VSEPR is easy if you follow the right steps. 1. .pdfrajat630669
VSEPR is easy if you follow the right steps. 1. Find the number of valence (outer)
electrons around the central atom (remember the charge) 2. Work out how many of these are
involved in bonding (remember you may have single or double bonds) 3. Remember the lone
pairs. 4. Work out the shape from the number of atoms bonded to the central atom and the
number of lone pairs. So for SeO2, Se is in group 6, and has 6 valence electrons. Se=O is a
double bond, so there are 2 of Se\'s electrons in a double bond There are two Se=O bonds, so 4
electrons are involved in Se=O bonds. This leaves another 2 electrons which are a lone pair. So
overall you have three groups around the central atom (2 Se=O bonds and a lone pair) so it is
trigonal planar if you drew in the lone pair. Removing the lone pair gives you a bent molecule.
For PF4+: P has 5 valence electrons, but it is a positive ion, so you knock off an electron to get 4
P-F bonds are single bonds, and there are 4 of them, which accounts for all the electrons.
Therefore PF4+ is a tetrahedral shape. Finally, ICl3: I has 7 valence electrons. I-Cl bonds are
single bonds, so the I uses one electron in each bond. Therefore 3 of the 7 electrons are involved
in I-Cl bonds, the other 4 must be in 2 lone pairs. This gives 5 electron groups around the central
ion, so the shape is trigonal bipyramid if you draw in the lone pairs (trigonal plane with 2 groups
above and below the plane. You can determine that these two groups must be the lone pairs since
they repel more than the I-Cl bonds). Removing the lone pairs gives you a trigonal planar
molecule. The number of groups around the central ion determines the shape. 2 is linear 3 is
trigonal planar
Solution
VSEPR is easy if you follow the right steps. 1. Find the number of valence (outer)
electrons around the central atom (remember the charge) 2. Work out how many of these are
involved in bonding (remember you may have single or double bonds) 3. Remember the lone
pairs. 4. Work out the shape from the number of atoms bonded to the central atom and the
number of lone pairs. So for SeO2, Se is in group 6, and has 6 valence electrons. Se=O is a
double bond, so there are 2 of Se\'s electrons in a double bond There are two Se=O bonds, so 4
electrons are involved in Se=O bonds. This leaves another 2 electrons which are a lone pair. So
overall you have three groups around the central atom (2 Se=O bonds and a lone pair) so it is
trigonal planar if you drew in the lone pair. Removing the lone pair gives you a bent molecule.
For PF4+: P has 5 valence electrons, but it is a positive ion, so you knock off an electron to get 4
P-F bonds are single bonds, and there are 4 of them, which accounts for all the electrons.
Therefore PF4+ is a tetrahedral shape. Finally, ICl3: I has 7 valence electrons. I-Cl bonds are
single bonds, so the I uses one electron in each bond. Therefore 3 of the 7 electrons are involved
in I-Cl bonds, the other 4 must be in 2 lone pairs. This gives 5 electro.
This is quite a broad question. I will try to acc.pdfrajat630669
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends on
\"ligands\" (complexing molecule/ion). e.g. Co2+ in water is pink [Co(H2O)6]2+, while Co2+ in
NH3 is blue [Co(NH3)4]2+. See \"spectrochemical series\" for more detail about this. 6. To find
\"exact\" color of metal ions, you need a supercomputer to do so. (I\'m not sure whether today
computer can calculate it). So, it\'s better to memorize the colors. Personally, I think you\'ll
understand about metal\'s color when you study transition metals, like Crystal Field Theory, and
Ligand Field Theory.
Solution
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends .
What is an example of big data either from your personal experience .pdfrajat630669
What is an example of big data either from your personal experience or outside research?
Answer:
Big Data: Big data means really a big data, it is a collection of large datasets that cannot be
processed using traditional computing techniques. Big data is not merely a data, rather it has
become a complete subject, which involves various tools, technqiues and frameworks.
Big data involves the data produced by different devices and applications. Given below are some
of the fields that come under the Big Data.
Black Box Data : It is a component of helicopter, airplanes, and jets, etc. It captures voices of the
flight crew, recordings of microphones and earphones, and the performance information of the
aircraft.
Social Media Data : Social media such as Facebook and Twitter hold information and the views
posted by millions of people across the globe.
Stock Exchange Data : The stock exchange data holds information about the ‘buy’ and ‘sell’
decisions made on a share of different companies made by the customers.
Power Grid Data : The power grid data holds information consumed by a particular node with
respect to a base station.
Transport Data : Transport data includes model, capacity, distance and availability of a vehicle.
Search Engine Data : Search engines retrieve lots of data from different databases.
How is it similar or different to the example in the case? In response to your peers’ posts, discuss
how big data in the examples provided impact an organization in terms of the advantages and
disadvantages?
