Air at 50 oc and 80 kpa enters the diffuser of a jet engine steadily with a velocity of 500 m/s. the inlet area of the diffuser is 0.4 m2. the air leaves the diffuser with a velocity that is very small compared to the inlet velocity. determine the temperature (in oc) of the air leaving the diffuser.

Answer:

To avoid spattering

Explanation:

If we are heating a hydrate to drive off the water of crystallization, we must initially heat the hydrate gently, at a lower temperature and then more strongly only after most of the water has been driven off in order to to prevent spattering.

Since we obtain the amount of water by the mass difference, Spattering  decreases the mass of water obtained and ultimately results in a lower percent of water being calculated for the hydrate.

Carbon monoxide airborne material is not likely to be affected by the filters or indoor air handling equipment.

Carbon monoxide is a gas that is not likely to be affected by the filters or indoor air handling equipment. This is because most filters are designed to remove particulates, pollen, and soot, which are all solid or liquid particles.

It is important to have a carbon monoxide detector in your home, as carbon monoxide is a colorless, odorless, and tasteless gas that can be deadly in high concentrations. It is produced by incomplete combustion of fuels such as gasoline, wood, coal, and natural gas, and can build up in enclosed spaces without proper ventilation.

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Answer:

migraine

Explanation:

d

The ΔG° for the reaction N2 (g) + 3H2 (g) ↔ 2NH3 (g) at 298 K is -33.2 kJ/mol.

To calculate the standard Gibbs free energy change (ΔG°) for the reaction N2 (g) + 3H2 (g) ↔ 2NH3 (g) at 298 K, we need the standard Gibbs free energy of formation (ΔG°f) values for the compounds involved.

ΔG°f values at 298 K:

ΔG°f[N2 (g)] = 0 kJ/mol

ΔG°f[H2 (g)] = 0 kJ/mol

ΔG°f[NH3 (g)] = -16.6 kJ/mol

Using these values, we can calculate the ΔG° for the reaction:

ΔG° = ΣΔG°f(products) - ΣΔG°f(reactants)

= 2ΔG°f[NH3 (g)] - (ΔG°f[N2 (g)] + 3ΔG°f[H2 (g)])

= 2(-16.6 kJ/mol) - (0 kJ/mol + 3(0 kJ/mol))

= -33.2 kJ/mol

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Answer:

True

Explanation:

The digestive system of organisms transforms raw materials of food into nutrients and energy laden substances that can be used by the body.

In the digestive process, both mechanical actions such as grind and chemical reactions occurs together.

The process breaks down complex organic compounds usually derived from plants and other animals into simpler units that are very readily useful for the body.

For example, the end product of rice after digestion is glucose which is an energy material which the body takes up for use.

Answer:

If your lab has litmus paper, you can use it to determine your solution's pH. When you place a drop of a solution on the litmus paper, the paper changes color based on the pH of the solution. Once the color changes, you can compare it to the color chart on the paper's package to find the pH.

Explanation:

A solution's pH will be a number between 0 and 14. A solution with a pH of 7 is classified as neutral. If the pH is lower than 7, the solution is acidic. When pH is higher than 7, the solution is basic. These numbers describe the concentration of hydrogen ions in the solution and increase on a negative logarithmic scale.

For example, If Solution A has a pH of 3 and Solution B has a pH of 1, then Solution B has 100 times as many hydrogen ions than A and is therefore 100 times more acidic.

Answer:

168.75 ml

Explanation:

M1V1=M2V2

375ml*.45M=1M*V2

The following elements have an impact on reaction rate: a) temperature; e) concentration; and h) catalysts. the appropriate choices are a, e, and h.

A reaction's pace can be greatly impacted by variations in temperature and concentration. More particles have the energy to react as a result of a rise in temperature, hence the pace of reactions typically rises as well. The frequency of collisions also rises with an increase in reactant concentration, which results in a higher reaction rate. The collision theory of chemical kinetics can be used to explain these outcomes. However temperature and concentration variations can also impact the equilibrium constant and change the reaction's equilibrium position. Changes in enthalpy, entropy, and free energy can all be influenced by the presence of a catalyst, lowering the activation energy and speeding up the rate of a process.

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Answer: The molarity is 0.25 M

Explanation:

Molarity of a solution is defined as the number of moles of solute dissolved per liter of the solution.

