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This bonus question is worth 5 bonus points but is currently set to 0 points in Canvas, so your displayed test score will not change immediately after submission. After reviewing submissions, I will manually add 5 bonus points in Canvas for correct answers. Skipping this question will not affect your regular Test grade. Bonus 2 An organic compound contains carbon (C) and hydrogen (H) only. Combustion analysis (reaction with oxygen gas, O2) of a 20.10 g sample of this compound yielded exactly 69.00 g of CO2 and 11.30 g of H2O. Determine the empirical formula of this compound. Molar Mass of H2O is 18.015 g/mol; Molar Mass of CO2 is 44.010 g/mol

Given the class hierarchy below. Could the symmetry of equals() be violated? If yes, provide client code that demonstrates that.   class A {   int x;   public A(int x) {this.x = x;}   public boolean equals(Object o) {        if (!(o instanceof A)) return false;        A a = (A)o;        return this.x == a.x;   }        } class B extends A {   int y;   public B(int x, int y) {super(x); this.y = y;} }  

On the following problems you must show all your work to receive credit. (9 pts) Find the solution to the initial value problem: (8 pts)  A tank initially contains 100 gallons of water with no salt in solution. A mixture containing pounds of salt per gallon enters the tank at a rate of 5 gallons per minute, and the well-stirred mixture leaves the tank at the same rate. Find the amount of salt in the tank after minutes. What should be the value of if you want to have approximately 10 pounds of salt in the tank after a few hours? Justify your answer by analyzing the limit as

Where We’ve Been, Where We’re Headed Assignment 1) For this assignment, make sure you have watched the instruction video and have read all of the reading selections in the Module folder, under the heading “Where We’ve Been, Where We’re Headed”  Jack Kerouac: from On the Road; Jack Kerouac Reads final paragraph from On the Road Christian Wiman–“Reservoir” [Poem] Kurt Vonnegut: from Slaughterhouse Five  Easton Smith “The Essays we are all writing about the grieving mother orca” Hannah Perrin King: “Transcript of My Mother’s Sleeptalk: Chincoteague”  * 2) Also, if needed, make sure you have reviewed the video from an earlier module titled “Living Art: An Introduction to Literary Critique” to familiarize yourself with the thoughts/beliefs of the poets, Eliot, Frost, Cummings, and Dickinson, about what makes good art.  * 3) Choose one of the writers from the module selections (either Kerouac, Angelou, Vonnegut, Smith, Wiman, or King), and apply the criteria set forth earlier in the semester by the poets. These criteria are: A) Eliot’s Criteria: Innovation–How innovative is the work in terms of experimentation and pushing the artform forward in new directions? B) Frost’s Criteria: Accessibility–How accessible is the art? Does it relate well to most people? How easy is it to understand and grasp? C) Cummings’s Criteria: Experiential–How well does the work/art make the reader feel like they are having an experience and not merely reading a poem or story? D) Dickinson’s Criteria: Emotional Connection–How well does the work/art spark certain feelings and emotions? Does the piece move me emotionally in some way? * 4) Since there are 4 ways of critiquing art, you will apply the criteria to the piece you choose by assigning percentages, divided 4 ways to total 100%.  For example, you may choose to critique Maya Angelou’s poem, “On the Pulse of Morning,” assigning it a 25% for Innovation; 50% for Accessibility; 5% for Experiential; and 20% for Emotional Connection. You can assign any number percentage for each criteria that you want, but they must add up to 100%.  * 5) As you assess your chosen selection, and as you assign a percentage to each criteria, then explain why you assigned the percentages that you did.  * 6) Your response should be a written 4-5 paragraphs and labeled thusly (As an example): Innovation___%, explanation why; Accessibility___%, explanation why; Experiential___%, explanation why; Emotional Connection___%, explanation why.  * 7) If you choose, you may also give an audible, VERBAL Response where you can verbally explain the assigned percentages and give your explanation.  8) If you give a VERBAL response, then please put “Answered Aloud” in the submission box.

In connection to the material in the LIVING ART lecture video, which Robert Frost poem do you feel best demonstrates the qualities that Frost believed makes for good art? Why did you choose this one? (Make sure to communicate what those qualities or criteria are)   “After Apple Picking Links to an external site.”; “The Wood-Pile Links to an external site.”; “The Road Not Taken Links to an external site.”; “Stopping by Woods on a Snowy Evening Links to an external site.” Please give an audible, verbal response. 

Having watched the Whitman, Alabama videos (at least 7 of them), which video do you think best captured the ‘spirit’ or ‘message’ of the verse it was trying to depict? Explain your answer.  Please give an audible, verbal response.

The campaign to end the slave trade in Britain was led by William Wilberforce, a member of Parliament and a life long reformer.  But the real engine behind abolition was its public following. This effort was led by Thomas Clarkson.  It was his research, carried out among sailors in British slave ports, that yielded astonishing and undeniable data about the slave trade. Clarkson covered 35,000 miles between 1787 and 1794, lecturing wherever he went and gathering information for use in the cause. He spoke to packed audiences in churches, chapels, and meeting halls.  At the docksides, sailors told him the squalid details of life (and death) on the ships. What those men said – about the nature of enslavement on the African coast, about African rebellion, and the violent repression, about the miseries of the Atlantic crossing- all added up to a picture of systematic brutality that shocked even those already opposed to the slave trade.  After 1793, the issue of ending the slave trade continued to be debated and rejected by Parliament. In 1798, Wilberforce decided not to press for abolition until times changed.  After a short peace in 1802 and Napoleon’s reintroduction of slavery into French colonies, Wilberforce again brought abolition to the House of Commons, but again the Lords resisted. It was only the death of Prime Minister William Pitt the Younger in January 1806 and the creation of a new government that made abolition possible – the new Cabinet had abolitionists within its ranks. Following a general election in 1806,  the House of Commons was filled with abolitionist members and the Abolition of the Slave Trade Act was passed by 283 votes to 16.  But the campaign was only partially successful. Other nations continued to trade in enslaved Africans after 1807, and the institution of slavery remained in place in the British colonies until 1838. Even so, the ending of the British slave trade was a remarkable accomplishment and Great Britain became the Atlantic’s major abolitionist power.  QUESTIONS: 1. What strategies did abolitionists use to educate the public about the reality of the slave trade? 2. What led to the ultimate victory for abolitionists and passage of the Slave Trade Act?   3. Can public opinion successfully influence government action today?  Support your answer with an example.   Your answer must be in your own words- do not use direct quotes.  Your answer must be a minimum of 75 words.  

On the Lewis Dot structure of chlorine atom how many of electrons are unpaired?

What is the molecular shape of the oxygen in methanol, shown below?

The electronegativity difference between C and O is ____ and therefore the C-O bond is a(n) ____ bond.