The complete conversion of 90.0 grams of hydrogen to ammonia would require approximately 14.88 moles of nitrogen gas.
To determine the number of moles of nitrogen gas required for the complete conversion of 90.0 grams of hydrogen to ammonia, we need to use the balanced chemical equation for the reaction.
The balanced equation for the formation of ammonia (NH3) from hydrogen (H2) and nitrogen (N2) is:
N2 + 3H2 → 2NH3
From the equation, we can see that one mole of nitrogen gas (N2) reacts with three moles of hydrogen gas (H2) to produce two moles of ammonia (NH3).
To find the number of moles of nitrogen gas, we need to determine the number of moles of hydrogen gas first. We can use the molar mass of hydrogen, which is approximately 1.008 g/mol.
The molar mass of hydrogen (H2) is 2.016 g/mol (2 hydrogen atoms).
Using the given mass of hydrogen (90.0 grams) and its molar mass, we can calculate the number of moles of hydrogen:
Number of moles of hydrogen = Mass of hydrogen / Molar mass of hydrogen
= 90.0 g / 2.016 g/mol
= 44.64 mol
According to the balanced equation, the ratio of moles of nitrogen gas to moles of hydrogen gas is 1:3.
Therefore, the number of moles of nitrogen gas required is one-third of the number of moles of hydrogen gas:
Number of moles of nitrogen gas = (1/3) * number of moles of hydrogen gas
= (1/3) * 44.64 mol
= 14.88 mol
Therefore, the complete conversion of 90.0 grams of hydrogen to ammonia would require approximately 14.88 moles of nitrogen gas.
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Compare the magnitude of the electromagnetic and gravitational force between two electrons separated by a distance of 2. 00 m. Assume the electrons have a mass of 9. 11 × 10–31 kg and a charge of 1. 61 × 10–19 C. Round to two decimal places. Fe = × 10–29 N Fg = × 10–71 N F Subscript e baseline over F Subscript g baseline. = × 1042.
Fₑ/Fg is 9.63 × 10⁻²². To compare the magnitude of the electromagnetic and gravitational force between two electrons separated by a distance of 2.00 m we can use the Coulomb's law and Newton's law of gravitation formula. The formula for the electric force between two charges is given as: F = kq₁q₂ / r²
Where, k = Coulomb constant = 9 × 10⁹ Nm²C⁻², q₁ and q₂ = charges on the two particles, r = distance between the two particles
For two electrons, q₁ = q₂ = -1.61 × 10⁻¹⁹ , CR = 2.00 m
F = 9 × 10⁹ × (-1.61 × 10⁻¹⁹)² / (2.00)²
= 2.31 × 10⁻²⁸ N
The formula for gravitational force between two particles is given as: F = Gm₁m₂ / r²: where, G = gravitational constant = 6.67 × 10⁻¹¹ Nm²/kg², m₁ and m₂ = masses of the two particles, r = distance between the two particles
For two electrons, m₁ = m₂ = 9.11 × 10⁻³¹ kg, R = 2.00 m
Substituting the values in the formula we get, F = 6.67 × 10⁻¹¹ × (9.11 × 10⁻³¹)² / (2.00)²
= 2.40 × 10⁻⁷ N
Thus, the magnitude of the electromagnetic force is 2.31 × 10⁻²⁸ N and the magnitude of the gravitational force is 2.40 × 10⁻⁷ N.
The ratio of Fe/Fg= (2.31 × 10⁻²⁸)/(2.40 × 10⁻⁷)
= 9.63 × 10⁻²²
Thus, Fₑ/Fg is 9.63 × 10⁻²².
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Answer:
see picture
Explanation:
Light enters glass from air. The angle of refraction will be:.
When light enters glass from air, the angle of refraction will be different from the angle of incidence.
The relationship between the angles of incidence and refraction is described by Snell's Law, which states thatn1sinθ1 = n2sinθ2
Where n1 and n2 are the indices of refraction of the first and second medium, respectively, and θ1 and θ2 are the angles of incidence and refraction, respectively.
According to Snell's Law, the angle of refraction will depend on the angle of incidence and the indices of refraction of the two media.
