3. Which of the following will completely dissolve in water (More t.pdf

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3. Which of the following will completely dissolve in water? (More than one answer may be correct) 1. A large polar molecule 2. An ionically bonded salt 3. A small polar molecule 4. A small non-polar molecule 5. A large non-polar molecule Solution 3. Which of the following will completely dissolve in water? 1. A large polar molecule - will completely dissolve in water (some under Heat conditions ) So True Lets take starch as Example for large polar molecule.Starch becomes soluble in water when heated through a process is called starch gelatinization. 2. An ionically bonded salt - will completely dissolve in water So True Lets take Nacl as Example 3. A small polar molecule - will completely dissolve in water So True Ex: Glucose or Urea 4. A small non-polar molecule - No - Due to the presence of hydrophobic groups these are not soluble in water 5. A large non-polar molecule- No - Due to the presence of hydrophobic groups these are not soluble in water. But at the same time they have hydrophilic groups too. So they dissolve partially..

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This is the fourth session of the food science basics course developed by foodcrumbles.com. This session covers the fundamental basics of food physics. Looking into the importance of temperature, different phases and introducing the concept of water activity. It is meant for those with a limited background in food science but with an interest in improving their understanding of food. For example: food bloggers, professionals in the food industry, (high school) students and chefs.

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Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. It differs from group work, and it has been described as "structuring positive interdependence.Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).Furthermore, the teacher's role changes from giving information to facilitating students' learning. <http: />

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Class 9 Science introduces students to the fascinating realm of matter, the fundamental substance that makes up everything in the universe. In this article, we embark on a journey to understand matter, its various states, and its omnipresence in our surroundings. I. Definition of Matter: Matter is defined as anything that occupies space and has mass. It encompasses a vast range of substances, from the air we breathe to the solid ground beneath our feet. II. States of Matter: Matter exists in three primary states: solid, liquid, and gas. Each state exhibits distinct characteristics, and substances can transition between these states under varying conditions. Solid: Solids have a fixed shape and volume. Examples include ice, wood, and metals. Liquid: Liquids have a definite volume but take the shape of their container. Water, oil, and milk are common examples. Gas: Gases have neither a fixed shape nor volume and fill the entire space available to them. Air and oxygen are examples of gases. III. Changes of State: Matter can undergo changes in its state through processes such as melting, freezing, evaporation, and condensation. For instance, water transitions from a solid (ice) to a liquid (water) when heated, and further to a gas (water vapor) upon reaching its boiling point. IV. Importance of Understanding States of Matter Understanding the states of matter is crucial in various scientific and practical applications. For example, knowledge of state changes is vital in the design of refrigeration systems, weather patterns, and industrial processes. V. Brownian Motion: The Brownian motion, discovered by Robert Brown, exemplifies the constant movement of particles in matter. It is visible when tiny particles, such as pollen, exhibit random motion when suspended in a fluid, revealing the dynamic nature of matter at the microscopic level. VI. Diffusion: Diffusion, another phenomenon related to matter, refers to the spontaneous movement of particles from regions of higher concentration to regions of lower concentration. An everyday example is the spreading of fragrance in a room. VII. Sublimation: Sublimation is the process by which a substance changes directly from a solid to a gas without passing through the liquid state. Dry ice (solid carbon dioxide) undergoing sublimation is a noteworthy example. VIII. Applications in Daily Life: Matter's significance extends to daily life, from cooking processes (water boiling) to the functioning of essential devices like refrigerators and air conditioners. For more information, visit our website. www.vavaclasses.com

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4: water molecules are like a magnet because because it acts like water 5: As mentioned above, humans have sweat glands over their entire bodies; the only place dogs (and cats, and many other animals with fur over their whole bodies) can get rid of excess heat is through the tongue. By the way, sweating/panting is NOT a means of getting rid of excess water; it is a way of getting rid of heat. We do this because of the process of evaporation. In changing from liquid to vapor, the water absorbs heat from the surface on which it is laying. Actually, most organisms do not want to get rid of excess water; they need to conserve it, but on very hot days animals \"spend\" the water to achieve the cooling. 6. It can dissolve the most types of substances. it can dissolve most substances This is because solutes for the most part are able to dissolve in water with the exception of some solutes like oil. Most of the solids dissolve in water. Solution 4: water molecules are like a magnet because because it acts like water 5: As mentioned above, humans have sweat glands over their entire bodies; the only place dogs (and cats, and many other animals with fur over their whole bodies) can get rid of excess heat is through the tongue. By the way, sweating/panting is NOT a means of getting rid of excess water; it is a way of getting rid of heat. We do this because of the process of evaporation. In changing from liquid to vapor, the water absorbs heat from the surface on which it is laying. Actually, most organisms do not want to get rid of excess water; they need to conserve it, but on very hot days animals \"spend\" the water to achieve the cooling. 6. It can dissolve the most types of substances. it can dissolve most substances This is because solutes for the most part are able to dissolve in water with the exception of some solutes like oil. Most of the solids dissolve in water..

