Trộn 100 (ml) dung dịch AlCl31M với 200 (ml) dung dịch NaOH 2,25M được dung dịch A. Để kết tủa hoàn toàn ion Al3+ trong dung dịch A dưới dạng hiđroxit cần dùng một thể tích khí CO2 (đktc) là:
A.2,24 lít.
B.3,36 lít.
C.1,12 lít.
D.6,72 lít.
Đáp án và lời giải
Đáp án:B
Lời giải: 3,36 lít.
Chia sẻ
Một số câu hỏi khác cùng bài thi.
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Ca(HCO3)2 có thể tác dụng với tất cả các chất trong dãy:
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Hãy chọn phương pháp hóa học trong số các phương pháp sau để nhận biết được mỗi kim loại Na, Ca và Al (theo trình tự tiến hành)?
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Cho 700 (ml) dung dịch KOH 0,1M vào 100 (ml) dung dịch AlCl3 0,2M. Sau phản ứng khối lượng kết tủa tạo ra là:
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Trộn lẫn 200 (ml) dung dịch Al3+ với 300 (ml) dung dịch chứa OH- thu được dung dịch X trong đó nồng độ là 0,2M, khối lượng dung dịch giảm 7,8 gam. Nồng độ của Al3+ và OH- trong dung dịch ban đầu lần lượt là:
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Tính chất hóa học chung của các kim loại kiềm, kiềm thổ và nhôm là:
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Có các thuốc thử: Dung dịch NaOH, dung dịch HNO3, dung dịch NaCl, dung dịch NaNO3. Để phân biệt dung dịch chứa K2CO3 với các dung dịch chứa KNO3, K2SO4 có thể dùng:
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Có hiện tượng gì xảy ra khi cho dung dịch Na2CO3 vào dung dịch FeCl3?
1. Hiện tượng sủi bọt.
2. Hiện tượng có kết tủa đỏ nâu.
3. Không có hiện tượng gì.
4. Hiện tượng có kết tủa trắng.
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Từ CaCl2 điều chế Ca bằng cách:
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Kết luận nào sau đây không đúng đối với nhôm?
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Trộn 100 (ml) dung dịch AlCl31M với 200 (ml) dung dịch NaOH 2,25M được dung dịch A. Để kết tủa hoàn toàn ion Al3+ trong dung dịch A dưới dạng hiđroxit cần dùng một thể tích khí CO2 (đktc) là:
-
Xử lí 9 (g) Al bằng dung dịch NaOH đặc, nóng dư, người ta thu được 10,08 lít H2 (đktc). % của Al trong hợp kim (biết các thành phần khác trong hợp kim không tác dụng với NaOH) là:
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Các phương trình phản ứng nào sau đây chứng minh Al(OH)3 là chất lưỡng tính?
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Cho 5,6 (g) hỗn hợp gồm NaOH và KOH rắn (có thành phần thay đổi) vào nước, ta được dung dịch X. Cho X phản ứng với dung dịch có chứa 0,04 mol AlCl3, khối lượng kết tủa thu được lớn nhất và nhỏ nhất là:
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Dung dịch X chứa H+, Na+, Cl- có thêm vài giọt quỳ tím. Nếu đem điện phân X thì màu của dung dịch sẽ biến đổi như thế nào?
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Các dụng cụ bằng nhôm hàng ngày khi tiếp xúc với nước dù ở nhiệt độ cao cũng không có phản ứng gì vì:
-
Chất nào sau đây có thể làm mềm nước cứng vĩnh cửu?
-
Phương pháp không dùng để điều chế Ca(OH)2 là:
-
Hòa tan một lượng hỗn hợp các kim loại kiềm vào nước được dung dịch Y và giải phóng 0,45 gam khí. Pha dung dịch Y thành V lít dung dịch Z có pH = 13. Giá trị của V là:
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Lấy dung dịch có a mol NaOH hấp thụ hoàn toàn 2,64 gam khí CO2, thu được đúng 200 (ml) dung dịch X. Trong dung dịch X không còn NaOH và nồng độ của ion là 0,2M. a có giá trị là:
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Cho m1 gam Al vào 100 (ml) dung dịch gồm Cu(NO3)2 0,3M và Ag(NO3)2 0,3M. Sau khi các phản ứng xảy ra hoàn toàn thì thu được m2 (gam) chất rắn X. Nếu cho m2 (gam) X tác dụng với lượng dư dung dịch HCl thì thu được 0,336 (lít) khí (ở đktc). Giá trị của m1 và m2 lần lượt là:
Một số câu hỏi khác có thể bạn quan tâm.