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A 535 kg roller coaster car began at rest at the top of a 93. 0 m hill. Now it is at the top of the first loop-de-loop. An illustration of a roller coaster track with the first hill labeled 93. 0 m high and it goes down to a vertical loop with the car at the top. The loop is labeled as 62. 0 m high. This roller coaster’s track is nearly frictionless, so resistance can be ignored. Using g = 9. 8 m/s2, what best describes the roller coaster car when it is at the top of the loop-de-loop? The car has only potential energy, so it is moving at 0 m/s. The car has both potential and kinetic energy, and it is moving at 24. 6 m/s. The car has both potential and kinetic energy, and it is moving at 34. 9 m/s. The car’s potential energy has all been converted to kinetic energy, so it moves at 42. 7 m/s.
When the roller coaster car is at the top of the loop-de-loop, it has both potential and kinetic energy, and it is moving at approximately 34.9 m/s.
To understand why, let's analyze the energy transformations happening in this situation.At the top of the 93.0 m hill, the car only possesses potential energy given by the equation PE = mgh, where m is the mass of the car (535 kg), g is the acceleration due to gravity (9.8 m/s^2), and h is the height of the hill (93.0 m). Therefore, the potential energy at the top of the hill is PE = (535 kg) * (9.8 m/s^2) * (93.0 m) = 489,315 J.As the car moves down the hill, potential energy is converted into kinetic energy, given by the equation KE = 1/2 * mv^2, where v is the velocity of the car. At the bottom of the hill, all the potential energy is transformed into kinetic energy, so the equation can be rearranged to solve for the velocity: v = sqrt(2 * (PE / m)). Plugging in the values, v = sqrt(2 * (489,315 J / 535 kg)) ≈ 24.6 m/s.
When the car reaches the top of the loop-de-loop, it has both potential and kinetic energy. At this point, the potential energy is given by PE = mgh, where h is the height of the loop (62.0 m). The potential energy is PE = (535 kg) * (9.8 m/s^2) * (62.0 m) = 311,548 J.
The remaining energy is kinetic energy, so we can calculate the kinetic energy using the equation KE = 1/2 * mv^2. Rearranging the equation to solve for v, we get v = sqrt(2 * (KE / m)). Plugging in the values, v = sqrt(2 * (311,548 J / 535 kg)) ≈ 34.9 m/s.
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Peter Popoff is a televangelist who claims to heal people.
A list of potential answers
True
False
The statement is True. Peter Popoff is indeed a televangelist who gained attention for his claims of healing people during his televised religious services. However, it is important to note that his practices and claims have been subject to controversy and skepticism.
Peter Popoff rose to prominence in the 1980s with his faith healing ministry. He claimed to have received divine messages about individuals' illnesses and personal details, which he would then share during his television broadcasts. He held large-scale healing crusades where he would pray for individuals, and many claimed to have experienced miraculous healings.
However, in 1986, investigative efforts exposed that Popoff was using an earpiece through which his wife would feed him information about the audience members, obtained through pre-show interviews and questionnaires. This revelation significantly undermined his credibility and led to a decline in his popularity.
While some individuals may believe in his healing abilities, the exposed deception has led to widespread skepticism and criticism of his practices. It is essential for individuals to approach such claims with critical thinking and to seek evidence-based medical treatment when dealing with health issues.
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What is the period of oscillation of a pendulum that is. 5m long?
. 26 s
1. 42 s
6. 28 s
13. 9 s
Answer:1.42
Explanation:
A traffic light is attached to the midpoint of
a rope so that each segment makes an
angle of 10° with the horizontal. The tension
in each rope segment is 200 N. If the
resultant force at the midpoint is zero, what
must be the weight of the traffic light?
The weight of the traffic light must be 400 N.
In this scenario, the tension in each rope segment is 200 N, and the resultant force at the midpoint is zero. This means that the vertical components of the tension forces cancel out the weight of the traffic light. Since the weight acts vertically downwards, it must be balanced by the vertical components of the tension forces.
