how does the design of an experiment relate to the method of difference?
Answer:
The design of experiments (DOE, DOX, or experimental design) is the design of any task that aims to describe and explain the variation of information under conditions that are hypothesized to reflect the variation. The term is generally associated with experiments in which the design introduces conditions that directly affect the variation, but may also refer to the design of quasi-experiments, in which natural conditions that influence the variation are selected for observation.
Explanation:
Balance the given equation
2Cu + _____ = CuO + _____
Answer:
2Cu+2H20=2CuO+2H2
Go to this site from the National Oceanic and Atmospheric Administration (NOAA) to analyze global temperature data from 1880 to 2016. The Time Series parameters are already set. Scroll past them to reach the data table.
The data you’ll use is in the first two columns: Year and Anomaly. An anomaly describes a deviation from the standard or long-term average. The anomaly data in the table compares the global land and ocean temperature with the average temperature from 1901 to 2000, which was 13.9°C.
Question 1
Why do you think scientists often find value in looking at and comparing anomalies within data?
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Answer:
Anomalies more accurately describe climate variability over larger areas than absolute temperatures do, and they give a frame of reference that allows more meaningful comparisons between locations and more accurate calculations of temperature trends.
Explanation:
Make a generalization about the importance of tools to science.
Students noticed that, since the time that grass began to grow on a barren hillside, and water seemed to wash down the slope into the school yard during a rainstorm . The students thought that the grass helped hold the soil in place on the slope. The students predicted that more soil would wash down a slope without grass than a slope covered with grass. To find out if they were correct , the students conducted an experiment with three identical rectangular pans of soil. In pan 1 they planted grass seed and allowed it to grow to several centimeters tall. The students filled pan 2 with only soil. Then they took pan and pan 2and propped up at one end of each pan 15 cm high to create a slope . Pan 3, also filled with only soil, was propped up at one end at one end to create a slope . Students poured equal amounts of water on the raised end of each pan and the students recorded their observations . Which steps in the experimental method are missing from the description above?
These are the missing steps in the experimental method:
Control groupRandomizationReplicationMeasurement and data collectionData analysisConclusion and discussionControl Group: To present a baseline for comparison, a control group is essential. This enables us to determine whether any effects we find are due to the slope or the independent variable (grass). The control in this experiment is a pan containing dirt but no grass.
Randomization: Randomizing the treatments (grass or soil only) and the order in which the water is applied helps to avoid bias and ensure the accuracy of the findings. Randomization minimizes the influence of extraneous factors that could adversely affect the results.
Replication: Repeating the experiment with multiple sets of pans improves the accuracy of the findings. Replication takes into account variation and increases the certainty of findings.
Data collection and measurement: Accurate estimation of water availability, soil erosion and grass growth is essential. Accurate data collection enables meaningful comparison and analysis.
Analysis of the data enabled the researchers to evaluate whether there was any real difference between the grassed pans and the non-grassy pans. It compares the rate of soil erosion on slopes and takes grass growth into account.
Conclusions and Discussion: Based on the findings, students can make inferences about how grass affects soil erosion. They should talk about the results, possible shortcomings of any experiment, and possible directions for further study.
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Cells are mostly made of
Answer:
organic molecules: nucleic acids, proteins, carbohydrates, and lipids
Answer:
organelles
Explanation:
idrk if it right but it reminded me of a song my teacher would play
"cells, cells their made of organelles"
Which property of manganese dioxide helps it turn hydrogen peroxide into water faster than it would without it?
A. Manganese dioxide is an acid.
B. Manganese dioxide is a catalyst.
C. Manganese dioxide is highly reactive.
D. Manganese dioxide is used up very fast.
Answer:
B is the correct answer.
......Hopefully it it helpful.......
The property of manganese dioxide helps it turn hydrogen peroxide into water faster than it would without it is Manganese dioxide is a catalyst.
Hence, option B is correct answer.
