of the total volume, whereas sugar and salt only make up 5 grams each, so water is the solvent.

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The pH when 0 mL of NaOH has been added is approximately 0.76.

pH is defined as the measure of how acidic/basic water is.

When strong acid such as HCl is titrated with strong base such as NaOH, then pH at the beginning of the titration is determined by the concentration of acid. At the start of the titration, no base has been added, so pH will be determined by concentration of HCl

HCl + H2O → H3O+ + Cl-

The concentration of HCl is given as 0.175 M, which means that the concentration of H3O+ (the hydronium ion) is also 0.175 M at the start of the titration.

pH = -log[H3O+]

pH = -log(0.175)

pH = 0.756

Therefore, the pH when 0 mL of NaOH has been added is approximately 0.76.

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Answer:

The ground state electron configuration of ground state gaseous neutral tin is [Kr]. 4d10. 5s2. 5p2 and the term symbol is 3P0.

Answer:

59.46 g

Explanation:

To answer this question, the molecular weight of ammonium sulfate must be computed.  To accomplish this, the weights of the individual elements must be noted.
N=14.01\(\frac{g}{mol}\)

H=1.01\(\frac{g}{mol}\)

S=32.07\(\frac{g}{mol}\)

O=16.00\(\frac{g}{mol}\)

To compute the molecular weight:

\(2[14.01\frac{g}{mol}+4(1.01\frac{g}{mol})]+32.07\frac{g}{mol}+4(16.00\frac{g}{mol})=132.14\frac{g}{mol}\)

To calculate the mass:

\(0.45 mol(\frac{132.14g}{1mol})=59.463g\)