What happens to the total mass of a substance undergoing a physical change

For most of the last 50 years, technology knew its place. We all spent a lot of time with technology—we drove to work, flew on airplanes, used telephones and computers, and cooked with microwaves. But even five years ago, technology seemed external, a servant. These days, what’s so striking is not only technology’s ubiquity but also its intimacy.

On the Internet, people create imaginary identities in virtual worlds and spend hours playing out parallel lives. Children bond with artificial pets that ask for their care and affection. A new generation contemplates a life of wearable computing, finding it natural to think of their eyeglasses as screen monitors, their bodies as elements of cyborg selves. Filmmakers reflect our anxieties about these developments, present and imminent. In Wim Wenders’s Until the End of the World, human beings become addicted to a technology that shows video images of their dreams. In The Matrix, the Wachowski brothers paint a future in which people are plugged into a virtual reality game. In Steven Spielberg’s AI: Artificial Intelligence, a woman struggles with her feelings for David, a robot child who has been programmed to love her.

Today, we are not yet faced with humanoid robots that demand our affection or with parallel universes as developed as the Matrix. Yet we’re increasingly preoccupied with the virtual realities we now experience. People in chat rooms blur the boundaries between their on-line and off-line lives, and there is every indication that the future will include robots that seem to express feelings and moods. What will it mean to people when their primary daily companion is a robotic dog? Or to a hospital patient when her health care attendant is built in the form of a robot nurse? Both as consumers and as businesspeople, we need to take a closer look at the psychological effects of the technologies we’re using today and of the innovations just around the corner.

Indeed, the smartest people in the field of technology are already doing just that. MIT and Cal Tech, providers of much of the intellectual capital for today’s high-tech business, have been turning to research that examines what technology does to us as well as what it does for us. To probe these questions further, HBR senior editor Diane L. Coutu met with Sherry Turkle, the Abby Rockefeller Mauzé Professor in the Program in Science, Technology, and Society at MIT. Turkle is widely considered one of the most distinguished scholars in the area of how technology influences human identity.

Few people are as well qualified as Turkle to understand what happens when mind meets machine. Trained as a sociologist and psychologist, she has spent more than 20 years closely observing how people interact with and relate to computers and other high-tech products. The author of two groundbreaking books on people’s relationship to computers—The Second Self: Computers and the Human Spirit and Life on the Screen: Identity in the Age of the Internet—Turkle is currently working on the third book, with the working title Intimate Machines, in what she calls her “computational trilogy.” At her home in Boston, she spoke with Coutu about the psychological dynamics between people and technology in an age when technology is increasingly redefining what it means to be human.

You’re at the frontier of research being done on computers and their effects on society. What has changed in the past few decades?

To be in computing in 1980, you had to be a computer scientist. But if you’re an architect now, you’re in computing. Physicians are in computing. Businesspeople are certainly in computing. In a way, we’re all in computing; that’s just inevitable. And this means that the power of the computer—with its gifts of simulation and visualization—to change our habits of thought extends across the culture.

Answer:

Humanistic Theory.

Explanation:

Humanistic theory can be found to underpin aspects of developmental theories, such ... despair, as well as many therapeutic approaches that aim to explore and respect the ... Humanistic theories are useful to social work practice as they provide a client and animal, or stating the metaphors that arise in those interaction

Answer:

51.996 amu  

B) 52.000 amu  

C) 52.191 amu  

D) 52.25 amu

Explanation:

Which one would it be on here?

The volume, in milliliters, of 6.60 g of acetone is 8.40 ml.

Distance is a physical quantity which is measured in meter. If a man travel then it is measured in meters that defines that how much he travel from one point to another point for all these type of things we use to measure distance.

Centimeter is also a physical quantity which is use to measure distance. 1 centimeter is equal to 0.01 meter and 1 centimeter is equal to 0.00001 kilometer.the kilometer is large quantity to measure distance while centimeter is smaller quantity to measure distance.

Kilometer is also a physical quantity which use to measure the distance 1 kilometer is equal to 1000 mtr and 1 kilometer is equal to 100000 centimeter.

For above conclusion, we easily states that the kilometer is large quantity to measure distance while centimeter is smaller quantity to measure distance. Centimeter is also a physical quantity which is use to measure distance. 1 centimeter is equal to 0.01 meter and 1 centimeter is equal to 0.00001 kilometer.

