ZnS mass ratio = 1.310.642 =2.04 .pdf

•

0 likes•2 views

annammalassociates

Zn/S mass ratio = 1.31/0.642 =2.04 Solution Zn/S mass ratio = 1.31/0.642 =2.04.

Education

More from annammalassociates

the temperature will be higher as the pressure is.pdf

annammalassociates

The CPSase of multienzyme pyrl-3 is inhibited by .pdf

annammalassociates

replaces OH with COCH3 .pdf

annammalassociates

pH = pKa + log[base][salt] = -log (5.6 10^-10.pdf

annammalassociates

please post the clear qsn.... i ll help u in answ.pdf

annammalassociates

Na2S + NaNO3 - No reaction Na2S + KClO3 - No re.pdf

annammalassociates

Its to remove the air. This prevents the molecu.pdf

annammalassociates

The conclusion can be summarised as followsSolutionThe conclu.pdf

annammalassociates

The AutoCAD Electrical installation directory structure contains: Symbol Libraries at C:\\Users\\Public\\Documents\\Autodesk\\Acade {version}\\Libs\\... Note: The symbol library subfolder, \\Libs\\, carries various AutoCAD Electrical schematic and panel layout symbol libraries. The \\Libs\\ folder structure can be easily copied and moved to a shared network drive. After you move the \\Libs\\ folder you must modify the path in Support File Search Path in the Options dialog box. The following electrical schematic libraries can be installed: The following libraries are automatically installed: Main executable and static support files at C:\\Program Files\\Autodesk\\AutoCAD {version}\\ The \\ACADE\\ subfolder carries several bitmap files and other static support files. Support files at C:\\Users\\{username}\\AppData... The Support files folder structure carries the support files that have the potential of being altered by the user. The installation program creates a new Autodesk\\AutoCAD Electrical release subfolder entry under the user loginname\\AppData folder. This Application data folder is normally marked as hidden within Windows Explorer and users may need to access and customize these files. The base \\Support\\ folder carries the AutoCAD Electrical .mnl files, icon menu .dat files, and the slide library .slb files referenced by the icon menus. The \\AeToolPalette\\Palettes\\ subfolder structure carries four AutoCAD Electrical specific .atc files. The \\User\\ folder is where AutoCAD Electrical writes customized user settings files, stores temporary files, and maintains the user scratch database files for the projects. This needs to be on a per-logged-in user basis, not shared with other users Data files at C:\\Users\\{username}\\Documents\\Acade {version}\\AeData The AEDATA folder structure carries various database and project drawing files that will be altered by the user. The installation program creates a new ACADE 2015\\subfolder entry under the user login name\\Documents\\ folder. The \\AeData\\ folder carries the wd.env environment settings file plus four subfolders. The four individual subfolders to \\AeData\\ are as follows: \\{language code}\\ subfolder contains two subfolders \\Catalogs\\ and \\Plc\\. \\Catalogs\\ subfolder contains these files: D. Both Engineer are correctJIC1/JIC125USA Standard (Inch units)IEC2/IEC 60617European Standard (MM units)JIS2Japanese Standard (MM units)GB2Chinese Standard (MM units)AS2Australian Standard (MM units)IEEE 315/315AInstitute of Electrical and Electronics Engineers Standard (MM units)NFPANational Fire Protection Association Standard (Inch units) Solution The AutoCAD Electrical installation directory structure contains: Symbol Libraries at C:\\Users\\Public\\Documents\\Autodesk\\Acade {version}\\Libs\\... Note: The symbol library subfolder, \\Libs\\, carries various AutoCAD Electrical schematic and panel layout symbol libraries. The \\Libs\\ folder structure can be easily copied and moved t.

The AutoCAD Electrical installation directory structure containsS.pdf

annammalassociates

Service that are performed by distributed objects. Objects is the specified task that are performed by the software. Business problems sloved by use of classes: 1.cheap, transparent communication 2.Object identity and lifetime maintained by infrastructure Business problems solved by use of communication: 1.use of heterogeneous platform 2.explicit communication Solution Service that are performed by distributed objects. Objects is the specified task that are performed by the software. Business problems sloved by use of classes: 1.cheap, transparent communication 2.Object identity and lifetime maintained by infrastructure Business problems solved by use of communication: 1.use of heterogeneous platform 2.explicit communication.