Considering the angle of 10° with the horizontal, we can determine the vertical component of each tension force using trigonometry. The vertical component is given by Tension * sin(angle). In this case, each rope segment has a tension of 200 N, so the vertical component is 200 * sin(10°).
Since there are two rope segments, the total vertical component of the tension forces is 2 * (200 * sin(10°)). To balance the weight of the traffic light, this total vertical component must be equal to the weight. Therefore, the weight of the traffic light is 2 * (200 * sin(10°)), which simplifies to approximately 400 N.
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Part F
Turn off the second drip and then add a barrier with one slit. What do you observe on the right side of the wall? What do you
observe on the left side of the wall? From a physics perspective, explain your observations of what is happening on both sides
of the barrier.
If the second drip is turned off and a barrier with one slit is added, the following observations can be made:
On the right side of the wall (opposite the slit):
- An interference pattern will be observed. This is because the single slit acts as a new source of waves, causing the waves from the first slit to interfere with the waves from the single slit. Depending on the exact setup, this interference can result in regions of constructive interference (bright fringes) and regions of destructive interference (dark fringes).
On the left side of the wall (same side as the slit):
- A diffraction pattern will be observed. This is because the waves passing through the single slit spread out or diffract as they pass through the narrow opening. The diffracted waves will then spread out and create a pattern of alternating bright and dark regions.
From a physics perspective, the observations on both sides of the barrier can be explained by the wave nature of light. The interference pattern on the right side is due to the superposition of waves from the two slits, resulting in constructive and destructive interference. The diffraction pattern on the left side is caused by the bending or spreading out of waves as they pass through the single slit. These phenomena demonstrate the wave-particle duality of light and highlight the wave behavior of light in the context of interference and diffraction.
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In a game of pool, a 0. 4 kg cue ball is traveling at 0. 80 m/s when it hits a slower striped ball moving at 0. 38 m/s. After the collision, the striped ball moves off at 0. 62 m/s. What is the magnitude of the final velocity of the cue ball? Assume all pool balls have the same mass. 0. 20 m/s 0. 56 m/s 1. 0 m/s 1. 8 m/s.
When solving the problem of pool game and calculating the magnitude of the final velocity of the cue ball, the correct option is 0.56 m/s.
The following method: Use the principle of conservation of momentum, i.e. momentum before the collision is equal to the momentum after the collision, which is mathematically written as: [tex]$$mv_1+Mv_2=(m + M)v_3$$[/tex]
Where, m is the mass of the cue ball,
M is the mass of the striped ball,
v1 is the velocity of the cue ball before the collision,
v2 is the velocity of the striped ball before the collision, and
v3 is the velocity of the cue ball after the collision.
Using the above formula, we get the final velocity of the cue ball as:
[tex]$$v_3=frac {mv_1+Mv_2}{m+M}$$[/tex]
Plug in the given values, we get,
[tex]$$v_3=frac{0.4*0.80+0.4*0.38}{0.4+0.4}$$[/tex]
Solving for v3, we get [tex]$v_3=0.59$[/tex] m/s Therefore, the magnitude of the final velocity of the cue ball is 0.59 m/s.
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The athlete at point A runs 150m east, then 70m west and then 100 m east. How do i Determine the resultant force acting on the object?
To determine the resultant force acting on the object we need to find the net displacement. We can find the net displacement by subtracting the total distance travelled in the opposite direction (west) from the total distance travelled in the east direction. We can use this formula: Net displacement = Total displacement in the East direction - Total displacement in the West direction. Once we find the net displacement we can calculate the resultant force acting on the object.
The athlete runs 150m towards east, 70m towards west and again 100m towards east. Thus, total displacement in the East direction = 150m + 100m = 250mTotal displacement in the West direction = 70mNet displacement = Total displacement in the East direction - Total displacement in the West direction= 250m - 70m= 180mTherefore, the net displacement of the athlete is 180m towards east.
This displacement is called as the resultant displacement. Since the athlete has been moving towards east in the positive direction and towards west in the negative direction, thus his resultant displacement is the sum of the positive and negative distances he covered.