What is Catalyst in a chemical reaction ?A catalyst in a chemical reaction is substance that increases the rate of a chemical reaction.
The reaction of manganese dioxide with hydrogen peroxide is
MnO₂ + H₂O₂ → H₂O + O₂
Now, lets check all options one by one.
Option (A): Manganese dioxide is an acid.
Manganese dioxide (MnO₂) is weak acid and its solubility is very less.
So, it is incorrect option.
Option (B): Manganese dioxide is a catalyst.
Adding a catalyst to a reaction it speeds up the rate of reaction and in the absence of catalyst the reaction proceed slowly.
So, it is correct option.
Option (C): Manganese dioxide is highly reactive.
Manganese dioxide is unstable. Manganese dioxide is is an inorganic compound. Manganese dioxide is oxidizing agent.
So, it is incorrect option.
Option (D): Manganese dioxide is used up very fast.
Manganese dioxide acts as catalyst for decomposition of H₂O₂ that means it is not consumed in the chemical reaction.
So, it is incorrect option.
Thus, from the above conclusion we can say that Manganese dioxide is a catalyst is the property of manganese dioxide helps it turn hydrogen peroxide into water faster than it would without it.
Hence, option B is correct answer.
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Answer this question and you’ll get 20 points Explain how energy is transfers using the major forms of energy in a circuit describe the energy source and form as energy is transformed throughout the circuit. Give at least 3 forms of energy. Including 2 transformations that occur. Make sure to provide the evidence that would indicate how we would know that the energy is complete within the circuit
Answer:
When the fuel is burnt, the hot gas rushes out of the rocket due to the great heat and pressure produced by the release of chemical energy in burning. Energy transfer is the movement of energy from one location to another. Energy transformation is when energy changes from one type to another.
Explanation:
what are the words for each blank spot?
Answer:
1. Scientific Method, 2. Experiment, 3. Independent variable, 4. Controlled variable, 5. Dependent variable.
Explanation:
Identify the 3 types of variables for each example experiment below, and then provide an explanation as to why you identified the variables in the way that you did. The variables include the following: independent variable, dependent variable, and the control variable.
Example 1: You would like to add some depth and charm to your garden by adding different sized plants to your garden. You’ve done some research and would love to plant chimney bellflowers because of their appeal and height. One of the questions that comes to your mind is “which brand of fertilizer to use in order to produce the tallest bellflowers?”
Example 2: Your younger brother has asked that you help him with his 5th grade science fair project. One of the areas he is interested in knowing more about is acid rain. You decide to simulate acid rain by creating an experiment that involves vinegar and limestone chips. You and your brother decide to determine if the amount of vinegar will impact limestone chip mass. You set up four different treatments. Each treatment will contain a different percentage or concentration of vinegar but with the same initial mass of limestone chips. You both make a hypothesis and discuss how it relates to acid rain together, and then illustrate the results on a trifold board.
Example 3: In your biology class, you’ve learned a lot about marine ecosystems. It has created an interest in maybe one day being a marine biologist. You’ve decided that you will design an experiment that looks at the impact of rising sea temperature on the quantity of algae in a specific ocean site. You will determine the number of algae under varying temperatures at this ocean site. You are hoping that these findings will help you become more of an advocate for marine life in this time of global climate change.
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Answer:
Example 1:
Independent variable = The brand of fertilizer
Dependent variable = The height of the chimney bellflower measured (in cm or m) using a ruler or metre stick or measuring tape etc
Control variable = The type of flower used i.e., chimney bellflower
Example 2:
Independent variable = The percentage/concentration of vinegar
Dependent variable = The (change in) mass of the limestone chips measured (in g or kg) using a scale
Control variable = The initial mass of the limestone chips
Example 3:
Independent variable = The temperature of the seawater
Dependent variable = The quantity of algae in a specific ocean site
Control variable = The ocean site and the starting amount of algae in it
Explanation:
The independent variable is the variable in an experiment that it changed e.g., in example 1 the test was about which brand of fertilizer would produce the tallest bellflowers. Therefore, to test this, you would have to experiment with different brands of fertilizers thus constantly changing it in the experiment.
