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AnswerVerifiedHint:Reaction rate, in chemistry, the speed at which a chemical reaction proceeds. It is often expressed in terms of either the concentration (amount per unit volume) of a product that is formed in a unit of time or the concentration of a reactant that is consumed in a unit of time. Alternatively, it may be defined in terms of the amounts of the reactants consumed or products formed in a unit of time. Complete step-by-step solution:(a) The rate of a reaction is usually observed by watching the disappearance of a reactant or the appearance of a product within a given time period. (b) The concentration of C, $left C right$ , is usually expressed in molesliter. This is the average rate of appearance of product during the time interval $Delta t$ . The limit of this average rate as the time interval becomes smaller is called the rate of appearance of product at time t, and it is the slope of the curve of $left C right$ versus t at time t. This instantaneous slope, or rate, is written$dfracdleft C rightdt$ . (c) In the given graph slope is indicated by dotted line. And concentration from the graph = 0.35(likely) time=50 sec(likely) So,$Rate,of,reaction = dfracconcentrationtime$$Rate,of,reaction(k) = dfrac0.3550$ = $7 times 10^ - 3Ms^ - 1$(d) The rate of reaction remains constant for the whole time period of the reaction hence the rate of the reaction at time 20 second will be the same.Hence the correct option is (D).Note:Chemical reactions proceed at vastly different speeds depending on the nature of the reacting substances, the type of chemical transformation, the temperature, and other factors. In general, reactions in which atoms or ions (electrically charged particles) combine occur very rapidly, while those in which covalent bonds (bonds in which atoms share electrons) are broken are much slower. For a given reaction, the speed of the reaction will vary with the temperature, the pressure, and the amounts of reactants present. Reactions usually slow down as time goes on because of the depletion of the reactants. In some cases the addition of a substance that is not itself a reactant, called a catalyst, accelerates a reaction. The rate constant, or the specific rate constant, is the proportionality constant in the equation that expresses the relationship between the rate of a chemical reaction and the concentrations of the reacting substances. The measurement and interpretation of reactions constitute the branch of chemistry known as chemical kinetics.When it comes to teaching first-grade students the common core standards of mathematics, theres no better way to practice than with worksheets geared toward repeatedly applying the same basic concepts such as counting, adding and subtracting without carrying, word problems, telling time, and calculating currency.As young mathematicians progress through their early education, they will be expected to demonstrate comprehension of these basic skills, so its important for teachers to be able to gauge their students aptitudes in the subject by administering quizzes, working one on one with each student, and by sending them home with worksheets like the ones below to practice on their own or with their parent.However, in some cases, students may require additional attention or explanation beyond what worksheets alone can offer—for this reason, teachers should also prepare demonstrations in class to help guide students through the coursework.When working with first-grade students, its important to start from where they understand and work your way up, ensuring that each students masters each concept individually before moving on to the next topic. Click on the links in the rest of the article to discover worksheets for each of the topics addressed. One of the first things first graders have to master is the concept of counting to 20, which will help them quickly count beyond those basic numbers and begin to understand the 100s and 1000s by the time they reach the second grade. Assigning worksheets like Order the Numbers to 50 will help teachers assess whether or not a student fully grasps the number line.Additionally, students will be expected to recognize number patterns and should practice their skills in counting by 2s, counting by 5s, and counting by 10s and identifying whether a number is greater than or less than to 20, and be able to parse out mathematical equations from word problems like these, which may include ordinal numbers up to 10In terms of practical math skills, the first grade is also an important time to ensure students understand how to tell time on a clock face and how to count U.S. coins up to 50 cents. These skills will be essential as students begin to apply two-digit addition and subtraction in the second grade. First-grade math students will be introduced to basic addition and subtraction, oftentimes in the form of word problems, over the course of the year, meaning they will be expected to add up to 20 and subtract numbers below fifteen, both of which wont require the students to re-group or carry the one.These concepts are easiest understood through tactile demonstration such as number blocks or tiles or through illustration or example such as showing the class a pile of 15 bananas and taking away four of them, then asking the students to calculate then count the remaining bananas. This simple display of subtraction will help guide students through the process of early arithmetic, which can be additionally aided by these subtraction facts to 10.Students will also be expected to demonstrate a comprehension of addition, through completing word problems that feature addition sentences up to 10, and worksheets like Adding to 10, Adding to 15, and Adding to 20 will help teachers gauge students comprehension of the basics of simple addition. First-grade teachers may also introduce their students to a base-level knowledge of fractions, geometric shapes, and mathematical patterns, though none of them are required course material until the second and third grades. Check out Understanding 12, this Shape Book, and these additional 10 Geometry worksheets for late Kindergarten and Grade 1.When working with first-grade students, its important to start from where they are. It is also important to focus on thinking concepts. For instance, think about this word problem: A man has 10 balloons and the wind blew 4 away. How many are left?Heres another way to ask the question: A man was holding some balloons and the wind blew 4 away. He only has 6 balloons left, how many did he start with? Too often we ask questions where the unknown is at the end of the question, but the unknown can also be put at the beginning of the question.Explore more concepts in these extra worksheets:
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