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On scratch paper, balance the following redox reaction in ac…

On scratch paper, balance the following redox reaction in acidic solution, and then answer the question below. NO(g) + Pb2+

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Which of the following statements about the anode in an elec…

Which of the following statements about the anode in an electrochemical cell is true?

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Which one of the following ions is classified incorrectly?

Which one of the following ions is classified incorrectly?

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Which one of the following will form a buffer?

Which one of the following will form a buffer?

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What is the pH of a buffer containing 0.15 M HClO (aq) and 0…

What is the pH of a buffer containing 0.15 M HClO (aq) and 0.15 M NaClO (aq)?

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Classify each of the following as an acidic, basic, or neutr…

Classify each of the following as an acidic, basic, or neutral salt, and then answer the following question. Which one of the following is an acidic salt?

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On scratch paper, balance the following redox reaction in ba…

On scratch paper, balance the following redox reaction in basic solution, and then answer the question below. MnO4- + I- 

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For a buffer containing HF (aq) and NaF (aq), what ratio of…

For a buffer containing HF (aq) and NaF (aq), what ratio of ([F-]/[HF]) is needed to give a buffer of pH 3.5?

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Steve is going on vacation. He brings 8 different colored t-…

Steve is going on vacation. He brings 8 different colored t-shirts and 4 pants. How many different outfits could he have on vacation? a)  Write the equation that represents this situation. b)  Draw a diagram that could be useful in representing this situation.

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Use the standard algorithm to compute 283 ÷ 8. In this case,…

Use the standard algorithm to compute 283 ÷ 8. In this case, have 8 represent how many are in each group. a)  What does the quotient represent in this interpretation of division? b)  In step 1 of the standard algorithm, we often ask the question, “Does 8 go into 2?” Why is the answer ‘No,’ when 8 clearly does go into 200? c)  In step 2 of the standard algorithm, we often ask the question, “Does 8 go into 28?” What does the 28 represent? d)  What does the phrase, “goes into” mean? Think about the interpretation of the divisor as either the number of groups or how many are in each group. e)  What does it really mean to “bring down” the 3 in the standard algorithm?

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