Consider the equation: S + 3O2 and SO3. Is this equation balanced? why or why not​

Answers

Answer 1
Answer:

The equation is not balanced because the number of atoms of Oxygen present in the reactants and product sides are not equal

The equation being referred to in the question can be written properly as

S + 3O₂ → SO₃

To determine whether the equation is balanced or not

We will check if the coefficient in the equation gives equal numbers of atoms for each element in the reactants and product

  • For the reactants side

S = 1

O = 6

  • For the product side

S = 1

O = 3

We can observe that, the coefficient does not give equal number of atoms for the element, Oxygen (O), in the reactants and product sides

∴ The equation is NOT balanced

Hence, the equation is not balanced because the number of atoms of Oxygen present in the reactants and product sides are not equal

Learn more here: brainly.com/question/24943155

Answer 2
Answer:

Answer:

This equation is not balanced because you don't have the same amount of each element on each side of the chemical reaction. The balanced equation is:

2 S + 3 O_(2) ⇒ 2 SO_(3)

Explanation:

The law of conservation of matter states that since no atom can be created or destroyed in a chemical reaction, the number of atoms that are present in the reagents has to be equal to the number of atoms present in the products.

Then, you must balance the chemical equation. For that, you must first look at the subscripts next to each atom to find the number of atoms in the equation. If the same atom appears in more than one molecule, you must add its amounts.  

The coefficients located in front of each molecule indicate the amount of each molecule for the reaction. This coefficient can be modified to balance the equation, just as you should never alter the subscripts.

By multiplying the coefficient mentioned by the subscript, you get the amount of each element present in the reaction.

Then, taking into account all of the above, you can determine the amount of elements on each side of the equation:

Left side: 1 sulfur S and 6 oxygen O (coefficient 3 multiplied by sub-index 2)

Right side: 1 sulfur S and 3 oxygen O (subindice value)

As you can see, you have the same amount of sulfur on both sides of the equation but the amount of oxygen is different. This indicates that the chemical equation is not balanced. To balance it, as the amount of sulfur is the same, the amount of oxygen must be balanced, which is different on each side of the reaction.

A simple way is to balance the equation is to multiply the product by 2, that is, add a coefficient 2 in front of the SO3 molecule, the reaction being as follows:

S + 3 O_(2) ⇒ 2 SO_(3)

Now the amount of elements on each side of the equation is:

Left side: 1 sulfur S and 6 oxygen O (coefficient 3 multiplied by subindice 2)

Right side: 2 sulfur S and 6 oxygen O (coefficient 2 multiplied by subindice 3)

The oxygen is now balanced, but the amount of sulfur on both sides of the reaction varies. To balance the quantities of sulfur, as now on the right side you have an amount of 2, you can add the coefficient to sulfur. The chemical equation is as follows:

2 S + 3 O_(2) ⇒ 2 SO_(3)

Now the amount of elements on each side of the equation is:

Left side: 2 sulfur S and 6 oxygen O (coefficient 3 multiplied by subindice 2)

Right side: 2 sulfur S and 6 oxygen O (coefficient 2 multiplied by subindice 3)

Finally you have the same amount of sulfur and oxygen on both sides of the reaction. So the chemical equation is finally balanced.


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What happened to the amount of carbon dioxide in the atmosphere from 2010–2017?

Answers

The amount of CO2 in the atmosphere has increased dramatically due to(mainly) excessive burning of fossil fuels.

Answer:

The amount of carbon dioxide in this period is increased very fast....and it results in the climate change...and due to high amount of CO2 new viruses,and diseases are growing in the world..