Big data is really critical to our life and its emerging as one of the most important technologies in
modern world. Follow are just few benefits which are very much known to all of us:
Using the information kept in the social network like Facebook, the marketing agencies are
learning about the response for their campaigns, promotions, and other advertising mediums.
Using the information in the social media like preferences and product perception of their
consumers, product companies and retail organizations are planning their production.
Disadvantages of Big Data:
- Unknown population representation
- Issues of data quality
- Typically not very multivariate (at the person level)
- Privacy and confidentiality issues
- Difficult to assess accuracy and uncertainty
Solution
What is an example of big data either from your personal experience or outside research?
Answer:
Big Data: Big data means really a big data, it is a collection of large datasets that cannot be
processed using traditional computing techniques. Big data is not merely a data, rather it has
become a complete subject, which involves various tools, technqiues and frameworks.
Big data involves the data produced by different devices and applications. Given below are some
of the fields that come under the Big Data.
Black Box Data : It is a component of helicopter, airplanes, and jets, etc. It captures voices of the
flight crew, recordings of microphones and earphones, and the performance.
VSEPR is easy if you follow the right steps. 1. .pdfrajat630669
VSEPR is easy if you follow the right steps. 1. Find the number of valence (outer)
electrons around the central atom (remember the charge) 2. Work out how many of these are
involved in bonding (remember you may have single or double bonds) 3. Remember the lone
pairs. 4. Work out the shape from the number of atoms bonded to the central atom and the
number of lone pairs. So for SeO2, Se is in group 6, and has 6 valence electrons. Se=O is a
double bond, so there are 2 of Se\'s electrons in a double bond There are two Se=O bonds, so 4
electrons are involved in Se=O bonds. This leaves another 2 electrons which are a lone pair. So
overall you have three groups around the central atom (2 Se=O bonds and a lone pair) so it is
trigonal planar if you drew in the lone pair. Removing the lone pair gives you a bent molecule.
For PF4+: P has 5 valence electrons, but it is a positive ion, so you knock off an electron to get 4
P-F bonds are single bonds, and there are 4 of them, which accounts for all the electrons.
Therefore PF4+ is a tetrahedral shape. Finally, ICl3: I has 7 valence electrons. I-Cl bonds are
single bonds, so the I uses one electron in each bond. Therefore 3 of the 7 electrons are involved
in I-Cl bonds, the other 4 must be in 2 lone pairs. This gives 5 electron groups around the central
ion, so the shape is trigonal bipyramid if you draw in the lone pairs (trigonal plane with 2 groups
above and below the plane. You can determine that these two groups must be the lone pairs since
they repel more than the I-Cl bonds). Removing the lone pairs gives you a trigonal planar
molecule. The number of groups around the central ion determines the shape. 2 is linear 3 is
trigonal planar
Solution
VSEPR is easy if you follow the right steps. 1. Find the number of valence (outer)
electrons around the central atom (remember the charge) 2. Work out how many of these are
involved in bonding (remember you may have single or double bonds) 3. Remember the lone
pairs. 4. Work out the shape from the number of atoms bonded to the central atom and the
number of lone pairs. So for SeO2, Se is in group 6, and has 6 valence electrons. Se=O is a
double bond, so there are 2 of Se\'s electrons in a double bond There are two Se=O bonds, so 4
electrons are involved in Se=O bonds. This leaves another 2 electrons which are a lone pair. So
overall you have three groups around the central atom (2 Se=O bonds and a lone pair) so it is
trigonal planar if you drew in the lone pair. Removing the lone pair gives you a bent molecule.
For PF4+: P has 5 valence electrons, but it is a positive ion, so you knock off an electron to get 4
P-F bonds are single bonds, and there are 4 of them, which accounts for all the electrons.
Therefore PF4+ is a tetrahedral shape. Finally, ICl3: I has 7 valence electrons. I-Cl bonds are
single bonds, so the I uses one electron in each bond. Therefore 3 of the 7 electrons are involved
in I-Cl bonds, the other 4 must be in 2 lone pairs. This gives 5 electro.
This is quite a broad question. I will try to acc.pdfrajat630669
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends on
\"ligands\" (complexing molecule/ion). e.g. Co2+ in water is pink [Co(H2O)6]2+, while Co2+ in
NH3 is blue [Co(NH3)4]2+. See \"spectrochemical series\" for more detail about this. 6. To find
\"exact\" color of metal ions, you need a supercomputer to do so. (I\'m not sure whether today
computer can calculate it). So, it\'s better to memorize the colors. Personally, I think you\'ll
understand about metal\'s color when you study transition metals, like Crystal Field Theory, and
Ligand Field Theory.
Solution
This is quite a broad question. I will try to account all the important observations. 1.
