3. Next in test tube 1, you stressed the system by adding Ca(NO3)2. a. Did the addition of Ca(NO3)2 stress the system? Were you adding reactant or product to the
system by adding Ca(NO3)2?
b. Did the system respond to this stress by shifting to make more product or by shifting to make
more reactant?
c. What was the evidence of this response?
d. What else did you observe in the test tube?

Marcel just purchased 1.69 grams of iron fillings in order to make living putty for his 6 year old niece. how many moles of iron are made in his sample?

Electromagnets coils of wire paper clips picked up 10 3 15 6 20 9 25 12 ms. owens' class was studying magnets. ms. owens showed her students how to make an electromagnet using a nail, a d-cell battery, and plastic coated wire. the students wrapped the wire around the nail and then attached the ends to the battery. when they were finished, they tested their magnets by investigating how many paperclips their magnets could pick up. they also tested whether they could increase the strength of their electromagnets by using more coils of wire. they recorded the class average of their results in the data table seen here. ms. owens asked her students to graph their data in a line graph. how should the students label the x-axis on their line graph? a) size of battery b) number of paper clips c) number of coils of wire d) strength of electromagnet

Me as soon as possible! me as soon as possible!