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What is the approximate wavelength of a light whose second-order dark band forms a diffraction angle of 15. 0° when it passes through a diffraction grating that has 250. 0 lines per mm? 26 nm 32 nm 414 nm 518 nm.
To find the approximate wavelength of the light, we can use the formula:
wavelength (λ) = (d * sin(θ)) / m
where d is the spacing between the lines of the diffraction grating, θ is the angle of diffraction, and m is the order of the dark band.
In this case, the diffraction grating has 250.0 lines per mm, which means the spacing between the lines is:
d = 1 / 250.0 mm
The second-order dark band has an angle of diffraction of 15.0°, and we want to find the wavelength. So we can plug these values into the formula:
wavelength (λ) = [(1 / 250.0 mm) * sin(15.0°)] / 2
Calculating this expression gives us:
wavelength (λ) ≈ 32 nm
Therefore, the approximate wavelength of the light is 32 nm.
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What is the energy of a wave that has a frequency of 9. 50 x 10^12 Hz?
The energy of the wave with a frequency of 9.50 x 10^12 Hz is approximately 6.2947 x 10^-21 Joules.
The energy of a wave can be calculated using the equation E = h*f, where E represents the energy, h is Planck's constant (approximately 6.626 x 10^-34 J·s), and f is the frequency of the wave.
Given a frequency of 9.50 x 10^12 Hz, we can substitute this value into the equation to find the energy:
E = (6.626 x 10^-34 J·s) * (9.50 x 10^12 Hz)
E = 6.2947 x 10^-21 J
Therefore, the energy of the wave with a frequency of 9.50 x 10^12 Hz is approximately 6.2947 x 10^-21 Joules.
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You push a block with your hand into the wall to hold it stationary. What are the direction of normal force and friction force respectively on the block?.
When you push a block with your hand into the wall to hold it stationary, the direction of the normal force and friction force respectively on the block are as follows: Direction of normal force: It is the force that is exerted perpendicular to the surface of contact between the block and the wall.
In this case, the normal force acts in the upward direction against the weight of the block. It is responsible for balancing the weight of the block and preventing it from sinking into the wall.
Direction of friction force:
It is the force that opposes the motion of the block and acts parallel to the surface of contact between the block and the wall.
The friction force acts in the backward direction opposite to the force applied by the hand on the block.
It is responsible for holding the block stationary and preventing it from sliding down the wall.
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A stone is tied to a string and swung along the path of a vertical circle at constant speed. When is the string most likely to break?.
When a stone is tied to a string and swung along the path of a vertical circle at a constant speed, the string is most likely to break at the topmost point of the circle.
The tension in the string is maximum at this point because the weight of the stone is acting in the downward direction, while the tension in the string is acting in the upward direction. The tension in the string is given by the formula: T = mv² / r + mg Where T is the tension in the string, m is the mass of the stone, v is the speed of the stone, r is the radius of the circle, and g is the acceleration due to gravity. The tension in the string is maximum at the topmost point of the circle because the speed of the stone is zero at this point, and the tension in the string is only due to the weight of the stone, which is acting in the downward direction. Therefore, the string is most likely to break at the topmost point of the circle when the stone is swung along the path of a vertical circle at a constant speed. A stone is tied to a string and swung along the path of a vertical circle at a constant speed. The tension in the string is given by the formula T = mv² / r + mg, where T is the tension in the string, m is the mass of the stone, v is the speed of the stone, r is the radius of the circle, and g is the acceleration due to gravity. The tension in the string is maximum at the topmost point of the circle because the speed of the stone is zero at this point, and the tension in the string is only due to the weight of the stone, which is acting in the downward direction. Therefore, the string is most likely to break at the topmost point of the circle when the stone is swung along the path of a vertical circle at a constant speed.
In conclusion, when a stone is tied to a string and swung along the path of a vertical circle at a constant speed, the string is most likely to break at the topmost point of the circle. The tension in the string is maximum at this point because the weight of the stone is acting in the downward direction, while the tension in the string is acting in the upward direction.
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In the chemical equation below, what are the reactants?
