某研究性学习小组对过量炭粉与氧化铁(Fe2O3)反应的气体产物成分进行研究。 (

题型:实验题

问题:

某研究性学习小组对过量炭粉与氧化铁(Fe2O3)反应的气体产物成分进行研究。

(1)提出假设 ①气体产物是CO2。  ②气体产物是CO。   ③气体产物是__________。

(2)设计方案  如图所示,将一定量的氧化铁在隔绝空气的条件下与过量炭粉完全反应,测定参加反应的碳元素与氧元素的质量比。

(3)查阅资料氮气不与碳、氧化铁发生反应。实验室可以用氯化铵饱和溶液和亚硝酸钠(NaNO2)饱和溶液混合加热反应制得氮气,该反应的离子方程式:_______________。

(4)实验步骤

①按上图连接装置,并检查装置的气密性,称取3.20g氧化铁、2.00g碳粉混合均匀,放入48.48g的硬质玻璃管中;

②加热前,先通一段时间纯净干燥的氮气;

③停止通入N2后,夹紧弹簧夹,加热一段时间,澄清石灰水(足量)变浑浊;

④待反应结束,再缓缓通入一段时间的氮气。冷却至室温,称得硬质玻璃管和固体总质量为52.24g;     

⑤过滤出石灰水中的沉淀,洗涤、烘干后称得质量为2.00g。

步骤②、④中都分别通入N2,其作用分别为_____________。

(5)数据处理试根据实验数据分析判断,前面的假设_________(填①、②、③)是正确的。写出该实验中氧化铁与碳发生反应的化学方程式:______________________。

考点:设计实验方案及探究实验氧化铁
题型:实验题

在使用 Windows 系统时,单击Windows 窗口右上方的“ ”按钮,可以将窗口() ;当用户将打开的4 个窗口平铺排列时,有() 个窗口处于激活状态;当用户选择一个文件图标,执行“剪切”命令后,被“剪切”的文件放在 () 中。

当用户将打开的4个窗口平铺排列时,有()个窗口处于激活状态。

A.1

B.2

C.3

D.4

题型:实验题

作为个体的生物人成长为社会人,并逐步适应社会生活的过程,经过这个过程,社会文化得以累积和延续,社会结构得以维持和发展,人的个性得以形成和完善。这个过程称为()

A.社会化

B.基本社会化

C.继续社会化

D.再社会化

题型:实验题

甲公司在2010年12月31日进行财务报表审核时发现以下问题:

2010年12月20日,甲公司经董事会批准取消了原授予本公司管理人员的股权激励计划,同时以现金补偿原授予股票期权且尚未离职的本公司管理人员520万元。甲公司该股权激励计划是2008年1月1日向本公司50名管理人员每人授予的10000份股票期权,规定服务满三年和达到相应业绩条件,即可以市价的50%获得相应本公司股票。截止2009年12月31日,甲公司已经根据授予日权益工具的公允价值11元和对可行权情况的最佳估计确认了345万元的损益和资本公积,截止2010年12月20日上述50名管理人员尚有46名在甲公司任职,取消该股份支付后,甲公司作的会计处理是同时减少了520万元的应付职工薪酬和银行存款。
要求:根据上述资料,不考虑其他因素,逐项作出上述会计差错更正的会计处理。

题型:实验题

In 1993, I published a book, The Rage of a Privileged Class, whose central thesis was that even the most gifted African-Americans assumed that they would never crash through America’s glass ceiling—no matter how talented, well educated, or hardworking they were. Few people of any race would claim that true equality has arrived; but so much has changed since Rage came out. Color is becoming less and less a burden; race is less and less an immovable barrier.

My new research explores how that phenomenon is changing the way people of all races view the American landscape. I polled two groups of especially accomplished people of color. One is the African-American alumni of Harvard Business School. The other is the alumni of A Better Chance, a program, founded in 1963, that sends ambitious, talented youngsters to some of the nation’s best secondary schools.