How do you test a hypothesis using scientific inquiry

Answers

Once you have constructed an effective hypothesis, the next step in the scientific inquiry process is to test the hypothesis through experimentation. This is a great opportunity for students to start a science notebook, if they have not yet started recording their progress. Steps to Identifying and Conducting an Appropriate Experiment to Test a Hypothesis 1) Present Hypotheses  Make a list of all potential hypotheses to be tested. 2) Make Predictions  For each hypothesis, ask what would be true if the hypothesis were true. 3) Write the Experimental Procedure  The experimental procedure is a step-by-step recipe for the science experiment. A good procedure contains enough detail that someone else could easily duplicate the experiment. Once you have formed a hypothesis, you will need to develop your experimental procedure to test whether your hypothesis is true or false. 4) Identify the Independent and Dependent Variables  The first step of designing the experimental procedure involves planning how to change the independent variable and how to measure the impact that this change has on the dependent variable. To guarantee a fair test when conducting the experiment, make sure that the only thing changing is the independent variable. All controlled variables must remain constant. 5) Design the Experiments  How can you identify an appropriate experiment that will effectively test your hypothesis? Begin by asking yourselves, “What can I do that will give me one result if my hypothesis is true, and a different result if my hypothesis is false?” Design at least one possible experiment for each hypothesis. Be sure that each experiment tests only one hypothesis.

What is the kinetic energy of the skier at a height of 60 meters above ground? (3 points)a.20,000 units, because total energy remains unchanged

b. 80,000 units, because total energy remains unchanged

c. 20,000 units, because total energy of the skier decreases

d. 80,000 units, because total energy of the skier decreases

Answers

Answer:

30,000 units, because total energy remains unchanged.

Step-by-step explanation:

The law of conservation of energy states that energy cannot be destroyed, it remains conserved but transforms from one form to the other form.

Hence, we can say that

Total energy = kinetic energy (KE) + potential energy (PE).

At 100 meters above

Total energy = 0 + 50000 = 50000 units.

Hence, 60 meters, total energy would be

20,000  + x = 50000 units

Finally,

x = 50,000 - 20,000

= 30,000

The energy will only transform from one form to the other but will not change.

30,000 units is the right answer

Which of the following supports the theory of continental drift?The depth of the oceans
The climate of the South American continent
The size of glaciers in Alaska
The fossil record

Answers

The answer to this question is the fossil record because they found fossils in different continents because of continental drift
Hello :) So the continental drift theory is basically saying that the continents were once attached in a big mass of land and drifted apart over time. The depth of the oceans don't really have anything to do with this. Neither does the climate in South America or the size of glaciers. Fossils of the same kind however, were found in several continents. This supports the theory that animals once roamed around in that area when the continents were attached. Hope this helps. :D 

If the total mass of the products of a reaction is 250 g, what was the total mass of the reactants

Answers

The total mass in a reaction is always conserved . Thus the total mass of reactants will be equal to the total mass of products. Hence f the total mass of the products of a reaction is 250 g, the total mass of the reactants is also 250g.

What is law of conservation of mass ?

Mass conservation law is same as that of law of conservation of energy. That is, mass can neither be created nor be destroyed. Therefore, total mass of the system is conserved or it is a constant.

For any type of changes occurring for a substance, let it be a chemical change or physical change the total mass of the initial or original substance is gaines after the change from the new product or new state of the same substance.

Thus, no atoms created or lost in a reaction but they are regrouped  to form new products. The new products are formed by bond making or bond breaking in the reactants their weight is completely transferred to the products.

Therefore, if a reaction is having total mass of 250 g in product side then it 250 g was the total mass in reactant side.

To find more about mass conservation, refer the link below:

brainly.com/question/14549722

#SPJ2

Every chemical equation must be balanced to preform the conservation of mass law, so, what ever is on the products is going to be on the reactants. The mass is not created nor destroyed. 

Answer: 250 g

Mrs. Jacobson is pushing a fridge to the right with a force of 100 N. The force pushing itto the left is 15 N. What is the net (leftover) force on the fridge?
85 N to the right
85 N to the left
115 N to the right
115 N to the left

Answers

Answer:

A

Explanation:

Let's illustrate this; see the attachment.

We see that Mrs. Jacobson is pushing to the right with a force of 100 N and there is another opposite force pushing with a force of 15 N. Since these are in opposite directions, we can say that the force opposite to Mrs. Jacobson is pushing the fridge -15 N to the right (instead of 15 N to the left).

The net force would then be:

100 N + (-15 N) = 85 N to the right

The answer is A.

Answer:

85 N to the right

Explanation:

Convention: rightwards positive

Force applied by Mrs. Jacobson:

+100

Force applied by the fridge:

-15

Net force

+100 - 15

+85