AB + C + CB + A
AB, C
or
AB, CB
Answer:
The reactants are AB, C, and CB
Explanation:
Reactants are the substances that undergo a chemical reaction to form new products. In this equation, these three substances are the initial reactants that participate in the reaction.
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Which statement does not describe a scientific law?
They have been observed by many scientists and are widely accepted.
They explain how and why events occur in the natural world.
They apply to all fields of science.
They describe observations made in the natural world.
Answer:
they explained now and why events occur in the natural word
A 4 kg object is moving 2 m/s to the right. A 6 N pushes to the left for 3 seconds. Calculate the momentum before
The change in momentum of the object is the difference between the final momentum and the initial momentum.Δp = -18 kg m/s to the left. The negative sign indicates that the direction of change in momentum is opposite to the initial momentum of the object.
A 4 kg object is moving 2 m/s to the right. Therefore, the momentum of the object can be calculated as follows: p = mv
= (4 kg) x (2 m/s)
= 8 kg m/s to the right
A force of 6 N is pushing to the left for 3 seconds. This means that a negative force of 6 N is applied in the opposite direction of motion for 3 seconds. We can use Newton's second law of motion to calculate the acceleration of the object. a = F/m where a is acceleration, F is force acting on the object m is mass of the object
Therefore, the acceleration can be calculated as follows: a = (-6 N) / (4 kg) = -1.5 m/s² to the left, We can now use the formula for acceleration to calculate the final velocity of the object. v = u + at where v is final velocity, u is initial velocity a is acceleration, t is time taken for acceleration
We know the initial velocity is 2 m/s to the right, the acceleration is -1.5 m/s² to the left and the time is 3 seconds. Therefore, v = 2 m/s + (-1.5 m/s²) x (3 s)
= 2 m/s - 4.5 m/s
= -2.5 m/s to the left
We can now use the formula for momentum to calculate the final momentum of the object: p = mv
= (4 kg) x (-2.5 m/s)
= -10 kg m/s to the left
The change in momentum of the object is the difference between the final momentum and the initial momentum.
Δp = p₂ - p₁
= (-10 kg m/s) - (8 kg m/s)
= -18 kg m/s to the left.
The negative sign indicates that the direction of change in momentum is opposite to the initial momentum of the object.
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An electron beam is fired along x axis at a speed of 2.3 x 105 m/s to a space where there is a magnetic field of strength 0.40 T that lies along -z axis. Calculate the value and direction of magnetic force on the proton beam.
The value of the magnetic force on the electron beam is approximately 1.472 x 10^-13 N, and its direction is upwards along the positive y-axis. To calculate the magnetic force on the electron beam, we can use the formula for the magnetic force on a moving charged particle:
F = q(v x B)
Where:
F is the magnetic force,
q is the charge of the particle,
v is the velocity of the particle, and
B is the magnetic field.
In this case, the charge of an electron is -1.6 x 10^-19 C, the velocity of the electron beam is 2.3 x 10^5 m/s along the x-axis, and the magnetic field strength is 0.40 T along the -z axis.
Substituting the values into the formula, we have:
F= (-1.6 x 10^-19 C)(2.3 x 10^5 m/s)(0.40 T)
Calculating the magnitude of the magnetic force, we find:
|F| ≈ 1.472 x 10^-13 N
The direction of the magnetic force can be determined using the right-hand rule. Since the electron beam is moving in the positive x-axis direction and the magnetic field is along the -z axis, the magnetic force will act in the positive y-axis direction (upwards).
Therefore, the value of the magnetic force on the electron beam is approximately 1.472 x 10^-13 N, and its direction is upwards along the positive y-axis.
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In which of the following scenarios will the frequency decrease? Select all that apply. A. Speed decreases and wavelength remains constant. B. Speed remains constant and wavelength decreases. C. Speed increases by a factor of 2 and wavelength decreases by a factor of 0. 5. D. Speed decreases by a factor of 4 and wavelength increases by a factor of 2. E. Speed remains constant and wavelength increases
The option A is correct. When the speed of a wave remains constant and the wavelength of the wave increases, the frequency of the wave decreases.