\(Molarity=\frac{n\times 1000}{V_s}\)

where,

n = moles of solute

\(V_s\) = volume of solution in ml

moles of \(CO_2\) = \(\frac{\text {given mass}}{\text {Molar mass}}=\frac{11g}{44g/mol}=0.25mol\)

Now put all the given values in the formula of molality, we get

\(Molarity=\frac{0.25\times 1000}{1000ml}\)

\(Molarity=0.25M\)

Therefore, the molarity is 0.25 M

Answer:

Option d is correct = Negative ion

Explanation:

We know that an atom consist of electrons, protons and neutrons. Neutrons and protons are present inside the nucleus while electrons are present out side the nucleus. Electron has a negative charge and is written as e⁻. The mass of electron is 9.10938356×10⁻³¹ Kg . While mass of proton and neutron is 1.672623×10⁻²⁷Kg  and 1.674929×10⁻²⁷ Kg  respectively.

Symbol of proton= P⁺  

Symbol of neutron= n⁰  

The number of electron or number of protons are called atomic number while mass number of an atom is sum of protons and neutrons. The  umber of protons and electrons are always equal to make the atom electrically neutral and when an atom loses its valance electron the number of protons increases and thus positive charge increased and atom form cation.

When an atom gain electron negative charge increase because of more number of electron thus atom form negative ion or anion. For example,

Anion formation:

X + e⁻ → X⁻

Cation formation:

X → X⁺ + e⁻

Thus option d is correct option.

Answer:

To be stable an atom will gain, lose, or share electrons to complete the outer most energy level (electron shell). Octet Rule because levels 2 and 3 need 8 electrons to be stable.

Answer:

314mL OR 0.314L

Explanation:

this requires the dilution formula M1V1 = M2V2 where

M1 = initial concentration

V1 = initial volume

M2 = final concentration

V2 = final volume

In this case, we are solving for V1 where M1 = 5.65M, V1 = 250.0 mL, and M2 = 4.50M

Plugged into the equation we get:

(5.65M)(250.0mL) = (4.50M)V2

divide both sides by 4.50M and it becomes (M cancel)

V2 = 314mL

Answer

moles = 5.81 mol

Explanation

Given:

Volume = 144 L

AT SATP

1 mole = 24.4651 L

Solution:

1 mole = 24.4651 L

x mole = 144 L

x = 144/24.4651

x = 5.8 mol

Answer:

V = 0.2 L.

Explanation:

Hello there!  

In this case, according to the definition of molarity in terms of the moles of solute divided by the volume of the solution, it is possible for us to write:

M=n/V  

Thus, given the moles and concentration of the solution, we can find the volume as shown below:  

V=n/M  

Therefore, we plug in the given data to obtain:  

V = 0.02mol /(0.10mol/L)  

V = 0.2 L

Best regards!

Boyle's Law, Charles' Law, and Avogadro's Law can be derived from the ideal gas law, which is expressed as:

PV = nRT , where:

P = pressure

V = volume

n = number of moles of gas

R = ideal gas constant

T = temperature

Let's see how each law can be derived:

Boyle's Law:

Boyle's Law states that at constant temperature, the pressure of a given amount of gas is inversely proportional to its volume. Mathematically, it can be written as:

P₁V₁ = P₂V₂

Assuming the amount of gas (n) and temperature (T) remain constant, we can rewrite Boyle's Law using the ideal gas law:

(P₁/nT) × V₁ = (P₂/nT) × V₂

By canceling out the constant factors (n and T) on both sides, we obtain:

P₁V₁ = P₂V₂

This equation represents Boyle's Law, which demonstrates the inverse relationship between pressure and volume at constant temperature.

Charles' Law:

Charles' Law states that at constant pressure, the volume of a given amount of gas is directly proportional to its temperature. It can be expressed as:

V₁/T₁ = V₂/T₂

Assuming the amount of gas (n) and pressure (P) remain constant, we can rearrange the ideal gas law to obtain:

(V₁/nP) × T₁ = (V₂/nP) × T₂

By canceling out the constant factors (n and P) on both sides, we get:

V₁/T₁ = V₂/T₂

This equation represents Charles' Law, showing the direct relationship between volume and temperature at constant pressure.

Avogadro's Law:

Avogadro's Law states that at constant temperature and pressure, equal volumes of different gases contain an equal number of molecules (or moles). It can be written as:

V₁/n₁ = V₂/n₂

Using the ideal gas law, we can rearrange it as:

(V₁/P₁) × (T/P₁) × n₁ = (V₂/P₂) × (T/P₂) × n₂

Canceling out the constant factors (P₁/P₁, T/T) and rearranging the equation, we have:

V₁/n₁ = V₂/n₂

This equation represents Avogadro's Law, demonstrating that equal volumes of gases contain an equal number of moles at constant temperature and pressure.

