How do you convert between the volume of a gas at STP and the number of moles of the gas?

Whenever you perform a mole conversion calculation, you will need to use a mole conversion factor. The three mole conversion factors are:

1 mole = 22.4 liters (for ideal gases)

1 mole = molar mass (grams)

1 mole = `~6.02 x 10^23` particles (molecules or atoms)

Since our problem is a conversion between moles and volume, we will use the first conversion factor. The volume in this conversion factor is in liters. If the volume in your question is in mL, you will need to convert to liters before you use this conversion factor. 

To use a conversion factor in a calculation, we must write it as a ratio, i.e. 1 mole/22.4 L OR 22.4 L/1 mole. Always write the conversion factor with the given unit on the bottom.

To calculate your answer, just multiply the "given amount" times the conversion factor.

Example 1: Convert 2.00 moles of `~O_2` gas to liters.

2.00 moles is the given amount and unit.

(2.00 moles)(22.4 L/1 mole) = 44.8 L

Since the given unit was moles, we write the conversion factor with moles in the denominator so that the units cancel out.

Example 2: Convert 6.22 L of `~O_2` gas to moles.

6.22 L is the given amount and unit.

(6.22 L)(1 mole/22.4 L) = 0.278 moles

Since the given unit was liters, we write the conversion factor with liters in the denominator.

What 2 processes formed the grand canyon?

Although researchers are still investigating the processes that were involved with the formation of the Grand Canyon, it is believed that two primary processes or forces played a major role in its formation. These forces include the following:

1. Erosion - Over the course of many years massive amounts of water as well as some ice served to carve out the Grand Canyon as we know it today. This force is thought to be a primary force for its formation.

2. Wind / Changes in Climate - Coupled to the strong erosion forces, strong and fluctuating wind conditions that were the results of fluctuations in our climate also served as a means to carve out the Grand Canyon.

Other forces that have been implicated in its formation include the following:

3. Colorado River - This is the river which flows through the Grand Canyon.

4. Volcanism

5. Continental Drift

It is also important to realize that these forces collectively have served as a hot knife which has carved out the Grand Canyon to varying extents depending upon the period in the history of Grand Canyon as well as its corresponding geological composition during the period under consideration. When one studies the canyon's formation, one must also consider the complex geology of each of its layers which include:

Kaibab Limestone

Toroweap Formation

Coconino Sandstone

Hermit Shale

Supai Group

Redwall Limestone

Mauv Limestone

Bright Angel Shale

Tapeats Sandstone

... etc

Suffice it to say, there are quite a number of layers to consider when on ponders the forces that have shaped this canyon.

Given the canyon's geology, erosion and wind due to changes in climate appear to be the major processes or forces involved in its formation.

What are the different types of traditional drama?

Setting aside the categories of historical theatre and drama based on historical periods, such as Elizabethan, Restoration, Victorian, etc., we start with Aristotle’s division of drama into tragedy and comedy. Then there were expressionistic, impressionistic, surrealistic, etc. drama. Today, let us say since Modernism, drama divides itself into more subtle categories (mostly via advertising, publicity, reviews, etc.) – the term “drama” refers to serious, sober, intense story-telling with strong characters resolving real social and psychological conflicts. Comedy now refers to humorous laugh-filled story-telling with little serious conflict or danger to the protagonist, attended for immediate entertainment rather than insightful observation about human nature. It is further divided into such subtler types as farce (broad humorous commentary on human imperfections), slapstick (physical humor), sentimental (maudlin actions designed to bring the audience into humorous rapport with a slightly troubled protagonist), romantic (love “bumps in the road”), and the like. Post-modern drama features experimental stage language (settings, non-realistic situations, non-real actions, etc.) whose themes are often philosophical, and which make use of a two-act structure rather than the traditional beginning-middle-end structure of the three-act play. Then there are such “types” as musicals (where songs are inserted into the story),, extravaganzas (featuring unusual and difficult stage business, in which the audience delight comes from the large stage action), etc.; of course, this is only one way to taxonomize this complex and varied art.

In the book To Kill a Mockingbird, what simile does the narrator use to describe Mayella after she gives her testimony, and what is the effect?

When Mayella Ewell gives her testimony in court, Scout, the narrator, notes the young woman's confidence.  Scout compares Mayella's level of confidence to that of her father, Bob Ewell.  His confidence had been brash.  Mayella's confidence is "like a steady-eyed cat with a twitchy tail" (To Kill a Mockingbird, Chapter 18).  The simile shows Mayella's wavering confidence as she gives her testimony.

Mayella states that she feels verbally attacked when Atticus questions her.  She becomes very upset.  This shows that she is not completely confident in her own story.  Looking at Mayella with the view that she is making up aspects of her story or repeating what her father told her to say, one can understand why her confidence is a wavering one.  Mayella feels the need to protect her father, as well as to stay consistent with her testimony.  Atticus asks her direct questions, which effects her confidence.

Do plants only have to be grown by sunlight, can they be grown with a flashlight?

Plants will grow under artificial light sources, such as the light produced by a flashlight. However, plants grow better under the natural light of the sun.

There are key differences between the light produced by the sun and the light produced by a flashlight that cause plants to grow better under natural light. These differences are identified and explained below.

1.      The sun emits more light than a single flashlight.

2.      The wavelengths emitted from the flashlight are different than the wavelengths that are emitted from the light of the sun. The sun’s spectrum of light is the spectrum under which plants evolved and, therefore, grow the best under. The sun emits more light within the red and blue spectrum than a flashlight. Julie Day explains that blue wavelengths of light induce plant foliage growth, whereas red wavelengths of light induce flowering and fruiting.

What rhetorical devices does Shylock use?

Shylock's rhetoric is displayed most prominently in his famous monologue, known commonly by the phrase, "If you prick us, do we not bleed?" The speech can be found in the first scene of the third act.

The rhetoric of this passage appeals to the common humanity of men, suggesting that the distinctions of class and race are superficial in comparison with the underlying common nature shared by all.

Shylock does not claim common humanity to argue for more enlightened relations, however. Instead, he uses the proposition to argue his just right to revenge.

This passage has several parts: (1) catalog of abuses, (2) meditation on a common humanity, (3) meditation on common responses to injustice.

These three division unite to conclude with the following proposition:

"The villainy you teach me, I will execute, and it shall go hard but I will better the instruction."

Shylock's rhetorical point is that cruelty begets cruelty.

A ball of mass m 1 = 8.0 × 10−2 kg starts from rest and falls vertically downward from a height of 3.0 m. After colliding with the ground, it...

Hello!

To find momentums we need the speeds before and after collision. The simplest way to find these speeds is to use the energy conservation law.

Before fall, a ball had only potential energy `mgh_1.` Just before collision it had only kinetic energy m `V_1^2/2,` and they was equal. Therefore `V_1=sqrt(2gh_1),` where `h_1=3m.`

The same consideration gives that the speed after the collision is `V_2=sqrt(2gh_2),` where `h2=2m.` Now we can answer (i) and (iii).

(i) the momentum before collision is `mV_1 approx 0.61(m/s),` after is `mV_2 approx 0.50(m/s).`

(iii) note that impulse is a vector, it has the same direction as velocity. The momentum before collision is directed downwards and after -- upwards. So the difference of moments is the sum of their magnitudes, i.e. 1.11m/s.

For (ii) we have to know that a force may be expressed as the derivative of a momentum (Newton's Second law, actually). Therefore the integral of force is the difference of momentums. And the average force is this difference divided by a time. Force is upwards all the time.

(ii) average force is `1.11/(5*10^(-3)) approx 222(N).`