The frequency is a measure of the number of waves that pass a point in a given period of time and the speed of a wave is inversely proportional to the frequency. As a result, when the speed of a wave decreases, the frequency of the wave decreases. When the wavelength of a wave decreases, the frequency of the wave increases. Therefore, option B is incorrect. When the speed of a wave increases by a factor of 2 and the wavelength of the wave decreases by a factor of 0.5, the frequency of the wave remains constant.
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Many researchers make use of convenience samples as an alternative. For example, one popular convenience sample would involve students enrolled in Introduction to Psychology courses. What are the implications of using this sampling technique?
Using convenience samples, such as students enrolled in Introduction to Psychology courses, can have several implications in research. Here are a few key points to consider:
1. Limited representativeness: Convenience samples are not representative of the larger population. In this case, relying solely on students from Introduction to Psychology courses may introduce biases, as it does not capture the diversity of the general population. This limitation can affect the generalizability of the findings and make it challenging to draw conclusions that apply to broader contexts.
2. Lack of diversity: Convenience samples often lack diversity in terms of demographics, backgrounds, and experiences. Students enrolled in a specific course may share certain characteristics or interests that make them unrepresentative of the population as a whole. This limitation can impact the external validity of the research, as the findings may not apply to individuals outside of the convenience sample.
3. Potential sampling bias: The use of convenience samples can lead to sampling bias, where certain individuals or groups are overrepresented or underrepresented in the sample. For instance, relying on students enrolled in Introduction to Psychology courses may exclude individuals who are not pursuing higher education or have different educational backgrounds. This bias can distort the findings and limit the understanding of the phenomenon under investigation.
4. Limited generalizability: Due to the lack of representativeness and potential sampling bias, the findings based on convenience samples may have limited generalizability to the wider population. It is important to acknowledge that the results may be specific to the characteristics and context of the convenience sample, rather than universally applicable.
5. Difficulty in establishing causality: Convenience samples may introduce confounding variables that can complicate the establishment of causal relationships. The presence of uncontrolled variables or omitted factors in the convenience sample can make it challenging to attribute observed effects solely to the variables of interest.
To address these implications, researchers often strive to use more robust sampling techniques, such as random sampling or stratified sampling, to enhance the representativeness and generalizability of their findings. However, convenience samples can still provide valuable insights in certain research contexts, particularly when studying specific populations or phenomena that are difficult to access through other sampling methods. Researchers should carefully consider the limitations and potential biases associated with convenience samples and interpret the results accordingly.
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help
Democritus
Point out which contributions are present in the modern atomic model and which were eventually disproven and thus are not part of the modern model.
Democritus, an ancient Greek philosopher, made significant contributions to the concept of the atom. Some of his ideas are still relevant to the modern atomic model, while others have been disproven and are no longer part of our understanding.
Contributions present in the modern atomic model:
1. Atomism: Democritus proposed that all matter is composed of indivisible and indestructible particles called atoms. This idea forms the basis of the modern atomic theory, which acknowledges the existence of atoms as fundamental building blocks of matter.
Contributions disproven and not part of the modern model:
1. Indivisibility of atoms: Democritus believed that atoms were indivisible and could not be further divided. However, modern scientific discoveries have revealed that atoms are composed of subatomic particles such as protons, neutrons, and electrons.
2. Lack of experimental evidence: Democritus' atomic theory was primarily based on philosophical reasoning rather than empirical evidence. Modern atomic theory, in contrast, is supported by extensive experimental observations and scientific investigations.
While Democritus' idea of atoms as the fundamental units of matter aligns with the modern atomic model, his views on the indivisibility of atoms and the lack of experimental evidence have been refined and expanded upon through centuries of scientific advancements.
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An inflatable toy starts with 1. 05 moles of air and a volume of 5. 17 liters. When fully inflated, the volume is 8. 00 liters. If the pressure and temperature inside the toy don’t change, how many moles of air does the toy now contain? A. 2. 05 mol B. 1. 62 mol C. 1. 55 mol D. 0. 679 mol.
