Consider the galvanic cell described by (N and M are metals):
N(s)|N2+(aq)||M+(aq)|M(s)
If Eocathode = 0.182 V and Eoanode = 1.411 V, and [N2+(aq)] = 0.931 M and [M+(aq)] = 0.655 M, what is Ecell, using the Nernst equation? ____ V
(the answer is supposed to be 1.233 but I don't understand how)
In: Chemistry
A concentration cell based on the following half reaction at 299 K
Zn2+ + 2 e- → Zn SRP = -0.760 V
has initial concentrations of 1.27 M Zn2+, 0.319 M Zn2+, and a potential of 0.01780 V at these conditions. After 5.6 hours, the new potential of the cell is found to be 0.002816 V. What is the concentration of Zn2+ at the cathode at this new potential?
In: Chemistry
A concentration cell based on the following half reaction at 318 K
Cu2+ + 2 e- → Cu SRP = 0.340 V
has initial concentrations of 1.31 M Cu2+, 0.291 M Cu2+, and a potential of 0.02061 V at these conditions. After 8.1 hours, the new potential of the cell is found to be 0.006576 V. What is the concentration of Cu2+ at the cathode at this new potential?
In: Chemistry
A concentration cell based on the following half reaction at 305 K Mg2+ + 2 e- → Mg SRP = -2.37 V has initial concentrations of 1.27 M Mg2+, 0.255 M Mg2+, and a potential of 0.02110 V at these conditions. After 10 hours, the new potential of the cell is found to be 0.009984 V. What is the concentration of Mg2+ at the cathode at this new potential?
In: Chemistry
A concentration cell based on the following half reaction at 283 K
Ag+ + e- → Ag SRP = 0.80 V
has initial concentrations of 1.35 M Ag+, 0.407 M Ag+, and a potential of 0.02924 V at these conditions. After 3.4 hours, the new potential of the cell is found to be 0.01157 V. What is the concentration of Ag+ at the cathode at this new potential?
In: Chemistry
1. The upper part of the v*gina is innervated by what plexuses?
2. The region of the v*ginal orifice, the labia minora
and the cIitoris are innervated by what plexuses? These plexuses
are sensitive to what stimulus?
3. Enumerate the supporting structures for the upper,
middle and lower third of the v*gina
4. What is the collective term for the female external
genitalia? What structures are included?
In: Anatomy and Physiology
//those who say that "whether the student wants to understand or debug the code, IT IS IN THE COMMENTS, it says solve and that is all that is given for the code and no other instructions
it says //SOLVE
// the code already works you just have to finish the void functions that are given and run it and see if it works or not are those in the main are the test cases to test whether they work or not
#include
#include
using namespace std;
class NodeType {
public:
NodeType(int = 0); // constructor with default value for
// info field
int info; // data
NodeType *nextPtr; // pointer to next node in the list
};
// Constructor
NodeType::NodeType(int data) {
info = data;
nextPtr = 0;
}
void printmenu(void) {
cout << "N: new item" << endl;
cout << "P: print list" << endl;
cout << "F: find item" << endl;
cout << "D: delete head item" << endl;
cout << "V: delete value" << endl;
cout << "S: recursively sum values" << endl;
cout << "O: recursively prod values" << endl;
cout << "X: recursively find max" << endl;
cout << "G: recursive negative item on list" << endl;
cout << "Q: quit" << endl;
}
void printList(NodeType *currentPtr) {
//solve
return 0;
int MaxList(NodeType *currentPtr) {
//solve
return 0;
}
int sumList(NodeType *currentPtr) {
return 0;
//solve
}
int prodList(NodeType *currentPtr) {
//solve
return 0;
}
bool negList(NodeType *currentPtr) {
//solve
\ return 0;
}
NodeType *insertHead(NodeType *head, int value) {
//solve
NodeType *newptr;
return (newptr);
}
void findValue(NodeType *head, int value) {
//solve
}
NodeType *deleteFront(NodeType *head) {
// deletes the first item and returns the new head pointer
NodeType *tempPtr;
//solve
return tempPtr;
}
NodeType *deleteValue(NodeType *currentPtr, int value) {
NodeType *tempPtr = NULL;
//solve
return tempPtr;
}
int main(void) {
NodeType *head = NULL;
int value;
char input;
printmenu();
cout << "what is your selection?";
cin >> input;
while (input != 'Q' && input != 'q') {
switch (input) {
case 'n':
case 'N':
cout << "N" << endl;
break;
case 'p':
case 'P':
cout << "P" << endl;
break;
case 'o':
case 'O':
cout << "O" << endl;
break;
case 's':
case 'S':
cout << "S" << endl;
break;
case 'x':
case 'X':
cout << "X" << endl;
break;
case 'g':
case 'G':
cout << "G" << endl;
break;
case 'f':
case 'F':
cout << "What value would you like to find?" << endl;
cin >> value;
cout << endl << "You are finding: " << value << endl;
break;
case 'd':
case 'D':
cout << "Deleting head entry if present" << endl;
break;
case 'v':
case 'V':
cout << "What value would you like to delete?" << endl;
cin >> value;
cout << "You are deleting " << value << endl;
break;
default:
cout << "What happened?" << endl;
}
printmenu();
cout << "what is your selection?";
cin >> input;
}
system("pause");
}
In: Computer Science
A large University system, which currently uses a standard grading system of A, B, C, D or F for their students, is analyzing the possibility of changing to a plus-minus grading policy. In addition to the computer system, which stores and manages all the student records, the faculty and the students would also be affected by this possible change. One of the concerns that students have, is that changing this policy might lower the overall GPA (grade point average) of the students. One statement from students makes the conjecture that only 20% of all the students in the system are supportive of the proposed change.