Service that are performed by distributed objects.Objects is the s.pdf

annammalassociates

Profits increase by 41 (I just took the Quiz)SolutionProfits .pdf

annammalassociates

rate = kxyzSolutionrate = kxyz.pdf

annammalassociates

Operations Sales Administrative Depreciation on factory equipment. Advertising manager\'s salary. Depreciation on office equipment Depreciation on factory building Salespersons\' travel expenses Cost of hiring new employees Assembly foreman\'s salary. Salespersons\' salaries Leasing of computer equipment for the Accounting Department Supplies for the Machining Department Advertising supplies used. Electricity for the Assembly Department Supplies for the sales office Lost materials (scrap) in a Machining Department. Sales commissions. Direct labor in the Assembly Department Packing supplies. Supplies for Production Scheduling Cost of repairing parts improperly manufactured in the Machining Department. Payroll fringe benefits for workers in the Shipping Departmen Paint for the Assembly Department. Heat, light, and power for the factory b) Operations Sales Administrative Depreciation on factory equipment.-Unit Level Activity Advertising manager\'s salary.Product Level Depreciation on office equipment Facility Level Depreciation on factory building Unit Level Activity Salespersons\' travel expenses Product Level Cost of hiring new employees Facility Level Assembly foreman\'s salary. Level Activity Batch Level Activity Salespersons\' salaries Product Level Leasing of computer equipment for the Accounting Department Facility Level Supplies for the Machining Department Unit Level Activity Advertising supplies used. Product Level Electricity for the Assembly Department Unit Level Activity Supplies for the sales office Product Level Lost materials (scrap) in a Machining Department. Batch Level Activity Sales commissions. Product Level Direct labor in the Assembly Department Unit Level Activity Packing supplies. Batch Level Activity Batch Level Activity Supplies for Production Scheduling Unit Level Activity Cost of repairing parts improperly manufactured in the Machining Department. Batch Level Activity Payroll fringe benefits for workers in the Shipping Departmen Batch Level Activity Paint for the Assembly Department.Batch Level Activity Heat, light, and power for the factory Unit Level Activity c) Unit Level Activities: Labours Hours,No. of units produced or machine hours Batch level: no of purchase orders,amount of material, no.of setups, no. of customer order, no of customers Product Level:No. of orders, no. of supervision hours,no. of test, no. of test time Facility Level:no. of employees,sqaure foot,labours hours. d) Operations Sales Administrative Depreciation on factory equipment.-Unit Level Activity- Machine hours Advertising manager\'s salary.Product Level no. of orders Depreciation on office equipment Facility Level square foot Depreciation on factory building Unit Level Activity Machine hours Salespersons\' travel expenses Product Level Cost of hiring new employees Facility Level no. of employees Assembly foreman\'s salary. Level Activity Batch Level Activity Salespersons\' salaries Product Level no. of orders Leasing of computer equipment .

OperationsSalesAdministrativeDepreciation on factory equipment.pdf

annammalassociates

moles of base, using molar mass of NaOH: 15.0g NaOH @ 40.0g/mol = 0.375 moles of NaOH moles of acid: 0.1500 litres @ 0.250moles/litre= 0.0375 moles of acid the reaction is 1:1 1 NaOH + 1 HNO3 --> NaNO3 + H2O so it uses up all of 0.0375 moles of acid and only destroys 10% of the Base, so it is still BASIC: 0.375 moles of NaOH - 0.0375 moles destroyed by the moles of acid .... & leaves behind 90% of the base , which is: 0.3375 moles base ------------ concentrations of all the ions present 0.3375 moles base left over, releases 0.3375 moles of OH- /0.150 litres... OH- = 2.25 molar Na + was not destroyed, it was a spectator ion ... Na+ stays the same @ 0.375 moles of NaOH / 0.150litres = 2.50 molar NO3- was not destroyed, it was a spectator ion ... NO3- stays the same @ 0.250 molar Solution moles of base, using molar mass of NaOH: 15.0g NaOH @ 40.0g/mol = 0.375 moles of NaOH moles of acid: 0.1500 litres @ 0.250moles/litre= 0.0375 moles of acid the reaction is 1:1 1 NaOH + 1 HNO3 --> NaNO3 + H2O so it uses up all of 0.0375 moles of acid and only destroys 10% of the Base, so it is still BASIC: 0.375 moles of NaOH - 0.0375 moles destroyed by the moles of acid .... & leaves behind 90% of the base , which is: 0.3375 moles base ------------ concentrations of all the ions present 0.3375 moles base left over, releases 0.3375 moles of OH- /0.150 litres... OH- = 2.25 molar Na + was not destroyed, it was a spectator ion ... Na+ stays the same @ 0.375 moles of NaOH / 0.150litres = 2.50 molar NO3- was not destroyed, it was a spectator ion ... NO3- stays the same @ 0.250 molar.