The number of moles of air currently present in toy, given that the pressure and temperature are constant is 1.62 mole (option B)
How do i determine the mole air currently present?The following data were obtained from the question:
Initial mole (n₁) = 1.05 moleInitial volume (V₁) = 5.17 litersPressure = ConstantTemperature = ConstantNew volume (V₂) = 8.00 litersNew mole (n₂) =?The new mole of the air currently present can be obtained as follow:
V₁ / n₁ = V₂ / n₂
5.17 / 1.05 = 8 / n₂
Cross multiply
5.17 × n₂ = 1.05 × 8
Divide both side by 5.17
n₂ = (1.05 × 8) / 5.17
= 1.62 mole
Thus, the number of mole currently present is 1.62 mole (option B)
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If he wants the four ring magnets to be attracted to each other, which magnet A, B, C or D should he flip?
Explain your answer
To make the four ring magnets attract each other, he should flip magnet D.
The behavior of magnets is governed by their poles: north (N) and south (S). Like poles repel each other (N-N or S-S), while opposite poles attract each other (N-S).
Looking at the configuration of the magnets, we can determine which one needs to be flipped to achieve attraction. If magnet D is flipped, its north pole (N) will face the south pole (S) of magnet C. Since opposite poles attract, this will create an attractive force between the two magnets.
If magnet A, B, or C is flipped, it will result in like poles facing each other, leading to repulsion rather than attraction.
Therefore, to ensure that the four ring magnets attract each other, magnet D should be flipped so that its north pole (N) faces the south pole (S) of magnet C, allowing for an attractive force between them.
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In a bus with help of petrol bus changes potential energy into?
Answer:
kinetic energy
Explanation:
As petrol combusts - it changes the molecules stored is petrol/gasoline to kinetic energy which allows the vehicle to move.
When an unstoppable force meets an immovable object.
When an unstoppable force meets an immovable object, it creates an intriguing paradox. An unstoppable force refers to an object that has an enormous amount of power, and it cannot be stopped. In contrast, an immovable object refers to an object that cannot be moved, no matter how much force is applied to it. This essay aims to explore this paradox in detail.
The phrase “when an unstoppable force meets an immovable object” is used to represent a situation where two parties with equal power and determination meet. It also symbolizes a conflict that cannot be resolved through compromise, and it raises the question of what happens when two opposing forces collide.
There are different interpretations of the phrase, but one common interpretation is that it is a paradox that is impossible to resolve logically. Logically, an unstoppable force cannot coexist with an immovable object. It raises the question of what happens when two opposing forces collide. In reality, such a scenario is impossible. This is because an unstoppable force cannot exist in the same space as an immovable object.
The phrase can also be interpreted metaphorically, representing a situation where two opposing beliefs or ideologies clash. When two people with different opinions meet, they often try to convince each other that they are right. However, if the two people hold beliefs that are diametrically opposed to each other, they may find themselves in a situation where neither of them is willing to compromise.
In conclusion, when an unstoppable force meets an immovable object, it creates a paradox that is impossible to resolve logically. It raises the question of what happens when two opposing forces collide. While the phrase is often used metaphorically to represent a clash of ideologies, it is important to note that such a situation is unlikely to happen in reality. This paradox serves as a reminder that there are some conflicts that cannot be resolved through compromise.
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A woman pushes a 78 kg box for 10 s across a horizontal floor a distance 1 po
of 20 m while performing 40J of work. What power did she exert while
completing this work?
The woman exerted a power of 4 watts while pushing the box.
What is power in PhysicsPower is defined as the amount of work done per unit time, and it's usually measured in watts (W). One watt is equivalent to one joule of work done per second.
Given that the woman did 40J of work over a period of 10s, we can calculate the power she exerted as follows:
Power = Work / Time
Substitute the given values:
Power = 40J / 10s = 4W
So, the woman exerted a power of 4 watts while pushing the box.
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A force of 25 N is applied to a screwdriver to pry the lid off of a can of paint. The screwdriver applies 75 N of force to the lid. What is the mechanical advantage of the screwdriver?
Answer:
The mechanical advantage of the screwdriver is 3.
