Alice and marge are studying the properties of matter. the girls placed some an iron nail in a beaker containing water. iron is a solid metal at room temperature. iron is a shiny and malleable; it can be formed into shapes like the nails the girls used. iron will turn reddish-brown in the presence of air or water as it rusts. iron is a good conductor of electricity and heat. after 48 hours, the girls checked the nail in the water and compared it to the nail they left on the lab bench. based on the girls' experiment, what is a chemical property of iron? a) iron is malleable. b) iron rusts in water. c) iron is a strong metal. d) iron is a good conductor.

Steam is generated in a boiler of a cogeneration plant at 10 mpa and 450°c at a steady rate of 5 kg/s. in normal operation, steam expands in a turbine to a pressure of 0.5 mpa and is then routed to the process heater, where it supplies the process heat. steam leaves the process heater as a saturated liquid and is pumped to the boiler pressure. in this mode, no steam passes through a condenser, which operates at 20 kpa. (a) determine the power produced in the turbine and the rate at which process heat is supplied in this mode. (b) determine the power produced in the turbine and the rate of process heat supplied if only 60 percent of the steam is routed to the process heater and the remainder is expanded to the condenser pressure. (3.32 mw; 9.69 mw; 4.25 mw; 5.82 mw)

Automobile fuel efficiency is often measured in miles that the car can be driven per gallon of fuel (mpg). heavier cars tend to have lower fuel efficiencies (lower mpg ratings). which variable (weight or fuel efficiency) is most naturally considered the explanatory (predictor) variable in this context?

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit