Hello i need with this exercise in advance
the colorless thiosulphate ions in aqueous solution constitute the reducing agent of the pair s4o6 ²- / s2o3²- in a beaker a volume v1 = 10ml of an aqueous solution of orange diode i2 of molar concentration of solute c1 = 2.0 * 10 is mixed. -² mol. l-1 with a solution of sodium thiosulfate (2na + + s2o3²-) molar concentration of solute brought c2 = 5.0 * 10-² mol. l-1
1. write the equation of the reaction taking place
2. it can be seen that, starting from a certain volume v2 of added thiosulphate ions, the mixture becomes colorless
establish a progress chart of the chemical system
for a poured volume of thiosulphate ions less than v2 what is the color of the mixture?
determine the v2 volume of thiosulfate ions needed for the mixture to become colorless
how does the final composition of the system evolve when the added thiosulfate ion volume exceeds the v2 value?

Explain the consequences of this addiction to the brain tissue

You are traveling in a car going at a constant speed of 100km/h down a long, straight highway. you pass another car going in the same direction which is traveling at a constant speed of 80km/h. as measured from your car's reference frame this other car is traveling at −20km/h. what is the acceleration of your car as measured from the other car's reference frame? what is the acceleration of the other car as measured from your car's reference frame?

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit