Rate = [pic] Rate = -[pic] = -[pic] = [pic] = [pic] Notes: • The minus sign makes the value of the rate positive (since A2 < A1). • The division of each concentration by the coefficient from the balanced equation makes all of the above rates equal. • The unit of rate could be moles per liter per second (mol L-1s-1) or Ms-1 Example: Write the rate expressions of the following reaction in terms of the reactants and products H2(g) +
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Student Name/Number:___________________ Teacher Name:__________________________ 2011 MID COURSE EXAMINATION Preliminary - YEAR 11 Mathematics Time allowed – Two hours (Plus 5 minutes reading time) DIRECTIONS TO CANDIDATES Attempt ALL questions. ALL questions are of equal value. All necessary working should be shown in every question. Marks may be deducted for careless or badly arranged work. Board-approved calculators may be
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MATHEMATICS CURRICULUM FOR SECONDARY COURSE RATIONALE Mathematics is an important discipline of learning at the secondary stage. It helps the learners in acquiring decision- making ability through its applications to real life both in familiar and unfamiliar situations. It predominately contributes to the development of precision‚ rational and analytical thinking‚ reasoning and scientific temper. One of the basic aims of teaching Mathematics at the Secondary stage is to inculcate the skill
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Aim To investigate the relationships that exists when lines are drawn on a plane. Strategies To develop some conjectures‚ rules and patterns by investigating the relationships that form between the number of lines‚ intersections points‚ and bounded and unbounded regions. I plan to use rules to further define the relationship. The following relationships will be investigated: # Lines# Lines# Lines# Lines # Lines# Intersects# Lines# Lines# Lines# Lines- # unbounded regions min # bounded
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place‚ creating a distinct root or two of the same root. For PROOF 1‚ the equation y=a(x-b)2 is used. PROOF 1 y = 3 (x – 2)2 = y = 3 (x2 – 4x + 4) = y = 3x2 – 12x + 12 ^ = b2 – 4ac = (-12)2 – 4 x 3 x 12 = 144 – 144 = 0 The discriminant is equal to zero. The parabola touches the x-axis at (2‚ 0) and as a in the equation is a positive value‚ the parabola curves upwards. For PROOF 2‚ the equation y=-a(x-b)2 is used. PROOF 2 y = -3(x - 2)2 = y = -3 (x2- 4x + 4) = y
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k1=[CH4][Cl2] CH3(g)+Cl2(g)⟶CH3Cl(g)+Cl−(g)(step 2 (fast)) with an elementary rate law of‚ k2=[CH4][Cl2] The steps combine to generate the final reaction equation‚ CH4(g)+2Cl2(g)⟶CH3Cl(g)+HCl(g)+Cl−(g)(overall reaction) Example 2a nsider the following reaction: CO(g)+NO2(g)→CO2(g)+NO(g)(overall reaction) This reaction equation suggests that the carbon monoxide directly reacts with nitrogen dioxide to form the products. However‚ its reaction mechanism shows this is not the case. Consider
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Two square roots of the unity a) 1‚-1 b)1‚ω c) 1‚-ω d) ω‚ ω2 3) The third proportion of the x2 and y2 is a) y2/x2 b) x2/y2 c)x2y2 d)y2x2 4) a fraction in which the degree of numerator is less than the degree of denominator is called a) equation b) improper c) proper d) identity 5) A histogram is a set of adjustment a) Square b) rectangular c)circle d)a‚b both 6) The different ways of describing a set a) 1 b) 2 c) 3 d) 4 7) 3π/4 radians= a) 1150 b)1350 c)1500 d)300 8)
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the following sets of information write an equation. Assume that each set of information describes a linear relationship. Assume Y is the variable measured on the vertical axis and X is the variable measured on the horizontal axis. Write all equations in slope-intercept form. a. When X = 10‚ Y = 5 and when X = 7‚ Y = 2. Answer: First find the slope of the line: slope = rise/run = (5 – 2)/(10 – 7) = 1. Then‚ write the equation in general form: Y = mX + b and substitute
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Math IA IB MATH SL Math IA Introduction: In this task I will consider a set of numbers that are presented in a symmetrical pattern and try to find a general equation to find the elements in the [pic]row. Consider the five rows of number shown below. Figure 1 Lacsap’s Fractions The aim of this task is to find the numerator of the sixth row and to find the general statement for [pic]. Let [pic] be the [pic]element
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Chapter 2: Linear Functions Chapter one was a window that gave us a peek into the entire course. Our goal was to understand the basic structure of functions and function notation‚ the toolkit functions‚ domain and range‚ how to recognize and understand composition and transformations of functions and how to understand and utilize inverse functions. With these basic components in hand we will further research the specific details and intricacies of each type of function in our toolkit and use
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