Metal ions which do not have d-orbital electrons do not have color. (alkali, alkali-earth, Sc3+)
This is because of energy separation of s and p orbitals are not in the range of visible colors. 2.
Metal with fully-filled d orbitals do not have color. (Zn2+) This is because electrons in d-orbitals
cannot be excited to higher energy d-orbitals (all d-orbitals have the same energies, but when
influenced by other atom in complex, d-orbitals can split into different energy levels) 3. For ions
of the same metal, the ion with larger charge has a color of lower energy than the ion with
smaller charge. Example: Cr2+ (blue) and Cr3+ (green). This is because larger charge
contributes to larger split of the d-orbital. The more the orbitals split, the higher energy of light it
traps, allowing low-energy photon to enter our eyes. Note that you cannot be sure that the color
you see is a single color, not a combination of many colors. 4. For metals in the same column, a
metal ion which is below has a color of lower energy than an ion above. This can be explained
like no.3, larger ion causes more orbitals splitting. 5. Color of metal ions also depends .
What is an example of big data either from your personal experience .pdfrajat630669
What is an example of big data either from your personal experience or outside research?
Answer:
Big Data: Big data means really a big data, it is a collection of large datasets that cannot be
processed using traditional computing techniques. Big data is not merely a data, rather it has
become a complete subject, which involves various tools, technqiues and frameworks.
Big data involves the data produced by different devices and applications. Given below are some
of the fields that come under the Big Data.
Black Box Data : It is a component of helicopter, airplanes, and jets, etc. It captures voices of the
flight crew, recordings of microphones and earphones, and the performance information of the
aircraft.
Social Media Data : Social media such as Facebook and Twitter hold information and the views
posted by millions of people across the globe.
Stock Exchange Data : The stock exchange data holds information about the ‘buy’ and ‘sell’
decisions made on a share of different companies made by the customers.
Power Grid Data : The power grid data holds information consumed by a particular node with
respect to a base station.
Transport Data : Transport data includes model, capacity, distance and availability of a vehicle.
Search Engine Data : Search engines retrieve lots of data from different databases.
How is it similar or different to the example in the case? In response to your peers’ posts, discuss
how big data in the examples provided impact an organization in terms of the advantages and
disadvantages?
Big data is really critical to our life and its emerging as one of the most important technologies in
modern world. Follow are just few benefits which are very much known to all of us:
Using the information kept in the social network like Facebook, the marketing agencies are
learning about the response for their campaigns, promotions, and other advertising mediums.
Using the information in the social media like preferences and product perception of their
consumers, product companies and retail organizations are planning their production.
Disadvantages of Big Data:
- Unknown population representation
- Issues of data quality
- Typically not very multivariate (at the person level)
- Privacy and confidentiality issues
- Difficult to assess accuracy and uncertainty
Solution
What is an example of big data either from your personal experience or outside research?
Answer:
Big Data: Big data means really a big data, it is a collection of large datasets that cannot be
processed using traditional computing techniques. Big data is not merely a data, rather it has
become a complete subject, which involves various tools, technqiues and frameworks.
Big data involves the data produced by different devices and applications. Given below are some
of the fields that come under the Big Data.
Black Box Data : It is a component of helicopter, airplanes, and jets, etc. It captures voices of the
flight crew, recordings of microphones and earphones, and the performance.
S-Se=S with 3 lone pairs on the first S, 1 lone.pdfrajat630669
S-Se=S with 3 lone pairs on the first S, 1 lone pair on the Se, and 2 lone pairs on
the second S
Solution
S-Se=S with 3 lone pairs on the first S, 1 lone pair on the Se, and 2 lone pairs on
the second S.
The sample program for above series in JAVA will be like belowimpo.pdfrajat630669
The sample program for above series in JAVA will be like below
import java.util.Scan;
public class PIVALUE {
public static void main(String[] args) {
// Scan object creation
Scan input = new Scan (System.in);
// ask user for input
System.out.println(\"Enter num.\");
double j = input.nextDouble(); // user entered value of j
double Tot = 0;
for(j=0; j<10000; j++){
if(j%2 == 0) // check remainder of `j/2` is 0
Tot += -1 / ( 2 * j - 1);
else
Tot += 1 / (2 * j - 1);
}
System.out.println(Tot);
}
}
Solution
The sample program for above series in JAVA will be like below
import java.util.Scan;
public class PIVALUE {
public static void main(String[] args) {
// Scan object creation
Scan input = new Scan (System.in);
// ask user for input
System.out.println(\"Enter num.\");
double j = input.nextDouble(); // user entered value of j
double Tot = 0;
for(j=0; j<10000; j++){
if(j%2 == 0) // check remainder of `j/2` is 0
Tot += -1 / ( 2 * j - 1);
else
Tot += 1 / (2 * j - 1);
}
System.out.println(Tot);
}
}.