Generations, I concluded from my study, mattered deeply—with their defining characteristics rooted in America’s evolving racial dynamics. Generation 1, in this categorization, is the civil-rights generation—those (born before 1945) who participated in, or simply bore witness to, the defining 20th-century battle for racial equality. It is the generation of whites who, in large measure, saw blacks as alien beings and the generation of blacks who, for the most part, saw whites as irremediably prejudiced. Gen 2s (born between 1945 and 1969) were much less racially constrained—though they remained, in large measure, stuck in a tangle of racial stereotypes. Gen 3s (born between 1970 and 1995) saw race as less of a big deal. And that ability to see a person beyond color has cleared the way for a generation of Believers—blacks who fully accept that America means what it says when it promises to give them a shot.

That new reality made itself clear when I compared black Gen 1 Harvard M. B. A. s with their Gen 3 counterparts. Seventy-five percent of Gen 1s said blacks faced "a lot" of discrimination, compared with 49 percent of Gen 3s. Twenty-five percent of Gen 1s thought their educational attainments put them "on an equal professional footing with white peers or competitors with comparable educational credentials," compared with 62 percent of Gen 3s. Ninety-three percent of Gen 1s saw a glass ceiling at their current workplaces, compared with 46 percent of Gen 3s.

I am not about to make a statistical argument based on these numbers, but the message nonetheless seems clear. In the time since the Gen 1s came on the scene, a revolution has occurred. Those uptight suburbanites who couldn’t imagine socializing with, working for, or marrying a "Negro," who thought blacks existed in an altogether different dimension, who could no more see dining with a black person than dining with a giraffe, have slowly given way to a new generation that embraces—at least consciously—the concept of equality. Americans have, in some substantial way, re-created each other—to an extent that our predecessors might find astounding.

Which of the following is true about the three generations()

A. Generation 1s still live in a discriminatory environment

B. Generation 2s are classified into different racial types

C. Generation 3s think they can enjoy true racial equality

D. Generation 3s have better memories of their university life

题型:实验题

中华文明的演进过程,是多种文明因素的整合。整合的模式是以华夏文明为核心,核心向周围扩散,周围向核心趋同,核心与周围互相补充、互相吸收、互相融合。请根据材料和所学知识回答下列问题

材料一:

辽太祖接受汉人谋士韩延徽的意见,对待逃避战火北投契丹的汉人“树城郭,分市里,以居汉人之降者;又为定配偶,教垦艺,以生养之,以故逃亡者少”……辽太祖“问诸侍臣曰:‘受命之君,当事天敬神。有大功德者,朕欲祀之,何先?’皆以佛对。太祖曰:‘佛非中国教。’(耶律)倍曰:‘孔子大圣,万世所尊,宜先。’太祖大悦”,于是“建孔子庙,诏皇太子春秋释奠”。……至于太宗,兼制中国,官分南北,以国制治契丹,以汉制待汉人。国制简朴,汉制则沿名之风固存也。——整理自《辽史》

材料二:

汉武雄图载史篇,长城万里遍烽烟。何如一曲琵琶好,鸣镝无声五十年。——摘自翦伯赞诗

材料三:

(贞观四年)颉利之亡,其下……来降者尚十余万,诏议所宜。咸言:“……请悉籍降俘,内兖(山东南部)、豫闲处,使习耕织,百万之虏,可化为齐人,是中国有加户,而漠北遂空也。”中书令温彦博曰:“如汉建武时,置降匈奴留五原塞,全其部落,以为扞蔽,不革其俗,因而抚之,实空虚之地,且示无所猜。若内兖豫,则乖本性,非函育之道。”……帝主彦博语。——《新唐书·突厥传》

材料一反映了契丹(辽)社会生活中的哪些现象?根据所学知识,分析材料一中“官分南北”现象得以出现的原因。

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