Therefore, The volume, in milliliters, of 6.60 g of acetone is 8.40 ml.

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Final answer:

Potassium (K) is an example of an element whose valence electrons feel a smaller effective nuclear charge than the valence electrons of a calcium (Ca) atom due to potassium's lower number of protons in the nucleus and similar shielding effect.

Explanation:

The concept of effective nuclear charge (Zeff) is important to understand why valence electrons in some elements feel a weaker nuclear pull compared to calcium (Ca). Effective nuclear charge essentially means the net positive charge experienced by valence electrons, after accounting for the shielding effect of the inner electrons. Calcium is a Group 2 element with a 4s2 valence electron configuration. A good example of an element whose valence electrons would feel a smaller effective nuclear charge than those of calcium would be potassium (K).

Potassium, being in the same period but belonging to Group 1, has one valence electron in its 4s orbital. Due to the lower nuclear charge (less protons in the nucleus) and similar shielding by inner electrons, potassium's single valence electron feels less pull from its nucleus compared to a calcium's two valence electrons. Moreover, when potassium forms a cation by losing its valence electron, the remaining electrons are still shielded by the same number of inner electrons, but now there is one less proton in the nucleus to exert a pull. Consequently, the valence electron in a potassium atom would experience a lower effective nuclear charge compared to the valence electrons in a calcium atom.

Answer:

41,160 is the first

4,200 is the second

less than is the third

6,860 is the last one

Explanation:

The weight of the Lunar Landing module on Earth is 41202 N

The mass of the lunar landing module on the moon is 4200 N

The weight of the lunar landing module on the moon is less than its weight on Earth.

The calculated weight in the moon is 6867 N

A lunar landing module is a lunar landing designed to enable astronauts to travel via a spacecraft in a lunar orbit as well as the lunar surface.

From the given  parameters:

The weight of the Lunar Landing module on Earth is:

Weight on Earth = mass (m) × acceleration due to gravity (g)

Weight on Earth = 4200 kg × 9.81 m/s²

Weight on Earth = 41202 N

The mass of the Lunar Landing module on the Moon is calculated by using the formula:

Weight on Moon = mass (m) × acceleration in the moon

Where;

Since mass on earth = mass in the moon;

The weight of the lunar landing module on the moon is less than its weight on Earth.

The calculated weight in moon = 4200 × 1.635 m/s²

The weight in moon = 6867 N

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Answer: Mineral's streak tells us about the color of the mineral when crushed into powdered form.

Explanation:

Mineral's Streak : Streak of a mineral is a color of a mineral in powdered form. sometimes color of the powder differ from the color of the mineral's specimen.

This test is performed by rubbing a mineral on a un-glazed porcelain tile known as streak plate. By rubbing the mineral on streak plate small amount powder is produced on the surface of the which color can be easily seen with help of eyes.

Answer: Silver nitrate is the chemical reagent used to distinguish.

Explanation:

Dissolve both compounds in water. And add silver nitrate to that solution.

1. In case of calcium chloride

The calcium chloride is soluble in water and thus forms ions in aqueous solution.The chloride ions present in the solution react with silver ions of silver nitrate to give white color precipitate of silver chloride.

[tex]2AgNO_3+CaCl_2\rightarrow 2AgCl(white)+Ca(NO_3)_2[/tex]

2. in case of calcium carbonate.

The calcium carbonate is poorly soluble in water. Since, it doesn't get dissolved in water.

When silver nitrate is added there will be no formation of any precipitate.

Final answer:

The sum of 214.056 and 9.3456 is 223.4016.

Explanation:

The sum of 214.056 and 9.3456 is 223.4016. Rounding this answer to an appropriate number of decimal places depends on the desired level of precision. If we want the answer rounded to two decimal places, we would round it to 223.40. However, if we want the answer rounded to the nearest whole number, we would round it to 223.

Answer: The given number is already an integer.

Explanation:

Integer is defined as a whole number which is not a fraction. This number can be positive, negative or zero.

Decimal numbers are not considered as integers. They are rounded off to write an integer.

For Example: 4, -2 and 0, all are considered as integers.

We are given a number having value 470,809 miles. The number is already a whole positive number.

Thus, the given number is already an integer.