D. This element can only have a -2 oxidation stat.pdfrajat630669
D. This element can only have a -2 oxidation state in covalent compounds. is false.
note: such as S can be +4 in SO2
Solution
D. This element can only have a -2 oxidation state in covalent compounds. is false.
note: such as S can be +4 in SO2.
solAn object will allocated statically when that object is needed.pdfrajat630669
sol:
An object will allocated statically when that object is needed for entire life time of that program
1)if object needs recusrion and storage of object conservly then it is stored in stack
2)f object needs dynamic storage then it should be allocated in heap
Solution
sol:
An object will allocated statically when that object is needed for entire life time of that program
1)if object needs recusrion and storage of object conservly then it is stored in stack
2)f object needs dynamic storage then it should be allocated in heap.
CO2 is non polar because C has no lone pairs, so .pdfrajat630669
CO2 is non polar because C has no lone pairs, so the structure is linear and hence
dipole cancell each other SO2 has lone pair, so the structure is bent due to the repulsion and
hence the structure has a net dipole moment, so polar.
Solution
CO2 is non polar because C has no lone pairs, so the structure is linear and hence
dipole cancell each other SO2 has lone pair, so the structure is bent due to the repulsion and
hence the structure has a net dipole moment, so polar..
As more halide ions are added, it loses its color.pdfrajat630669
As more halide ions are added, it loses its color and becomes more white due to the
ion concentration.
Solution
As more halide ions are added, it loses its color and becomes more white due to the
ion concentration..
AppointmentDemo.java
import java.util.Scanner;
/**
Demonstration of the appointment classes
*/
public class AppointmentDemo
{
public static void main(String[] args)
{
Appointment[] appointments = new Appointment[4];
appointments[0] = new Daily(\"Brush your teeth.\");
appointments[1] = new Monthly(1, \"Visit grandma.\");
appointments[2] = new Onetime(2015, 11, 1, \"Dentist appointment.\");
appointments[3] = new Onetime(2015, 10, 31, \"Trick or Treat.\");
Scanner in = new Scanner(System.in);
int year = in.nextInt();
int month = in.nextInt();
int day = in.nextInt();
for (Appointment a : appointments)
{
if (a.occursOn(year, month, day))
{
System.out.println(a);
}
}
}
}
Appointment.java
/**
A class to keep track of an appointment.
*/
public abstract class Appointment
{
private String description;
/**
Constructs an appointment without a description.
*/
public Appointment()
{
description = \"\";
}
/**
Sets the description of this appointment.
*/
public void setDescription(String description)
{
this.description = description;
}
/**
Determines if this appointment occurs on the given date.
*/
public abstract boolean occursOn(int year, int month, int day);
/**
Converts appointment to string description.
*/
public String toString()
{
return description;
}
}
Daily.java
public class Daily extends Appointment
{
public Daily (String description)
{
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
return true;
}
}
Onetime.java
public class Onetime extends Appointment
{
private int monthApp;
private int yearApp;
private int dayApp;
public Onetime(int yearAppInput, int monthAppInput, int dayAppInput, String description)
{
yearApp = yearAppInput;
monthApp = monthAppInput;
dayApp = dayAppInput;
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
if ((year == yearApp) && (month == monthApp) && (day == dayApp))
{
return true;
}
else
{
return false;
}
}
}
Monthly.java
public class Monthly extends Appointment
{
private int dayApp;
public Monthly (int dayAppInput, String description)
{
dayApp = dayAppInput;
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
if (day == dayApp)
{
return true;
}
else
{
return false;
}
}
}
Solution
AppointmentDemo.java
import java.util.Scanner;
/**
Demonstration of the appointment classes
*/
public class AppointmentDemo
{
public static void main(String[] args)
{
Appointment[] appointments = new Appointment[4];
appointments[0] = new Daily(\"Brush your teeth.\");
appointments[1] = new Monthly(1, \"Visit grandma.\");
appointments[2] = new Onetime(2015, 11, 1, \"Dentist appointment.\");
appointments[3] = new Onetime(2015, 10, 31, \"Trick or Treat.\");
Scanner in = new Scanner(System.in);
int year = in.nextInt();
int month = in.nextInt();
int day = in.nextInt();
for (Appointment a : appointments)
{
if (a.occursOn(year, month, day))
{
System.out.println(a);
}
}
}
}
Appointment.java
/**
A class to keep track of an appointment.
*/
public ab.