The dependent variable is the variable in an experiment that is measured e.g., in experiment 2 the test was about if the mass of the limestone chips would change with different concentrations of vinegar. Therefore, to test this, you would have to measure if there was a change in the mass of the limestone chips thus making it the dependent variable
The control variable is the variable in an experiment that you keep the same e.g., in experiment 1, in order to test which brand of fertilizer produced the tallest bellflowers, you would have to keep the type of flower the same (i.e. chimney bellflowers) because that is the flower you are experimenting. It would not make sense to use a different flower since that could produce different, incorrect data
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Answer:A
Explanation:A is the answer
Answer:
Explanation:
Option D because they have to substitute each other
Give an example of a hypothesis not mentioned.
please help meee
Which statement is true about a base when it reacts with another substance?
A. It receives a hydrogen ion.
B. It receives a hydroxide ion.
C. It donates a hydrogen ion.
D. It donates a hydroxide ion.
Answer:
C
Explanation:
I think that:))
It is true that when base react with a substance, it receives hydrogen ion.
What is a base?A base is a substance that react with acids or acid substance to produce salt and water.
Base is slippery to touch , tastes bitter, changes the colour of indicators from blue lithmus paper to red. Base increase the number of hydroxide ions in a solution.
Therefore, is true that when base react with a substance, it receives hydrogen ion.
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A chemical change occurs when two or more substances join to form new substances with new ______________ properties
Answer:
hope this helps!
Explanation:
In a chemical change, the atoms in the reactants rearrange themselves and bond together differently to form one or more new products with different characteristics than the reactants. When a new substance is formed, the change is called a chemical change
Chemical changes occur when a substance combines with another to form a new substance, called chemical synthesis or, alternatively, chemical decomposition into two or more different substances. These processes are called chemical reactions and, in general, are not reversible except by further chemical reactions.
Relate two factors that can limit the accuracy and precision of measurements.
Temperature, humidity, pressure, gravity, altitude, vibration, stress, strain, and illumination are among the variables.
What are precision and accuracy?
Accuracy is the capacity of an instrument to measure the precise value. In other words, it refers to how closely the measured value resembles a reference or genuine value. Small readings can be taken to increase accuracy. The calculation's inaccuracy is decreased by the little reading.
The precision of a material is defined as the degree to which two or more measurements agree with one another. It is incredibly precise but not always accurate to measure something if you weigh it five times and get 3.2 kg each time. Accuracy is not necessary for precision.
The degree to which a measurement is accurate in relation to its real value. The degree to which the same results are produced by repeated measurements under the same circumstances is known as precision.
Therefore, temperature, humidity, pressure, gravity, altitude, vibration, stress, strain, and illumination are among the variables.
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Descriptive Lab Report Guide exploring cells answer
What object is shown in this image?
a nebula
a red giant
a supernova
a neutron star
The object shown in the given image is a nebula. Therefore, option A is correct.
What is a nebula?A nebula can be described as a distinct luminescent of the interstellar medium, which can contain neutral, ionized, or molecular hydrogen and cosmic dust. In these regions, the formations of dust, gas, and other materials "clump" to form denser regions, which attract matter, and become dense enough to form stars.
There are several formation mechanisms for the different kinds of nebulae. Some nebulae are formed from gas that is in the interstellar medium while others are formed by stars.
Star-forming regions can be defined as a class of emission nebula with giant molecular clouds. These produce a molecular cloud that collapses under its weight, producing stars.
Most nebulae have vast sizes while some are hundreds of light years in diameter. The Orion Nebula is the brightest nebula in the sky and occupies an area twice as the full Moon, and can be viewed with the eye.
