1. Tiffany's class did an experiment to prepare a compound by reacting copper and sulfur. The following is the account of Tiffany's experiment. I weighed some coppet powder and added excess sulfur powder to it. After mixing, a yellow-brown mixture was formed. I heated the mixture in a test tube. It glowed red-hot. A blue-grey solid was formed. I removed the excess sulfur with xylene and obtained the blue-grey solid left behind. (a) Tiffany has left out the details of how she removed the excess sulfur. Describe the procedure she should have used. (Hint: Only sulfur is soluble in xylene.)

Juju.01) 5 geologic events a group of students designed an experiment in an ice rink to represent the solar system. the steps of the experiment are listed below. 5: geologic events 1. choose a student to represent the sun. the planets are represented by two tennis balls. 2. ask the student to hold the tennis balls in each palm and spin on the ice with arms stretched out. 3. ask the student to draw in the arms after about 10 spins. 4. observe the student's arms rotate faster when they are closer to the body. 05 geologic events enors) the experiment most likely demonstrates that (2 points) 07 discussion-based sessment/module planets exert gravitational force on the sun the sun exerts gravitational force on the planets 3.07 discussion-based ssessment speed of a planet depends on its distance from the sun new version available! (3.0.119) get it now submit 18.07: module exam description

Quickly what are the following of organisms that existed over a wide area but only for a limited time period called a.soft fossils b.mold fossils c.index fossils d.trace fossils

Which statement explains which component is likely to be more powerful in explaining a scientific phenomenon? a) component c, because a theory is often passed on possibility and not certainty b) component d, because a hypothesis is often based on possibility not certainty c) component c, because the ability to explain several occurrences in the natural world is a characteristic of a hypothesis d) component d, because the ability to explain several occurrences in the natural world is a characteristic of a theory