Gaseous chemical element, chemical symbol O, atom.pdfrajat630669
Gaseous chemical element, chemical symbol O, atomic number 8. It constitutes
21% (by volume) of air and more than 46% (by weight) of Earth\'s crust, where it is the most
plentiful element. It is a colourless, odourless, tasteless gas, occurring as the diatomic molecule
O2. In respiration, it is taken up by animals and some bacteria (and by plants in the dark), which
give off carbon dioxide (CO2). In photosynthesis, green plants assimilate carbon dioxide in the
presence of sunlight and give off oxygen. The small amount of oxygen that dissolves in water is
essential for the respiration of fish and other aquatic life. Oxygen takes part in combustion and in
corrosion but does not itself burn. It has valence 2 in compounds; the most important is water. It
forms oxides and is part of many other molecules and functional groups, including nitrate,
sulfate, phosphate, and carbonate; alcohols, aldehydes, carboxylic acids, and ketones; and
peroxides. Obtained for industrial use by distillation of liquefied air, oxygen is used in
steelmaking and other metallurgical processes and in the chemical industry. Medical uses include
respiratory therapy, incubators, and inhaled anesthetics. Oxygen is part of all gas mixtures for
manned spacecraft, scuba divers, workers in closed environments, and hyperbaric chambers. It is
also used in rocket engines as an oxidizer (in liquefied form) and in water and waste treatment
processes.
Solution
Gaseous chemical element, chemical symbol O, atomic number 8. It constitutes
21% (by volume) of air and more than 46% (by weight) of Earth\'s crust, where it is the most
plentiful element. It is a colourless, odourless, tasteless gas, occurring as the diatomic molecule
O2. In respiration, it is taken up by animals and some bacteria (and by plants in the dark), which
give off carbon dioxide (CO2). In photosynthesis, green plants assimilate carbon dioxide in the
presence of sunlight and give off oxygen. The small amount of oxygen that dissolves in water is
essential for the respiration of fish and other aquatic life. Oxygen takes part in combustion and in
corrosion but does not itself burn. It has valence 2 in compounds; the most important is water. It
forms oxides and is part of many other molecules and functional groups, including nitrate,
sulfate, phosphate, and carbonate; alcohols, aldehydes, carboxylic acids, and ketones; and
peroxides. Obtained for industrial use by distillation of liquefied air, oxygen is used in
steelmaking and other metallurgical processes and in the chemical industry. Medical uses include
respiratory therapy, incubators, and inhaled anesthetics. Oxygen is part of all gas mixtures for
manned spacecraft, scuba divers, workers in closed environments, and hyperbaric chambers. It is
also used in rocket engines as an oxidizer (in liquefied form) and in water and waste treatment
processes..
B. Remember this - hydroboration attacks alkenes .pdfrajat630669
B. Remember this - hydroboration attacks alkenes but not rings and it follows the
anti Markonikov rules where the H will attach to the carbon with the fewest alkyl substitiutions.
The oh with will by default (after 2)H2O2, OH-) attach to the other carbon.
Solution
B. Remember this - hydroboration attacks alkenes but not rings and it follows the
anti Markonikov rules where the H will attach to the carbon with the fewest alkyl substitiutions.
The oh with will by default (after 2)H2O2, OH-) attach to the other carbon..
a). EconomiserAn economiser is a mechanical device which is used a.pdfrajat630669
a). Economiser
An economiser is a mechanical device which is used as a heat exchanger by preheating a fluid to
reduce energy consumption. In a steam boiler, it is a heat ex-changer device that heats up fluids
or recovers residual heat from the combustion product i.e. flue gases in thermal power plant
before being released through the chimney. Flue gases are the combustion exhaust gases
produced at power plants consist of mostly nitrogen, carbon dioxide, water vapor, soot carbon
monoxide etc. Hence, the economiser in thermal power plants, is used to economise the process
of electrical power generation, as the name of the device is suggestive of. The recovered heat is
in turn used to preheat the boiler feed water, that will eventually be converted to super-heated
steam. Thus, saving on fuel consumption and economising the process to a large extent, as we
are essentially gathering the waste heat and applying it to, where it is required. Nowadays
however, in addition to that, the heat available in the exhaust flue gases can be economically
recovered using air pre-heater which are essential in all pulverized coal fired boiler.
b). Reheater
ins some heat either from the combustion gases leaving the boiler (if there is still much
temperature difference) or by adding more heat by burning small amount of fuel. The energy of
the exhaust steam with the gained heat increases the steam enthalpy of the steam and give a good
opportunity to generate much work with the low pressure turbine. The two works (High pressure
W_H and Low pressure W_L) are much greater than the heat added by fuel burned (Q1 and Q2),
so the efficiency increases. Another issue, the reheat helps in saving the turbine blades from
corrosion due to low dryness fraction x<0.88 which it may occur if one single stage turbine is
used.
c). Cogeneration
Cogeneration (Combined Heat and Power or CHP) is the simultaneous production of electricity
and heat, both of which are used. The central and most fundamental principle of cogeneration is
that, in order to maximise the many benefits that arise from it, systems should be based on the
heat demand of the application. This can be an individual building, an industrial factory or a
town/city served by district heat/cooling. Through the utilisation of the heat, the efficiency of a
cogeneration plant can reach 90% or more.