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Timothy always liked playing catch with his dad. Whenever he had the chance to pick up a small object, he simultaneously threw a random object at his dad to catch him of guard. His objective was to have his dad drop the item. One day, Timothy threw two objects at is dad. One object was a tennis ball and the other was a golf ball. His dad ended up dropping both of the objects on the floor but was able to catch them after the drop because they both bounced back into his father’s hands. He wondered how this was possible???? This led to Timothy asking a science question that he would like to test by doing an experiment. What science question do you think Timothy asked to jumpstart an investigation?
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How many liters of 4.0 M NaOH solution will react with 1.2 mol H2SO4? (Remember to balance the equation.)
H2SO4 + NaOH → Na2SO4 + H2O
A. 1.6 L
B. 1.2 L
C. 0.90 L
D. 0.60 L
Answer:
The answer is D. 0.60 L
Explanation:
The balanced reaction equation including states of matter is;
H₂SO₄(aq) + 2NaOH(aq) → Na₂SO₄(aq) + 2H₂O(l)
More simple:
H2SO4 + 2NaOH → Na2SO4 + 2H2O
Now, we can see from this reaction equation that the mole ratio of NaOH to H2SO4 is 2:1
Number of moles of H2SO4 reacted = 1.2 moles
Hence;
2 moles of NaOH reacts with 1 mole of H2SO4
x moles of NaOH reacts with 1.2 moles of H2SO4
x = 2 * 1.2/1 = 2.4 moles of NaOH
Recall that;
Number of moles = Concentration * Volume
Volume = number of moles/concentration
Volume of NaOH is obtained from;
Volume = 2.4 moles/ 4.0 M
Volume = 0.60 L
What is necessary for a metallic bond to form?
A) The atoms should be in close proximity.
B) The atoms should be far apart.
C) The electrons must be attracted to each other.
D) The nuclei must contain neutrons.
Identify if you should use millimeters, centimeters, meters, or kilometers to measure each example.
Answer:
1. unless you live right around the block, distance from home to school should be in kilometers.
2. centimeters
3. millimeters
4. meters (the average is about 2 meters)
Using the line graph below, find the independent and dependent variables.
Answer:
The independent variable in on the x-axis, and the dependent variable is on the y-axis.
Explanation:
The independent variable belongs on the x-axis (horizontal line) of the graph and the dependent variable belongs on the y-axis (vertical line). The x and y axes cross at a point referred to as the origin, where the coordinates are (0,0).If you are confused, please check out this website talking more in-depth about graphing!
https://www2.nau.edu/lrm22/lessons/graph_tips/graph_tips.html#:~:text=The%20independent%20variable%20belongs%20on,are%20(0%2C0).
Which of the following steps correctly converts 6 grams of fluorine to an equivalent number of moles of fluorine?
A. Divide 6 by the atomic mass of fluorine.
B. Divide the atomic mass of fluorine by 6.
C. Subtract 6 from the atomic mass of fluorine.
D. Multiply the atomic mass of fluorine by 6.
Answer:
A
Explanation:
mole=mass of the element ÷ atomic mass of the element.
mole=6÷atomic mass of flourine.
The step at A correctly converts 6 grams of fluorine to an equivalent number of moles of fluorine. That is "Divide 6 by the atomic mass of fluorine".
What is one mole of a substance?A mole is defined as the mass of the substance which consists of an equal quantity of basic units.One mole of any substance is equal to the value of 6.023 x [tex]10^2^3[/tex] (Avagadro number). It can be used to measure the products obtained from the chemical reaction. The unit is denoted by mol.The formula for the number of moles formula is expressed as the number of moles of the substance = mass of the substance/ mass of one mole of the substanceHow to calculate the number of moles of fluorine equivalent to 6 grams of fluorine?Given that,
The mass of fluorine = 6 grams
The atomic mass of one mole of fluorine = 18.99
So, the number of moles of 6 grams of fluorine= [tex]\frac{6}{18.99}[/tex]
Therefore, the step is given in option A: "Divide 6 by the atomic mass of fluorine" is the correct step that converts the 6 grams of fluorine to an equivalent number of moles of fluorine.
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