Explanation:
The mechanical advantage can be calculated using the formula: mechanical advantage = output force / input force. In this case, the output force is 75 N (the force applied by the screwdriver to the lid), and the input force is 25 N (the force applied to the screwdriver).
Therefore, the mechanical advantage is:
mechanical advantage = 75 N / 25 N = 3.
Hence, the mechanical advantage of the screwdriver is 3.
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What is the main advantage of dealing with electric potential instead of an electric field?.
Electric potential is better to deal with than electric fields.
This is because electric potential is a scalar quantity and has only one numerical value in each region of space, while electric fields are vector quantities and can have a different magnitude and direction at each point in space.
Hence, the main advantage of dealing with electric potential instead of electric fields is that the electric potential is a scalar quantity. Electric potential at any point in space is only dependent on the position of the charge, while the electric field at any point in space is dependent on the magnitude and direction of the charge. This makes the calculation of electric potential easier and more straightforward than that of electric fields.
Additionally, electric potential is independent of the test charge used to measure it, whereas the electric field depends on the test charge used to measure it. Thus, dealing with electric potential provides a simpler, more efficient, and more consistent way of analyzing and understanding electric fields.
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A circular swimming pool has a radius of 28 ft. There is a path all the way around the pool that is 4 ft wide. A fence is going to be built around the outside edge of the pool path about how many feet of fencing are needed to go around the pool path use 3. 14 for π 28 ft 4 ft.
Answer:
201.06 feet of fencing are needed to go around the pool path use 3. 14 for π 28 ft 4 ft.
Explanation:
To calculate the total length of fencing needed to go around the pool path, we need to consider the circumference of the outer edge of the path.
The circumference of a circle can be calculated using the formula: C = 2πr, where C is the circumference, π is approximately 3.14, and r is the radius of the circle.
Given that the radius of the circular swimming pool is 28 ft, the radius of the outer edge of the path would be 28 ft + 4 ft (path width) = 32 ft.
Substituting this value into the formula, we can calculate the circumference of the outer edge of the path:
C = 2 * 3.14 * 32 ft ≈ 201.06 ft
Therefore, approximately 201.06 feet of fencing are needed to go around the pool path.
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Fusion reactions in the sun change nuclear energy into.
The fusion reactions that occur in the sun change nuclear energy into thermal energy and electromagnetic radiation, including visible light.
A fusion reaction is a nuclear reaction in which two light nuclei combine to form a heavier nucleus, releasing a significant amount of energy.
In the sun, hydrogen fusion occurs, converting hydrogen atoms into helium atoms in a series of fusion reactions that occur in the sun's core.
When hydrogen nuclei, also known as protons, combine, the result is helium.
The process generates a substantial amount of energy, which is why it's utilized as a source of energy in nuclear power plants.
The high temperature and pressure in the sun's core enable the fusion of hydrogen into helium.
The energy released in the fusion process is transported from the core to the surface of the sun through a mechanism known as radiative diffusion, which allows for the creation of thermal energy and electromagnetic radiation, including visible light.
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How much heat is needed to bring 25. 5 g of water from 29. 3 °C to 43. 87 °C.
The amount of heat needed is 11,324.25 Joules. To calculate it, you can use the formula:
[tex]Q = m * c * ΔT[/tex]
Where:
Q = Heat energy (Joules)
m = Mass of water (grams)
c = Specific heat capacity of water (4.18 J/g°C)
ΔT = Change in temperature (final temperature - initial temperature)
Plugging in the values:
[tex]Q = 25.5 g * 4.18 J/g°C * (43.87 °C - 29.3 °C)[/tex]
[tex]Q = 11,324.25 Joules[/tex]
Explanation:
To determine the heat needed, we use the formula for heat transfer, Q = m * c * ΔT. In this case, the mass of water (m) is given as 25.5 g. The specific heat capacity of water (c) is 4.18 J/g°C, which represents the amount of heat required to raise the temperature of 1 gram of water by 1 degree Celsius. The change in temperature (ΔT) is calculated as the final temperature (43.87 °C) minus the initial temperature (29.3 °C). By substituting these values into the equation, we find that the heat required to raise the temperature of the given quantity of water is 11,324.25 Joules.
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