Cogeneration therefore offers energy savings ranging between 15-40% when compared against
the supply of electricity and heat from conventional power stations and boilers.
Cogeneration optimises the energy supply to all types of consumers, with the followingbenefits
for both users and society at large:
d). Turbocharging
A turbocharger, or turbo (colloquialism), from Greek \"\" (\"wake\"),[1] (also from Latin
\"turbo\" (\"spinning top\"),[2]) is aturbine-driven forced induction device that increases an
internal combustion engine\'s efficiency and power output by forcing extra air into the
combustion chamber.[3][4] This improvement over a.
A) As it is shown this disease should be partly autosomal recessive .pdfrajat630669
A) As it is shown this disease should be partly autosomal recessive one. Because it is not sex
linked disease and both the first row parents should be carriers. Because neither the square nor
circle is colourd.
B) Both the parents in generation (ii) can be carriers. But as far as no diseased person in
generation (iii), it is more likely to be only one of them is a carrier. If it was a sex linked trait the
female should have been the carrier.
C) Marriage between cousins led the occurrence of disease.
Solution
A) As it is shown this disease should be partly autosomal recessive one. Because it is not sex
linked disease and both the first row parents should be carriers. Because neither the square nor
circle is colourd.
B) Both the parents in generation (ii) can be carriers. But as far as no diseased person in
generation (iii), it is more likely to be only one of them is a carrier. If it was a sex linked trait the
female should have been the carrier.
C) Marriage between cousins led the occurrence of disease..
S-Se=S with 3 lone pairs on the first S, 1 lone.pdfrajat630669
S-Se=S with 3 lone pairs on the first S, 1 lone pair on the Se, and 2 lone pairs on
the second S
Solution
S-Se=S with 3 lone pairs on the first S, 1 lone pair on the Se, and 2 lone pairs on
the second S.
The sample program for above series in JAVA will be like belowimpo.pdfrajat630669
The sample program for above series in JAVA will be like below
import java.util.Scan;
public class PIVALUE {
public static void main(String[] args) {
// Scan object creation
Scan input = new Scan (System.in);
// ask user for input
System.out.println(\"Enter num.\");
double j = input.nextDouble(); // user entered value of j
double Tot = 0;
for(j=0; j<10000; j++){
if(j%2 == 0) // check remainder of `j/2` is 0
Tot += -1 / ( 2 * j - 1);
else
Tot += 1 / (2 * j - 1);
}
System.out.println(Tot);
}
}
Solution
The sample program for above series in JAVA will be like below
import java.util.Scan;
public class PIVALUE {
public static void main(String[] args) {
// Scan object creation
Scan input = new Scan (System.in);
// ask user for input
System.out.println(\"Enter num.\");
double j = input.nextDouble(); // user entered value of j
double Tot = 0;
for(j=0; j<10000; j++){
if(j%2 == 0) // check remainder of `j/2` is 0
Tot += -1 / ( 2 * j - 1);
else
Tot += 1 / (2 * j - 1);
}
System.out.println(Tot);
}
}.
D. This element can only have a -2 oxidation stat.pdfrajat630669
D. This element can only have a -2 oxidation state in covalent compounds. is false.
note: such as S can be +4 in SO2
Solution
D. This element can only have a -2 oxidation state in covalent compounds. is false.
note: such as S can be +4 in SO2.
solAn object will allocated statically when that object is needed.pdfrajat630669
sol:
An object will allocated statically when that object is needed for entire life time of that program
1)if object needs recusrion and storage of object conservly then it is stored in stack
2)f object needs dynamic storage then it should be allocated in heap
Solution
sol:
An object will allocated statically when that object is needed for entire life time of that program
1)if object needs recusrion and storage of object conservly then it is stored in stack
2)f object needs dynamic storage then it should be allocated in heap.
CO2 is non polar because C has no lone pairs, so .pdfrajat630669
CO2 is non polar because C has no lone pairs, so the structure is linear and hence
dipole cancell each other SO2 has lone pair, so the structure is bent due to the repulsion and
hence the structure has a net dipole moment, so polar.
Solution
CO2 is non polar because C has no lone pairs, so the structure is linear and hence
dipole cancell each other SO2 has lone pair, so the structure is bent due to the repulsion and
hence the structure has a net dipole moment, so polar..
As more halide ions are added, it loses its color.pdfrajat630669
As more halide ions are added, it loses its color and becomes more white due to the
ion concentration.
Solution
As more halide ions are added, it loses its color and becomes more white due to the
ion concentration..
