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1.下列电池中,哪个电池的电动势与Cl-离子的活度无关 (A) Zn ZnC12(ag) IC12(8) (B) Zn ZnC12() IKC1 (ag) AgC1(s) Ag (C) Ag I AgC1(s) KC1 (ag)(g)IPt
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Guaranteed Zero Reading for OV Input on All Scales The Intersil ICL7106 and ICL7107 are high performance, low True Polarity at Zero for Precise Null Detection power, 312 digit A/D converters. Included are seven seg- 1pA Typical Input Current ment decoders, display drivers, a reference, and a clock
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一、选择题1,B2,3,C 二、填空题1,5.13,0.71,2,(1)O2,600m/s,H2,2400m/s; (2)具有从0到无穷大所有速率氧分子的概率,3(1)分子当作质点,不占体积(2)分子之间除碰撞的瞬间外,无相互作用力。(忽略重力)(3)分子之间碰撞是弹性碰撞(动能不变)
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In this course we will study Classical Mechanics. Particle motion in Classical Mechanics is governed by Newton's laws and is sometimes referred to as Newtonian Mechanics. These laws are empirical in that they combine observations from nature and some intuitive concepts. Newton's laws of motion are not self evident. For instance, in Aristotelian mechanics before Newton, force was thought to be required in order
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In this lecture we will look at some applications of Newton's second law, expressed in the different coordinate systems that were introduced in lectures D3-D5. Recall that Newton's second law F=ma, (1) is a vector equation which is valid for inertial observers. In general, we will be interested in determining the motion of a particle given
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When the only force acting on a particle is always directed to- wards a fixed point, the motion is called central force motion. This type of motion is particularly relevant when studying the orbital movement of planets and satellites. The laws which gov- ern this motion were first postulated by Kepler and deduced from observation. In this lecture, we will see that these laws are a con- sequence of Newton's second law. An understanding of central
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1.离子电迁移率的单位可以表示成:a)ms-1(b)ms-v-1()m2s-1.v-1()s-1
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1.NH4HS(s)和任意量的NH3(g)及H2S(g)达平衡时,有: (A)C=2,=2,f=2 (B)C=1,=2,f=1 (C)C=2,=3,f=2 (D)C=3,=2,f=3
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1.5 mol He(g)从273.15K和标准压力变到98.15K和压力p=10×,求过程的ΔS.(已知Cm=3/2) 2.0.10kg283.2K的水与0.20kg313.2K的水混合,求△S设水的平均比热为4.184k/(kkg)
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Intensive Study There's a Lot More to Life than a Job Para.1 It has often been remarked that the saddest thing about youth is that it is wasted on the young. Para. 2 Reading a survey report on first-year college students, I recalled the regret, \If only knew then what know now
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