Answer: 4.3020 grams of calcium sulfate will be produced.

Explanation:

To calculate the number of moles, we use the formula:

[tex]\text{Number of moles}=\frac{\text{Given mass}}{\text{Molar mass}}[/tex]    ....(1)

Given mass of calcium carbonate = 3.1660 g

Molar mass of calcium carbonate = 100.0869 g/mol

Putting values in above equation, we get:

[tex]\text{Moles of calcium carbonate}=\frac{3.1660g}{100.0869g/mol}=0.0316mol[/tex]

Given mass of sulfuric acid = 3.2900 g

Molar mass of sulfuric acid = 98.079 g/mol

Putting values in above equation, we get:

[tex]\text{Moles of sulfuric acid}=\frac{3.2900g}{98.079g/mol}=0.0335mol[/tex]

For the given reaction:

[tex]CaCO_3+H_2SO_4\rightarrow CaSO_4+H_2CO_3[/tex]

By Stoichiometry of the reaction:

1 mole of calcium carbonate reacts with 1 mole of sulfuric acid

So, 0.0316 moles of calcium carbonate will react with = [tex]\frac{1}{1}\times 0.0316mol=0.0316mol[/tex]

As, the given amount of sulfuric acid is more than the required amount. Hence, it is present in excess and is considered as an excess reagent.

Calcium carbonate is considered as a limiting reagent because it limits the formation of product.

1 mole of calcium carbonate produces 1 mole of calcium sulfate

So, 0.0316 moles of calcium carbonate will produce = [tex]\frac{1}{1}\times 0.0316mol=0.0316mol[/tex] of calcium sulfate.

Now, to calculate the mass of calcium sulfate, we use equation 1:

Molar mass of calcium sulfate = 136.14 g/mol

Moles of calcium sulfate = 0.0316mol

Putting values in equation 1, we get:

[tex]0.0316mol=\frac{Mass of calcium sulfate}}{136.14g/mol}\\\\\text{Mass of calcium sulfate}=4.3020g[/tex]

Hence, 4.3020 grams of calcium sulfate will be produced.

Answer: 5.6 grams

Explanation:

To calculate the moles, we use the equation:

[tex]\text{Number of moles}=\frac{\text{Given mass}}{\text{Molar mass}}[/tex]

Thus mass =[tex]{\text {number of moles}}\times {\text {Molar mass}}[/tex]

For [tex]CH_4[/tex]

Moles of [tex]CH_4[/tex]= 0.35 moles

Molar mass of [tex]CH_4[/tex] = 16 g/mol

Putting values in above equation, we get:

mass =[tex]0.35moles\times 16g/mol=5.6 g[/tex]

The atomic mass of 0.35 moles of [tex]CH_4[/tex] is 5.6 grams.

[tex]\text{Hey there!}[/tex]

[tex]\text{Vanessa jogged 8 miles in 2 hours. What was her average speed?}[/tex]

[tex]\text{First,, highlight/ underline your key-terms. Then solve it from there!}[/tex]

[tex]\text{Key term  1: \underline{8 miles}}\\\text{Key term 2: \underline{ in 2 hours}}[/tex]

[tex]\text{Now we have to find her average speed. }[/tex]

[tex]\text{Formula: }\dfrac{\text{a}}{\text{b}}[/tex]

[tex]\text{a = 8}\\\text{b = 2}[/tex]

[tex]\dfrac{8}{2}= \text{the answer}\\\\\dfrac{8\div2}{2\div2}=\dfrac{4}{1}= 4\\\\\\\boxed{\boxed{\bf{Answer: 4}}}\checkmark[/tex]

[tex]\text{Good luck on your assignment and enjoy your day!}\\\\\frak{LoveYourselfFirst:)}[/tex]

Final answer:

The neutron number is not unique to each element.

Explanation:

The correct option is C. neutron number.

While proton number (also known as atomic number) and atomic number are unique to each element, representing the number of protons in the nucleus of an atom, the neutron number can vary for different isotopes of the same element.

The chemical symbol is also unique to each element, representing an abbreviation used to identify the element or its atoms. Each element on the periodic table is assigned a unique chemical symbol.

The correct answer is C. Neutron number is NOT unique to each element.

