Valence shell electron pair repulsion or VSEPR theory states that the geometry of a molecule or polyatomic ion is determined by the repulsion of pairs of electrons associated with a central atom. The pairs electrons may be bonding or non-bonding (lone pair) electrons. Only valence electrons of the central atom influence the molecular shape. All BUT one assumption listed supports VSEPR theory. Which statement is not critical to supporting VSEPR theory?

A) Opposite charges attract

B) Atoms of elements contain equal numbers of protons and electrons.

C) Pairs of negative electrons in the valence shell of a central atom repel each other.

D) Pairs of electrons tend to occupy positions that minimize repulsions and maximize the distance between them.

c. earths continental crust is thicker than its lithosphere.

because, the lithosphere is the outermost layer of the earth/ 100 km thick and is defined by its machanical properties.the lithosphere contains oceanic and continental crust that varies in age and thickness across locations and geologic time. the lithosphere is the coolest layer of the earth in terms of temperature. the term lithosphere should not be confused with the use of "geosphere" which is used to indicate all of earth systems, including the atmosphere, hydrosphere   and biosphere. the surface of the earth can be divided into the continental crust and the oceanic crust.   the continental crust is made mostly of granite while the oceanic crust is made of basalt. the average thickness of the continental crust is 25 miles and the average thickness of the oceanic crust is 5 miles.   three types of rock, igneous, sedimentary, and metamorphic, make up the surface of the earth. that's why 3 option is preferable.

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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