AppointmentDemo.java
import java.util.Scanner;
/**
Demonstration of the appointment classes
*/
public class AppointmentDemo
{
public static void main(String[] args)
{
Appointment[] appointments = new Appointment[4];
appointments[0] = new Daily(\"Brush your teeth.\");
appointments[1] = new Monthly(1, \"Visit grandma.\");
appointments[2] = new Onetime(2015, 11, 1, \"Dentist appointment.\");
appointments[3] = new Onetime(2015, 10, 31, \"Trick or Treat.\");
Scanner in = new Scanner(System.in);
int year = in.nextInt();
int month = in.nextInt();
int day = in.nextInt();
for (Appointment a : appointments)
{
if (a.occursOn(year, month, day))
{
System.out.println(a);
}
}
}
}
Appointment.java
/**
A class to keep track of an appointment.
*/
public abstract class Appointment
{
private String description;
/**
Constructs an appointment without a description.
*/
public Appointment()
{
description = \"\";
}
/**
Sets the description of this appointment.
*/
public void setDescription(String description)
{
this.description = description;
}
/**
Determines if this appointment occurs on the given date.
*/
public abstract boolean occursOn(int year, int month, int day);
/**
Converts appointment to string description.
*/
public String toString()
{
return description;
}
}
Daily.java
public class Daily extends Appointment
{
public Daily (String description)
{
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
return true;
}
}
Onetime.java
public class Onetime extends Appointment
{
private int monthApp;
private int yearApp;
private int dayApp;
public Onetime(int yearAppInput, int monthAppInput, int dayAppInput, String description)
{
yearApp = yearAppInput;
monthApp = monthAppInput;
dayApp = dayAppInput;
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
if ((year == yearApp) && (month == monthApp) && (day == dayApp))
{
return true;
}
else
{
return false;
}
}
}
Monthly.java
public class Monthly extends Appointment
{
private int dayApp;
public Monthly (int dayAppInput, String description)
{
dayApp = dayAppInput;
setDescription(description);
}
public boolean occursOn(int year, int month, int day)
{
if (day == dayApp)
{
return true;
}
else
{
return false;
}
}
}
Solution
AppointmentDemo.java
import java.util.Scanner;
/**
Demonstration of the appointment classes
*/
public class AppointmentDemo
{
public static void main(String[] args)
{
Appointment[] appointments = new Appointment[4];
appointments[0] = new Daily(\"Brush your teeth.\");
appointments[1] = new Monthly(1, \"Visit grandma.\");
appointments[2] = new Onetime(2015, 11, 1, \"Dentist appointment.\");
appointments[3] = new Onetime(2015, 10, 31, \"Trick or Treat.\");
Scanner in = new Scanner(System.in);
int year = in.nextInt();
int month = in.nextInt();
int day = in.nextInt();
for (Appointment a : appointments)
{
if (a.occursOn(year, month, day))
{
System.out.println(a);
}
}
}
}
Appointment.java
/**
A class to keep track of an appointment.
*/
public ab.
Gaseous chemical element, chemical symbol O, atom.pdfrajat630669
Gaseous chemical element, chemical symbol O, atomic number 8. It constitutes
21% (by volume) of air and more than 46% (by weight) of Earth\'s crust, where it is the most
plentiful element. It is a colourless, odourless, tasteless gas, occurring as the diatomic molecule
O2. In respiration, it is taken up by animals and some bacteria (and by plants in the dark), which
give off carbon dioxide (CO2). In photosynthesis, green plants assimilate carbon dioxide in the
presence of sunlight and give off oxygen. The small amount of oxygen that dissolves in water is
essential for the respiration of fish and other aquatic life. Oxygen takes part in combustion and in
corrosion but does not itself burn. It has valence 2 in compounds; the most important is water. It
forms oxides and is part of many other molecules and functional groups, including nitrate,
sulfate, phosphate, and carbonate; alcohols, aldehydes, carboxylic acids, and ketones; and
peroxides. Obtained for industrial use by distillation of liquefied air, oxygen is used in
steelmaking and other metallurgical processes and in the chemical industry. Medical uses include
respiratory therapy, incubators, and inhaled anesthetics. Oxygen is part of all gas mixtures for
manned spacecraft, scuba divers, workers in closed environments, and hyperbaric chambers. It is
also used in rocket engines as an oxidizer (in liquefied form) and in water and waste treatment
processes.