In summary, Boyle's Law, Charles' Law, and Avogadro's Law can all be derived from the ideal gas law by manipulating the equation while holding certain variables constant.

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Answer:

Rock

Explanation:

Let's calculate the density of each object:

Rock:

\(Density = \frac{mass}{volume}=\frac{8.5\ g}{4.5\ mL}=1.9\ g/mL\)

Pencil:

\(Density = \frac{mass}{volume}=\frac{2.4\ g}{4.5\ mL}=0.53\ g/mL\)

Therefore the rock is denser.

Answer:

a. Bronze

b. Copper

Explanation:

a. The alloy formed from the mixture of molten tin and molten copper, with copper having the over triple of the quantity of tin, is bronze. Although, these two metals are often not the only metals present in bronze.

b. The solvent in this mixture is molten copper. This is because, it has the larger percentage of the constituents and hence can easily allow other constituents to be dissolved in it.

The characteristics of the mixtures allow to find the answers to this question about bronze are:

In chemistry when materials do not react with each other, a new compound is not formed, therefore there is a mixture of unreacted elements.

The mixture is the union of two or more components united, but that do not react chemically, we can have two types of mixture:

In mixtures, the material that is in less quantity is called solute and the material that is in greater quantity is called solvent.

In this case we have a combination of Tin and Copper, by heating when they are taken to the liquid state the mixture is formed, the result is a material where no phase or separation can be distinguished, therefore we are in the presence of a homogeneous solution, that cooling would be a solid solution.

Therefore, copper and tin maintain their chemical properties, but the physical properties are altered, this solution is widely used industrially and is called Bronze.

We have 1 mole of tin and 5 moles of Copper, so the solute is the material in the least amount of Tin and the solvent is the material in the greatest amount of Copper.

In conclusion, using the characteristics of the mixtures we can find the answer to this question about bronze:

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It is not possible to determine the concentration of chlorine in the tank after 20 minutes. It takes approximately 2.96 minutes for the concentration of chlorine in the tank to reach 180 kg/m³.

The concentration of chlorine in a water treatment plant is to be determined as a function of time, as well as its concentration after 20 minutes and the time it takes to reach a concentration of 180 kg.

(a) (i) Using a mass balance equation, let C be the chlorine concentration in the tank and t be time. The mass of chlorine in the tank at any time, M(t), is M(t) = VC where V is the volume of water in the tank, which is initially 100 m3. The rate of change of chlorine concentration in the tank, dC/dt, is given by dC/dt = (1/V) dM/dt. Using the given values of the inlet and outlet rates, the rate at which chlorine enters the tank is dM/dt = 0.4 kg/m3 × 20 m3/min = 8 kg/min. The rate at which chlorine leaves the tank is given by the product of the concentration and the outlet rate. When the tank is initially filled with untreated water, the concentration of chlorine is zero.

Therefore, the rate at which chlorine leaves the tank initially is dM/dt = C × 10 m3/min = 0.This means that the concentration of chlorine in the tank remains zero until chlorine begins to enter the tank. Therefore, for t > 0, the differential equation is dC/dt = 8/(100 − 10t)Solving this differential equation gives C = ln(100 − 10t) + K where K is the constant of integration. The value of K can be found using the initial condition that the concentration of chlorine is zero when t = 0:C = ln(100 − 10t) − 2.3026

(ii) The concentration of chlorine in the tank after 20 minutes is C = ln(100 − 10(20)) − 2.3026= ln(−100) − 2.3026The value of the natural logarithm is undefined for negative numbers. Therefore, it is not possible to determine the concentration of chlorine in the tank after 20 minutes.

(iii) To find the time at which the concentration of chlorine in the tank reaches 180 kg/m3, set C equal to 180 kg/m³ and solve for t:180 = ln(100 − 10t) − 2.3026182.3026 = ln(100 − 10t)10t = 29.6493t = 2.9649 min. Therefore, it takes approximately 2.96 minutes for the concentration of chlorine in the tank to reach 180 kg/m³.

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Answer: surface area

Explanation:

The smaller the surface area the faster the rate of reaction. The zinc shavings have a smaller surface area of reactants compared to the large piece of zinc. The smaller surfaces area of reactants ensures that it comes into close proximity with the acid solution for reaction to take place.