moles of base, using molar mass of NaOH 15.0g NaOH @ 40.0gmol = .pdf

annammalassociates

Microscopic examination usually support s the presence of White bloo.pdf

annammalassociates

molar mass of InF3 =171.82g/mol mass solubility =4.0e-2g/100mL=0.4g/L molar solubility=0.4g/(171.82g/mol)=2.33e-3M For the dissociation of InF3 in water, we have the chem formula InF3 (s) ---- In3+ (aq)+ 3F- (aq) Assume molar solubility=s, so at equilibrium, [In3+]=s, [F-]=3s Ksp=(s)(3s)3=27s4=27*(2.33e-3M)4=7.93e-10 Solution molar mass of InF3 =171.82g/mol mass solubility =4.0e-2g/100mL=0.4g/L molar solubility=0.4g/(171.82g/mol)=2.33e-3M For the dissociation of InF3 in water, we have the chem formula InF3 (s) ---- In3+ (aq)+ 3F- (aq) Assume molar solubility=s, so at equilibrium, [In3+]=s, [F-]=3s Ksp=(s)(3s)3=27s4=27*(2.33e-3M)4=7.93e-10.

molar mass of InF3 =171.82gmolmass solubility =4.0e-2g100mL=0.4g.pdf

annammalassociates

Lung volumes and lung capacity Lung volumes and lung capacities refer to the volume of air associated with different phases of the respiratory cycle. Lung volumes are directly measured; lung capacities are inferred from lung volumes. The average human respiratory rate is 30-60 breaths per minute at birth, decreasing to 12-20 breaths per minute in adults. The total amount of air that the lungs can accommodate is divided into four separate volumes and four capacities. Combinations of these volumes are used to designate lung capacities. Lung volume and capacity vary with age, race, height, and gender The following terms describe the various lung (respiratory) volumes: Summing specific lung volumes produces the following lung capacities: In obstructive lung disorders include asthma and other COPDs, such as emphysema and chronic bronchitis In restrictive lung disorders include pulmonary fibrosis, adult respiratory distress syndrome, and pulmonary edema. Differences between lung volume and capacity Lung volume Lung capacity It is the total volume of air in the lungs It is the maximum volume of air that can be inhaled and exhaled during forced breathing It is the sum of the vital capacity and residual volume It is the sum of tidal volume, inspiratory reserve volume and expiratory volume It varies from 5-6 liters It varies from 3.5-4.5 liters Lung volume Lung capacity It is the total volume of air in the lungs It is the maximum volume of air that can be inhaled and exhaled during forced breathing It is the sum of the vital capacity and residual volume It is the sum of tidal volume, inspiratory reserve volume and expiratory volume It varies from 5-6 liters It varies from 3.5-4.5 liters Solution Lung volumes and lung capacity Lung volumes and lung capacities refer to the volume of air associated with different phases of the respiratory cycle. Lung volumes are directly measured; lung capacities are inferred from lung volumes. The average human respiratory rate is 30-60 breaths per minute at birth, decreasing to 12-20 breaths per minute in adults. The total amount of air that the lungs can accommodate is divided into four separate volumes and four capacities. Combinations of these volumes are used to designate lung capacities. Lung volume and capacity vary with age, race, height, and gender The following terms describe the various lung (respiratory) volumes: Summing specific lung volumes produces the following lung capacities: In obstructive lung disorders include asthma and other COPDs, such as emphysema and chronic bronchitis In restrictive lung disorders include pulmonary fibrosis, adult respiratory distress syndrome, and pulmonary edema. Differences between lung volume and capacity Lung volume Lung capacity It is the total volume of air in the lungs It is the maximum volume of air that can be inhaled and exhaled during forced breathing It is the sum of the vital capacity and residual volume It is the sum of tidal volume, inspiratory reserve volume an.

Lung volumes and lung capacityLung volumes and lung capacities ref.pdf

annammalassociates

A) The source provides energy, it\'s normally a laser. B) The prism directs the source or the directions of the laser C) The exit slit is where the laser exits after it goes through the sample. Guided into the detector. D) The sample container holds the sample in place. It\'s normally a glass cuvette. E) The detector detects the photons that where excited by the laser. Solution A) The source provides energy, it\'s normally a laser. B) The prism directs the source or the directions of the laser C) The exit slit is where the laser exits after it goes through the sample. Guided into the detector. D) The sample container holds the sample in place. It\'s normally a glass cuvette. E) The detector detects the photons that where excited by the laser..