A)You draw a random sample of 260 students from this university system. Assuming that the student conjecture is true, would you expect to see 80 students supportive of the change? Explain.
B)Suppose in your random sample of 260 students from this university system, 80 students are supportive of the change. Based on the data do you think that the student’s conjecture that 20% of all the students in the system are supportive of the proposed change could be correct?
In: Statistics and Probability
The charts show results of studies on four-year colleges in the United States. You want to portray your college in a positive light for an advertising campaign designed to attract high school students. You decide to use hypothesis tests to show that your college is better than the average in certain aspects. EXERCISES
1. What Would You Test? What claims could you test if you wanted to convince a student to come to your college? Suppose the student you are trying to convince is mainly concerned with (a) affordability, (b) having a good experience, and (c) graduating and starting a career. List one claim for each case. State the null and alternative hypotheses for each claim.
2. Choosing a Random Sample Classmates suggest conducting the following sampling techniques to test various claims. Determine whether the sample will be random. If not, suggest an alternative. (a) Survey all the students you have class with and ask about the average time they spend daily on different activities. (b) Randomly select former students from a list of recent graduates and ask whether they are employed. (c) Randomly select students from a directory, ask how much debt money they borrowed to pay for college this year, and multiply by four.
3. Supporting a Claim You want your test to support a positive claim about your college, not just fail to reject one. Should you state your claim so that the null hypothesis contains the claim or the alternate hypothesis contains the claim? Explain.
4. Testing a Claim You want to claim that students at your college graduate with an average debt of less than $25,000. A random sample of 40 recent graduates has a mean amount borrowed of $23,475 and a standard deviation of $8000. At a = 0.05, is there enough evidence to support your claim?
5. Testing a Claim You want to claim that your college has a freshmen retention rate of at least 80%. You take a random sample of 60 of last year’s freshmen and find that 54 of them still attend your college. At a = 0.05, is there enough evidence to reject your claim?
6. Conclusion Test one of the claims you listed in Exercise 1 and interpret the results. Discuss any limits of your sampling process.
College Success
Freshman retention rate
73.9%
4-year graduation rate 5-year graduation rate
39.8%
5-year graduation rate
55.3%
6-year graduation rate
59.6%
Recent graduate employment rate
94.4%
_______________________________________x
0 20 40 60 80 100
College Cost
Annual tuition, public, In-state
$9130
Annual tuition, public, Out-of-state
$21,303
Annual tuition, private
$33,635
Amount borrowed
$29,411
Need-based scholarship or grants
$14,719
________________________________________x
0 10,000 20,000 30,000
Amount
Student Daily Life
Sleeping
8.8
Leisure and sports
4.0
Educational Activities
3.5
Working
2.3
Traveling
1.4
Dining
1.0
Other
3.0
_____________________________________x
0 2 4 6 8 10
Average (in hours)
In: Statistics and Probability
In a sample of 200 UM students, 170 students reported listening
to Eminem daily. In a similar sample of 150
OSU students, 107 students reported listening to Lizzo daily.
a. Do the same proportion of UM and OSU students listen to Lizzo
every day? Test at 98% confidence
b. If you want to create a 90% confidence interval with a margin of
error of .09, and want to include 1.5
times as many OSU students as UM students, how many people do you
need from each school?
In: Statistics and Probability