1. CCC Scale, Proportion, and Quantity According to the nutrition facts for these potato chips, a serving has 170 mg of
sodium, or 7% of the daily recommended value for an
average adult. Based on this information, how many
milligrams of sodium should an average adult consume in a
day? Show your work.

Astudent made a graph plotting the progress of a reaction over time. the student forgot to label the y-axis of the graph. a graph is shown with two graph lines. one graph line starts at a higher position on the y axis and slopes downwards towards the right. the other graph line starts at a lower position on the y axis and slopes upwards towards the right. the two graph lines stop short of intersecting each other and continue as separate lines which gradually become straight and parallel to the x axis. a vertical line is shown at a point where the two graph lines finally became parallel to the x axis. this vertical line is labeled equilibrium. the title on the x axis is time and an arrow pointing towards the right is shown above time. the title on the y axis is left blank. what best explains the label that the student should use on the y-axis? amount, because as the amount of product decreases, the amount of reactant increases over time. reaction rate, because forward and backward reaction become equal at equilibrium. amount, because the amounts of reactants and products become constant after equilibrium is reached. reaction rate, as the rate of forward reaction increases and rate of backward reaction decreases over time.

Select the correct value for the indicated bond angle in each of the compounds. o−o−oo−o−o angle of o3 90° 109.5° < 109.5° 120° < 120° 180° f−b−ff−b−f angle of bf3 180° < 109.5° < 120° 120° 109.5° 90° f−o−ff−o−f angle of of2 < 120° 120° 90° 109.5° 180° < 109.5° cl−be−clcl−be−cl angle of becl2 90° 109.5° 180° 120° < 109.5° < 120° f−p−ff−p−f angle of pf3 90° 109.5° < 109.5° 180° 120° < 120° h−c−hh−c−h angle of ch4 90° < 109.5° 180° 120° < 120° 109.5°

Can anyone explain 1. review your spectrometry data and use the known elements to identify the star's composition. which unknown elements make up this star? justify your element selections. 2. in parts i and ii of the lab, what happened to the electrons of each element to produce the different colors of light? explain your answers using important terms from the lesson and information provided in the laboratory. 3. stars composed of heavier (more massive) elements are often slightly older than stars made predominantly from hydrogen and helium. based on your data, is the newly discovered star a younger star? explain your answer.