Each element in the periodic table is defined by its atomic number, which is the number of protons in the nucleus of an atom of that element. The atomic number is unique to each element and determines its position in the periodic table. For example, hydrogen has an atomic number of 1, meaning it has one proton in its nucleus, and helium has an atomic number of 2, meaning it has two protons.

The proton number, which is another term for the atomic number, is also unique to each element. Therefore, options A and B (proton number and atomic number) are unique to each element.

On the other hand, the neutron number is not unique to each element. Different isotopes of the same element have different numbers of neutrons. For instance, the most common isotope of carbon is carbon-12, which has 6 neutrons, but there is also a carbon-13 isotope, which has 7 neutrons, and a carbon-14 isotope, which has 8 neutrons. All these isotopes are still carbon because they have the same atomic number (6 protons), but they have different neutron numbers.

The chemical symbol is a shorthand way to represent an element and is also unique to each element. For example, the chemical symbol for carbon is C, for oxygen is O, and for hydrogen is H. These symbols do not change regardless of the isotope or the number of neutrons present in the nucleus.

Explanation:

According to the ideal gas law, PV = nRT

where, n = number of moles

Also, density = [tex]\frac{mass}{volume}[/tex]

Since,   n = [tex]\frac{mass}{\molar mass}[/tex]

Therefore, ideal gas equation can also be written as follows.

                  PV = nRT

                  PV = [tex]\frac{mass}{\text{molar mass}} \times RT[/tex]

         [tex]P \times \text{molar mass}[/tex] = dRT

Hence, putting the given values into the above formula as follows.

           [tex]0.874 atm \times 70.49 g/mol = d \times 0.0821 Latm/mol K \times 389 K[/tex]

                      6.161 atm g/mol = [tex]d \times 31.94 Latm/mol[/tex]

                             d = 0.193 g/L

Thus, we can conclude that density of the given gas is 0.193 g/L.

The density of a gas with a molar mass of 70.49 g/mol at 0.874 atm and 389 K is calculated using the Ideal Gas Law and is approximately 1.928 g/L.

To calculate the density of a gas with a molar mass of 70.49 g/mol at 0.874 atm and 389 K, we can use the Ideal Gas Law, which states PV = nRT. Here, density (d) is equivalent to the mass (m) of the gas divided by its volume (V), and the number of moles (n) can be found by dividing the mass (m) by the molar mass (M). We then rearrange the Ideal Gas Law to solve for n/V, which gives us the formula for density (d = PM/RT).

Using the provided gas conditions and the Ideal Gas constant (R = 0.0821 L·atm/mol·K), we can perform the following calculation:

First, convert the pressure from atm to the unit matching the gas constant: P = 0.874 atm.

Now, insert all values into the density formula: d = (P × M) / (R × T) = (0.874 atm × 70.49 g/mol) / (0.0821 L·atm/mol·K × 389 K).

Perform the multiplication and division to find the density: d ≈ (61.60826 g·atm/mol·K) / (31.9589 L·atm/mol·K) ≈ 1.928 g/L.

Radioactivity is indeed the process of nuclear decay, involving unstable atomic nuclei losing energy by emitting particles or electromagnetic waves.

The statement that radioactivity is the process of nuclear decay is True. Radioactivity involves unstable atomic nuclei that spontaneously lose energy by emitting particles or electromagnetic waves, a process known as radioactive decay. These emissions result in the transformation of the parent nuclide into a different atom, called the daughter nuclide. It's a quantum mechanical process and cannot be predicted exactly for individual nuclei, though probabilities of decay over time can be estimated.

Final answer:

A catalyst is used to speed up the flubber experiment. Borax is a possible catalyst that can accelerate the formation of flubber by lowering the activation energy and promoting the reaction between polyvinyl acetate glue and borax.

Explanation:

A catalyst is a substance that speeds up a chemical reaction without being consumed in the process. In the flubber experiment, the professor most likely used a catalyst to accelerate the formation of flubber. One possible catalyst that could be used in this experiment is sodium borate, also known as borax.

The reaction between polyvinyl acetate glue and borax in the presence of water leads to the formation of cross-linked polymer chains, creating the bouncy and stretchy substance known as flubber. The borax acts as a catalyst by lowering the activation energy of the reaction, allowing it to occur more quickly.

By using a catalyst, the professor was able to demonstrate the reaction between the glue and borax more efficiently, saving time and ensuring a successful flubber formation.