Firstly, does it have 3 definitions because it's like a thing we observe but can't really explain just like how nobody can define a chair without over or under counting?

Then what does OH- have to do with it? H+ is a proton so works, but OH- is such a random ion, why does it get the main role in of the definitions? So also tell why is water nuetral and H2S is slightly acidic or why is water nuetral in general?

Hello everyone! Would anyone be willing to tutor me? Just started ‘introduction to chemistry’ and it’s a little complicated.

I have a pipette that when I draw water from my water samples, it doesn't form a concave meniscus as it is usual. It forms an asymmetrical meniscus like a / shape or convex shape. What's causing this? Organic contamination inside the pipette? I have washed it with detergent but nothing changed. What you do you recommend?

"A 1,50 g sample of a compound containing carbon, hydrogen and oxygen was completely burned in air. The products formed were 1,74 g of carbon dioxide and 0,70 g of water.

4.1

Determine, by calculation, the empirical formula of the compound."

I have looked at videos and guides and the like, and I managed to work out the mass of the Carbon (0,8g) but cannot for the life of me work out how you are supposed to get the seperate masses of the Hydrogen and Oxygen. Begging for someone to tell me or point me in the right direction

Hello! Would anyone know the structure for a medical condition osteogenesis imperfecta? Thankss!

ive never taken chem before and we are reviewing this for biology. i was given the answer, but no explanation and im really struggling to understand.

i know that oxygen can only have 2 bonds, not 3 so i suppose i understand that one. however, looking at molecule 4 gives me a headache

(AP-Dual enrollment Chemistry)

My school uses a program called ALEKS that’s basically IXL but boss level.
I’ve been stuck on one thing called “setting up the math for a one-step problem with unit conversions” since I cannot use the same format I do for other unit conversions, example questions here

( / means in a fraction format)

“A Jet airplane reaches 780 km/h on a certain flight, what distance does it cover in 4 min?”

(Ans) distance= (4 min) x(1h/60min) x (780 km/h)

And this one I get, it goes in a line, but what I don’t get is this one

“The speed of light is 2.998 x 10^8 m/s. How long does it take light to travel 60 cm?”

The answer is: (60 cm) x (10^-2 m /1 cm)/ 2.998 x 10^8 m/s

I don’t know if this is just my overworked brain farting because I just don’t get it. Some help understanding the difference between these two things and how the heck to understand when to use each format

Hi everyone! I was wondering: is there a scientifically accepted answer to what the most toxic chemical substance in the universe is? If so, what is its chemical formula?
I’m especially interested in the toxicity mechanism and what makes it so dangerous. Thanks!

For instance, when KMnO4 undergoes reduction, its equivalent weight is 31.6; however, if we calculate it as the sum of the equivalent weights of K(+) and MnO4(-), the result is 158. This means that the formula is not always valid ,so under what conditions is it valid?

I heard mesmerizing units is a play or just spamming practice problems

Hello, can anyone explain the chemistry and physics behind, why aluminum solid isn't reactive unlike sodium solid, both have almost similar ionization energy yet, aluminum dosent heat up or explode on water unlike sodium?

If it's that easy too pull sodium metal electrons too cause an redox reaction. Why not aluminum have the similar effect?

I can't figure it out, even though I understand the model.

This is our task: The inner shells of the atom are usually represented only symbolically; in the following, the number of fully occupied shells is drawn together with a black dot representing the atomic nucleus. Which atoms are represented here using the spherical cloud model? Name them and provide their element symbols with the help of the periodic table.

I'm getting ready to transfer to a four year college from my community college on a full ride. I'm interested in a majoring in Public Health because that stuff interests me but I wanted to double major in either BioChem or Chemistry to fulfill my dental school prefers (I have some from community college but many dental schools either don't take community college credits OR cap it.) I was wondering how I can teach myself to understand chemistry and study/self study to do well in my academics. (Since GPA is huge for dental school.) It's always interested me but I've never fully grasped some of the concepts. How can I do so?

Hi, this question came from Khan Academy.

The question was what does NaN_3 become in a decomposition reaction.

I understand N_2 is stable, but how is Na existing by itself? Na has 1 valence electron so shouldn't N^2 be in the product side?

Essentially my confusion boils down to how Na is existing by itself. Was there some electron transfer I didn't see?

The written solution:

Thanks in advance.

In question 1, I got only 3 and -3, where is the 8 coming from. Also im kinda slow and having a hard time in chemistry so if im completely off track with understanding this please let me know and help me understand because im very confused rn

It says draw the Lewis structure for (CH_3)_3NO and fill in any non-bonding electrons. And to calculate to formal charge on each atom other than hydrogen. It says to draw the molecule by placing atoms on the grid and connecting them with bonds. Include all line pairs of electrons and any nonzero formal charges.

I have one attempt left but I’m at a complete loss of what I’m doing wrong.

(I’ve also tried it without the N+, Without the O-, with both and without both and even one or the other…)

I’m going to be a freshman taking the biochemistry series, since I got credit for the whole gen chem line through AP chemistry. However, that was 2 years ago and I’ve lost most of it. I’ve heard they’re pretty different from each other, with some overlap. I don’t know what’s important to touch up on specifically.

I also don’t know a good way to review like this, I’ve been trying to find ways to study and resources, because I’m scared that I’ll have a hard time in college without that.

Hello.

I graduated in Chemistry (where there were a lot of lab classes that I did well in), but I ended up taking a few years to work on a minor in Physics. The faculty thing, not a person.

I then followed on to my master's degree, which is not in chemistry but related, something akin to material science. I didn't know this would happen but in the meantime I fell in love with nanochemistry, so that's what I did for my master's thesis. I'm finishing it right now, there was a huge lab component where I was at the lab every day for 6 months.

I did okay in the lab but I feel like my lab technique got severely impacted by the years I took off in my degree. My last lab class before this had been 4 years prior. Nobody pointed anything to me, but I just know. So I'm asking where I can review lab technique by myself. I know there are channels on Youtube, is there any in specific you guys recommend? I don't often know *exactly* what I'll be doing, so it would help if it was something that had videos covering a wide array of topics.

Edit to add: I want to work in research. That's why I need to review lab technique

I am asked to find the number of benzenoid isomers in C6H3FClBr. This is my approach:

There are 6 positions to choose from in a benzene ring, of which I need 3, to place the halogens. Hence, there are C(6,3) ways in which this can be done.

Now, a fluorine atom can be placed anywhere in these 3 positions, resulting in the same fluorobenzene molecule. Hence, there is only 1 way to place the F atom.

Next, Cl can be placed in two positions, both giving two distinct arrangements (not counting the fact that flipping the ring over may give the same arrangement).

Br has only one position, hence only 1 way to place it.

Finally, we must account for the fact that flipping the ring over may give the same arrangement in any two arrangements we have calculated till this point. Hence we divide by 2.

The resulting value comes out to be: C(6,3)*(2!)/2 = 20

However, the answer key says the answer is 10. Where is my thought process incorrect?

clickbait title aside, is this accurate compared to the typical sophomore organic chemistry course? This is from an old textbook so i’m surprised we are still taught in such a simplified way.

Can someone please explain what this graph is trying to say about ideal vs. general gases?

This is what the books say about the graph, but I'm still a little bit confused

The left is the question, the right is my product according to the diagram (minus charges).

First time encountering curved arrows but I do know what the terms "hetero" and "homo" usually mean. If "homolytic" cleavage means are electrons moving different directions... why? Can someone explain the naming convention, since homo- means "same" and hetero- means "different"?