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How are the epimysium and tendons related? A. The epimysium surrounds the tendon. B. Tendons surround the epimysium. C. Tendons and epimysium both surround the end of the muscle. D. The tendon is a continuation of the epimysium. Solution Answer: D. The tendon is a continuation of the epimysium. Explanation: At the ends of a muscle, the fibers of the Epimysium may form a cable-like tendon or a sheet- like aponeurosis..

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Gerard throws a discus distances of 10 meters, 14.5 meters, 14.8 meters, 16.7 meters, and 15.4 meters. On his last attempt he faults, which counts as 0 meters. What is his average throwing distance? A. 11.9 meters B. 12.8 meters C. 13.78 meters D. 14.28 meters Solution A. To find the average, add the numbers and divide by the number of numbers. In this problem add 10, 14.5, 14.8, 16.7, 15.4, and 0 to get 71.4. Divide this by 6. 71.4/6 = 11.9.

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For Printing and personal use ONLY. DO NOT Hand in this copy of the assignment. Only responses submitted to the corresponding D2L quiz will be graded. The D2L version is exactly like this document. Membrane proteins are proteins that are suspended within the lipid bilayer of a membrane. They are held in place because some R-groups of the protein interact with the phosphate heads of the phospholipids of the membrane, while other R-groups of the protein interact with the hydrocarbon tails of the phospholipids of the membrane. From the amino acids shown below, which one likely has an R-group that interacts with the phopholipid tails? If a cell has some salt inside it but lacks ion channels, and the cell is put into a beaker of pure water, what will happen? Solution Leucine (green color) is most likely to be part of the protein that interact with the hydrocarbon chain of phospholipid in the membrane (since it is hydrophobic amino acid).

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Find and provide a link to a multi-year capital plan from any Illinois municipality. Discuss the presentation of the plan (i.e. - is there detail about specific projects, funding sources, etc) and how you think it could be improved. Solution The Link can\'t be provided so you can find it in the document centre of the village of the round lake beach and the multi year capital plan is for the years from 2015- 2024. The plan is presented in detail proving the names of the specific projects that would be undertaken by the village and all the ways in which they will be collecting the funds needed. The plan talks about the following specific projects: The funding is alot dependent upon the taxes from the people inhabiting the place and a very small amount has been estimated as allocations from outside. The plan is highly unrealistic as there may be instances where the people residing the place may not choose to pay so much or simply not buy the bonds they are expecting to issue..

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A geneticist is working with a new bacteriophage called phage Y3 that infects E. coli. He has isolated eight mutant phages that fail to produce plaques when grown on E. coli strain K. To determine whether these mutations occur at the same functional gene, he simultaneously infects E. coli K with paired combination of the mutants and looks to see whether plaques are formed. He obtains the following results. (A plus sign means that plaques were formed on E. coll K; a minus sign means that no plaques were formed on E. coli K.) To how many functional genes (cistrons) do these mutations belong? 5 1 8 2 7 3 Solution Answer: Correct answer: 3 Reason: The geneticist has conducted the transformation experiment in which “trans” portion of the cis–trans test to determine the complementation between the different phage mutants infected with E. coli K cells. Finally, these cells were looked whether the plaques are generated in the plates. It can be seen in the above results table, in which plus sign means that plaques were formed due to complimentaion in 3 mutants (5, 6 & 8) have meticulously specific defects in the same functional so that on E. coli K; a minus sign means that no plaques. Therefore, it can be concluded that complementation can happen when the mutations of the different phages come together in the sample as part of transformation.

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