Solution
Gaseous chemical element, chemical symbol O, atomic number 8. It constitutes
21% (by volume) of air and more than 46% (by weight) of Earth\'s crust, where it is the most
plentiful element. It is a colourless, odourless, tasteless gas, occurring as the diatomic molecule
O2. In respiration, it is taken up by animals and some bacteria (and by plants in the dark), which
give off carbon dioxide (CO2). In photosynthesis, green plants assimilate carbon dioxide in the
presence of sunlight and give off oxygen. The small amount of oxygen that dissolves in water is
essential for the respiration of fish and other aquatic life. Oxygen takes part in combustion and in
corrosion but does not itself burn. It has valence 2 in compounds; the most important is water. It
forms oxides and is part of many other molecules and functional groups, including nitrate,
sulfate, phosphate, and carbonate; alcohols, aldehydes, carboxylic acids, and ketones; and
peroxides. Obtained for industrial use by distillation of liquefied air, oxygen is used in
steelmaking and other metallurgical processes and in the chemical industry. Medical uses include
respiratory therapy, incubators, and inhaled anesthetics. Oxygen is part of all gas mixtures for
manned spacecraft, scuba divers, workers in closed environments, and hyperbaric chambers. It is
also used in rocket engines as an oxidizer (in liquefied form) and in water and waste treatment
processes..
B. Remember this - hydroboration attacks alkenes .pdfrajat630669
B. Remember this - hydroboration attacks alkenes but not rings and it follows the
anti Markonikov rules where the H will attach to the carbon with the fewest alkyl substitiutions.
The oh with will by default (after 2)H2O2, OH-) attach to the other carbon.
Solution
B. Remember this - hydroboration attacks alkenes but not rings and it follows the
anti Markonikov rules where the H will attach to the carbon with the fewest alkyl substitiutions.
The oh with will by default (after 2)H2O2, OH-) attach to the other carbon..
a). EconomiserAn economiser is a mechanical device which is used a.pdfrajat630669
a). Economiser
An economiser is a mechanical device which is used as a heat exchanger by preheating a fluid to
reduce energy consumption. In a steam boiler, it is a heat ex-changer device that heats up fluids
or recovers residual heat from the combustion product i.e. flue gases in thermal power plant
before being released through the chimney. Flue gases are the combustion exhaust gases
produced at power plants consist of mostly nitrogen, carbon dioxide, water vapor, soot carbon
monoxide etc. Hence, the economiser in thermal power plants, is used to economise the process
of electrical power generation, as the name of the device is suggestive of. The recovered heat is
in turn used to preheat the boiler feed water, that will eventually be converted to super-heated
steam. Thus, saving on fuel consumption and economising the process to a large extent, as we
are essentially gathering the waste heat and applying it to, where it is required. Nowadays
however, in addition to that, the heat available in the exhaust flue gases can be economically
recovered using air pre-heater which are essential in all pulverized coal fired boiler.
b). Reheater
ins some heat either from the combustion gases leaving the boiler (if there is still much
temperature difference) or by adding more heat by burning small amount of fuel. The energy of
the exhaust steam with the gained heat increases the steam enthalpy of the steam and give a good
opportunity to generate much work with the low pressure turbine. The two works (High pressure
W_H and Low pressure W_L) are much greater than the heat added by fuel burned (Q1 and Q2),
so the efficiency increases. Another issue, the reheat helps in saving the turbine blades from
corrosion due to low dryness fraction x<0.88 which it may occur if one single stage turbine is
used.
c). Cogeneration
Cogeneration (Combined Heat and Power or CHP) is the simultaneous production of electricity
and heat, both of which are used. The central and most fundamental principle of cogeneration is
that, in order to maximise the many benefits that arise from it, systems should be based on the
heat demand of the application. This can be an individual building, an industrial factory or a
town/city served by district heat/cooling. Through the utilisation of the heat, the efficiency of a
cogeneration plant can reach 90% or more.
Cogeneration therefore offers energy savings ranging between 15-40% when compared against
the supply of electricity and heat from conventional power stations and boilers.
Cogeneration optimises the energy supply to all types of consumers, with the followingbenefits
for both users and society at large:
d). Turbocharging
A turbocharger, or turbo (colloquialism), from Greek \"\" (\"wake\"),[1] (also from Latin
\"turbo\" (\"spinning top\"),[2]) is aturbine-driven forced induction device that increases an
internal combustion engine\'s efficiency and power output by forcing extra air into the
combustion chamber.[3][4] This improvement over a.
A) As it is shown this disease should be partly autosomal recessive .pdfrajat630669
A) As it is shown this disease should be partly autosomal recessive one. Because it is not sex
linked disease and both the first row parents should be carriers. Because neither the square nor
circle is colourd.
B) Both the parents in generation (ii) can be carriers. But as far as no diseased person in
generation (iii), it is more likely to be only one of them is a carrier. If it was a sex linked trait the
female should have been the carrier.
C) Marriage between cousins led the occurrence of disease.
Solution
A) As it is shown this disease should be partly autosomal recessive one. Because it is not sex
linked disease and both the first row parents should be carriers. Because neither the square nor
circle is colourd.
B) Both the parents in generation (ii) can be carriers. But as far as no diseased person in
generation (iii), it is more likely to be only one of them is a carrier. If it was a sex linked trait the
female should have been the carrier.
C) Marriage between cousins led the occurrence of disease..
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.