A) The source provides energy, its normally a l.pdf

annammalassociates

AnswerThe blue colored tractsAscending tracts are sensory and d.pdf

annammalassociates

Hence I am inclinedto think its A.SolutionHenc.pdf

annammalassociates

More from annammalassociates (20)

the temperature will be higher as the pressure is.pdf

The CPSase of multienzyme pyrl-3 is inhibited by .pdf

replaces OH with COCH3 .pdf

pH = pKa + log[base][salt] = -log (5.6 10^-10.pdf

please post the clear qsn.... i ll help u in answ.pdf

Na2S + NaNO3 - No reaction Na2S + KClO3 - No re.pdf

Its to remove the air. This prevents the molecu.pdf

The conclusion can be summarised as followsSolutionThe conclu.pdf

The AutoCAD Electrical installation directory structure containsS.pdf

Service that are performed by distributed objects.Objects is the s.pdf

Profits increase by 41 (I just took the Quiz)SolutionProfits .pdf

rate = kxyzSolutionrate = kxyz.pdf

OperationsSalesAdministrativeDepreciation on factory equipment.pdf

moles of base, using molar mass of NaOH 15.0g NaOH @ 40.0gmol = .pdf

Microscopic examination usually support s the presence of White bloo.pdf

molar mass of InF3 =171.82gmolmass solubility =4.0e-2g100mL=0.4g.pdf

Lung volumes and lung capacityLung volumes and lung capacities ref.pdf

A) The source provides energy, its normally a l.pdf

AnswerThe blue colored tractsAscending tracts are sensory and d.pdf

Hence I am inclinedto think its A.SolutionHenc.pdf

Recently uploaded

This presentation covers the essential parameters of Unit 2 Operations Processes of the subject Operations & Supply Chain Management. Topics Covered: Volume Variety and Flow. Types of Processes and Operations Systems - Continuous Flow system and intermittent flow systems.Job Production, Batch Production, Assembly line and Continuous Flow, Process and Product Layout. Design of Service Systems, Service Blueprinting.

OSCM Unit 2_Operations Processes & Systems

Sandeep D Chaudhary

PANDITA RAMABAI- Indian political thought GENDER.pptx

akanksha16arora

AIM of Education-Teachers Training-2024.ppt

Nishitharanjan Rout

TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...

Nguyen Thanh Tu Collection

Wellbeing inclusion and digital dystopias.pptx

Jisc

diagnosting testing bsc 2nd sem.pptx....

Ritu480198

APM webinar hosted by the Scotland Network on 14 May 2024. Speakers: Chris Drysdale and Peter Huggett An interactive session discussing how Project Managers can identify mental health symptoms, provide tools to help themselves and others, plus also increase the capabilities of the Project Management function. This webinar was held on 14 May 2024. The covid-19 pandemic led to concerns about a worsening of mental health & wellbeing across the world and increased awareness in both society and the workplace. This webinar looks to advise the benefits of having a Mental Health First Aid function in the workplace whilst also providing tools and techniques that can be readily used and applied to yourself and colleagues. Additionally, there are wider benefits to Project Management which will be proposed and discussed.

Including Mental Health Support in Project Delivery, 14 May.pdf

Association for Project Management

Andreas Schleicher presents at the launch of What does child empowerment mean...

EduSkills OECD

Michaelis Menten Equation and Estimation Of Vmax and Tmax.pptx

RugvedSathawane

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

AnaAcapella

Tatlong Kwento ni Lola basyang-1.pdf arts

Nbelano25

Accessible Digital Futures project (20/03/2024)

Jisc

Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf

Dr Vijay Vishwakarma

Introduction to TechSoup’s Digital Marketing Services and Use Cases

TechSoup

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson

httgc7rh9c

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

Esquimalt MFRC

Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

SPLICE Working Group:Reusable Code Examples

Peter Brusilovsky

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

Pondicherry University

Orientation Canvas Course Presentation.pdf

Elizabeth Walsh

Recently uploaded (20)

OSCM Unit 2_Operations Processes & Systems

PANDITA RAMABAI- Indian political thought GENDER.pptx

AIM of Education-Teachers Training-2024.ppt

TỔNG HỢP HƠN 100 ĐỀ THI THỬ TỐT NGHIỆP THPT TOÁN 2024 - TỪ CÁC TRƯỜNG, TRƯỜNG...

Wellbeing inclusion and digital dystopias.pptx

diagnosting testing bsc 2nd sem.pptx....

Including Mental Health Support in Project Delivery, 14 May.pdf

Andreas Schleicher presents at the launch of What does child empowerment mean...

Michaelis Menten Equation and Estimation Of Vmax and Tmax.pptx

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Tatlong Kwento ni Lola basyang-1.pdf arts

Accessible Digital Futures project (20/03/2024)

Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf

Introduction to TechSoup’s Digital Marketing Services and Use Cases

Understanding Accommodations and Modifications

QUATER-1-PE-HEALTH-LC2- this is just a sample of unpacked lesson

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

SPLICE Working Group:Reusable Code Examples

FICTIONAL SALESMAN/SALESMAN SNSW 2024.pdf

Orientation Canvas Course Presentation.pdf