CHEMISTRY HIGH SCHOOL

28 Which statement describes one acid-base theory?(1) An acid is an H+ acceptor, and a base is an H+ donor. (2) An acid is an H+ donor,. and a base is an H+ acceptor.
(3) An acid is an H- acceptor, and a base is an H-donor.
(4) An acid is an H- donor, and a base is an H­ acceptor.

Answers

Answer 1
Answer: An acids theory States that An Acid is an H+ donor, and a base is an H+ acceptor.

Related Questions

HIGH SCHOOL

Do you expect to find an atom with 26 protons and mass number of 52 in nature

Answers

Yes, i expect to find an atom with 26 protons and mass number of 52, because if it has different number of neutrons it could be a type of isotope. As if there is different number of neutrons in an atom, they make an isotopes of that atom and if we add the number of neutrons and number of  protons we will find the mass number of that atom.
MIDDLE SCHOOL

Why do metals change in appearance over time?

Answers

The exterior surface of metal can be changed by many chemical reaction takes place the reaction is carried out by presence of oxygen and water in air which Demage shiny surface of metal. The other processes can also be involved as pollution, moisture and environmental change can also effect on the surface of metal.

If metal is keept in open environment for a long time moisture contents in air boats the corrosion and rusting of metal processes.

Hopefully you will understand.

MIDDLE SCHOOL

The products in a decomposition reaction _____. include an element and a compound

are compounds

are elements

can be elements or compounds

Answers

I believe the answer is  can be elements or compounds
In this case, elements in the decomposition reaction is the substance that cannot be separated into simpler substances.
Compounds, technically act as a reactant in the decomposition reaction, but since the reaction breakdown one substance into two or more, sometimes it exists in the product.

Answer:

can be elements or compounds.

Explanation:

A decomposition reaction occurs when one compound origin two or more compound, or when it breaks and form its elements. For example:

2NaN₃(g) → 3N₂(g) + 2Na(s)

It was formed a compound (N₂) and an element (Na).

HIGH SCHOOL

How many moles of carbon are there in 19.2g of carbon? How many atoms of copper are in 11.4 moles of copper?
How much mass would 3.15 moles of O2 gas have?
How many moles of silver are there in 6.51E24 atoms of silver?

Answers

*Necessary Information for the calculations*
Molar mass of carbon                  - 12.011 g/mol
Molar mass of copper                  - 63.546 g/mol
Molar mass of molecular oxygen - 31.998 g/mol
Avogadro's number                      - 6.022 x 10^23 atoms/mol

1. Moles of carbon in 19.2 grams of carbon (C)

To determine the number of moles carbon for a given mass of the substance, the mass of the sample is simply divided by its molar mass. Thus,

            19.2 g C  x      1 mol C           = 1.599 mol C
                                 12.011 g C

2. Atoms of copper in 11.4 moles of copper (Cu)

To determine the number of atoms of a substance for a given number of moles, the latter is simply multiplied by Avogadro's number which represents the number of particles, molecules, or atoms of a any substance in 1 mole. Thus, 

            11.4 mol Cu   x   6.022x10^23 atoms Cu     = 6.865x10^24 atoms Cu
                                                1 mole Cu

3. Mass of 3.15 moles of molecular oxygen (O2)

To determine the mass of a given number of moles of a substance, the former is simply multiplied by the molar mass of the substance. Thus,

            3.15 mol O2   x   31.998 g O2     = 100.794 g O2
                                         1 mole O2

4. Moles of silver in 6.51x10^24 moles of silver (Ag)

To determine the number of moles of a substance for a given number of atoms, the latter is simply divided by Avogadro's number. Thus, 

            6.51x10^24 atoms Ag   x             1 mol Ag                 = 10.810 mol Ag
                                                      6.022x10^23 atoms Cu
Random Questions
1 I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. 2 Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. 3 But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition. 4 In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. 5It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children. Read the passage above to answer the following questions: 5) When Dr. King said, "We have come to our nation's capital to cash a check," he was using A) hyperbole. B) personification. C) an extended simile. D) an extended metaphor. 6) Which statement BEST explains seared in the flames of withering injustice as it is used in the second paragraph? A) Injustice began fading away for slaves. B) Slaves were not haunted by the pain of injustice. C) Slaves had been tortured and scarred by injustice. D) Slaves were not bothered by the injustice served to them. 7) Which sentence uses a simile to dramatize Dr. King's point vividly? A) But one hundred years later, the Negro still is not free. B) So we have come here today to dramatize a shameful condition. C) We have also come to this hallowed spot to remind America of the fierce urgency of now. D) This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. 8) When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. What is the root word of promissory as it is used in this sentence? A) miss B) missory C) prom D) promise
Item 1In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.Original SourceAnalysis of patterns in time (APT) is a method for gathering information about observable phenomena such that probabilities of temporal patterns of events can be estimated empirically. If appropriate sampling strategies are employed, temporal patterns can be predicted from APT results. Finally, APT is compared to the linear models approach and event history analysis. The major difference is that in APT there is no mathematical model assumed to characterize relations among variables. In APT the model is the temporal pattern being investigated.References:Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.Student VersionAPT is an empirical approach to observing and coding phenomena by using mutually exclusive and exhaustive categories within multiple classifications (Frick, 1990). Once these data have been collected, researchers specify APT queries to calculate the probability of joint and/or sequential patterns of interest. In effect, researchers create measures of temporal patterns by counting the occurrences of these coded patterns. According to Frick, Analysis of Patterns in Time is different from the linear models approach of measuring variables separately and using statistics to analyze their relations.References:Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.Which of the following is true for the Student Version above?Word-for-Word plagiarismParaphrasing plagiarismThis is not plagiarismHints