An approach to characterising a solid's electronic energy levels is through a band model. In a solid, electrons are organised into energy bands with prohibited gaps separating them.

A solid material's electronic energy levels are theoretically represented by a band model. In a solid, electrons are organised into energy bands with prohibited gaps separating them. The valence band, the lowest energy band populated by electrons, is responsible for the bonding between atoms in the solid, while the conduction band, the highest energy band occupied by electrons, is in charge of conducting electrical current. The energy difference between the conduction band and the valence band, or bandgap, governs the material's electrical and optical properties. Insulators are substances with a large bandgap, whereas semiconductors and conductors are substances with a small bandgap.

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Answer:

41.67 mol

Explanation:

1 Litre of water = 1000g

Mole = mass / molar mass

Mass of 1 L of water = 1000 g

Molar mass of water (H2O) :

(H = 1, O = 16)

H2O = (1 * 2) + 16 = (2 + 16) = 18g/mol

Amount of water consumed = (3/4) of 1 litre

= (3/4) * 1000g

= 750g

Therefore mass of water consumed = 750g

Mole = 750g / 18g/mol

Mole of water consumed = 41.6666

= 41.67 mol

Answer:

Element Symbol Mass percent

Magnesium. Mg. 20.192%

Oxygen. O. 53.168%

Sulfur. S. 26.639%

Explanation:

hope this helps u out

Answer:

isobars

Explanation:

How?

So they are isobars

Phenyl bromide is the limiting reagent in the Grignard reaction, as it produces the smallest number of moles of the Grignard reagent compared to magnesium and carbon dioxide.

The balanced equation for the Grignard reaction between phenyl bromide and carbon dioxide is:

C₆H₅Br + Mg + CO₂ → C₆H₅COOMgBr

To determine the limiting reagent in the reaction, we need to calculate the number of moles of each reactant and compare them to the stoichiometric coefficients in the balanced equation. The limiting reagent is the reactant that is completely consumed in the reaction and limits the amount of product that can be formed.

The molar mass of phenyl bromide is 157.01 g/mol, and the mass used is 1.4555 g, so the number of moles of phenyl bromide is:

1.4555 g / 157.01 g/mol = 0.009271 mol

The molar mass of magnesium is 24.31 g/mol, and the mass used is 0.5734 g, so the number of moles of magnesium is:

0.5734 g / 24.31 g/mol = 0.0236 mol

The molar mass of carbon dioxide is 44.01 g/mol, and the mass used is 10.0 g, so the number of moles of carbon dioxide is:

10.0 g / 44.01 g/mol = 0.227 mol

Finally, the molarity of the HCl solution is 6.0 mol/L, and the volume used is 30.2 mL, or 0.0302 L, so the number of moles of HCl is:

6.0 mol/L x 0.0302 L = 0.1812 mol

According to the balanced equation, one mole of phenyl bromide reacts with one mole of magnesium and one mole of carbon dioxide to produce one mole of the Grignard reagent. Therefore, the limiting reagent is the reactant that produces the smallest number of moles of the Grignard reagent.

Using the above calculations, we find that the number of moles of the Grignard reagent that can be formed from each reactant is:

Since the smallest number of moles is produced from phenyl bromide, it is the limiting reagent in the reaction.

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Circuit Learning is a cutting-edge teaching strategy used at a public tertiary institution.

In this article, teachers' and students' reactions to "Circuit Learning," a cutting-edge teaching strategy used at a public tertiary institution in Malaysia, are discussed.

It focuses on particular observations of how the students responded to this novel teaching strategy and how the teachers judged its success in enhancing the English language learning opportunities for low proficiency students enrolled in a Foundation English course. The analysis of the data indicates that although some doubts were first noted, the majority of the students responded well to CL. There were a variety of responses from teachers regarding its efficacy.

Nevertheless, both teachers and students noted a number of significant characteristics of CL, particularly in the way it helped these students become more motivated and self-assured, demonstrating its viability and potential as a teaching innovation for ESL teaching and learning. This article starts by explaining the structure and principles of CL. After that, it analyzes the replies from the students and teachers who took part, using surveys and their own comments.

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Answer:

I believe that it can help us a lot since the circuit learning helps us remember and memorize a ton of stuff that we can use for us in the future.

An example is that when we know about circuit learning, you will have creative ideas you can use as an engineer, or any other good job that will help you earn money with your awesome ideas.

When I use circuit learning in the future, I'll know many ideas for my future career and business, and the way I can earn really well amount of money.

Explanation:

You're welcome :D