-
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Noise is unwanted sound and is among the most pervasive pollutants today. Noise from road traffic, jet planes, jet skis, garbage trucks, construction equipment, manufacturing processes, lawn mowers, leaf blowers, and boom boxes, to name a few, are among the unwanted sounds that are routinely broadcast into the air. The problem with noise is not only that it is unwanted, but also that it negatively affects human health and well-being. Problems related to noise include hearing loss, stress, high blood pressure, sleep loss, distraction and lost productivity, and a general reduction in the quality of life and opportunities for tranquility. We experience noise in a number of ways. On some occasions, we can be both the cause and the victim of noise, such as when we are operating noisy appliances or equipment. There are also instances when we experience noise generated by others just as people experience second-hand smoke. While in both instances, noises are equally damaging, second-hand noise is more troubling because it has negative impacts on us but is put into the environment by others, without our consent. The air into which second-hand noise is emitted and on which it travels is a “commons”, a public good.Itbelongs to no one person or group, but to everyone. People, businesses, and organizations, therefore, do not have unlimited rights to broadcast noise as they please, as if the effects of noise were limited only to their private property. On the contrary, they have an obligation to use the commons in ways that are compatible with or do not detract from other uses. People, businesses, and organizations thatdisregardthe obligation to not interfere with others' use and enjoyment of the commons by producing noise pollution are, in many ways, acting like a bully in a school yard. Although perhaps unknowingly, they nevertheless disregard the rights of others and claim for themselves rights that are not theirs. We have organized to raise awareness of noise pollution and help communities take back the commons from those acting like bullies. Our efforts include building a library of resources and tools concerning noise pollution, establishing links to other groups that have similar collections, establishing networks among local noise activists, assisting communities and activists who are working to reduce noise pollution, and monitoring and advocating for stronger noise controls.
Question: Which of the following best describes the author’s tone in the passage?
-
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Noise is unwanted sound and is among the most pervasive pollutants today. Noise from road traffic, jet planes, jet skis, garbage trucks, construction equipment, manufacturing processes, lawn mowers, leaf blowers, and boom boxes, to name a few, are among the unwanted sounds that are routinely broadcast into the air. The problem with noise is not only that it is unwanted, but also that it negatively affects human health and well-being. Problems related to noise include hearing loss, stress, high blood pressure, sleep loss, distraction and lost productivity, and a general reduction in the quality of life and opportunities for tranquility. We experience noise in a number of ways. On some occasions, we can be both the cause and the victim of noise, such as when we are operating noisy appliances or equipment. There are also instances when we experience noise generated by others just as people experience second-hand smoke. While in both instances, noises are equally damaging, second-hand noise is more troubling because it has negative impacts on us but is put into the environment by others, without our consent. The air into which second-hand noise is emitted and on which it travels is a “commons”, a public good.Itbelongs to no one person or group, but to everyone. People, businesses, and organizations, therefore, do not have unlimited rights to broadcast noise as they please, as if the effects of noise were limited only to their private property. On the contrary, they have an obligation to use the commons in ways that are compatible with or do not detract from other uses. People, businesses, and organizations thatdisregardthe obligation to not interfere with others' use and enjoyment of the commons by producing noise pollution are, in many ways, acting like a bully in a school yard. Although perhaps unknowingly, they nevertheless disregard the rights of others and claim for themselves rights that are not theirs. We have organized to raise awareness of noise pollution and help communities take back the commons from those acting like bullies. Our efforts include building a library of resources and tools concerning noise pollution, establishing links to other groups that have similar collections, establishing networks among local noise activists, assisting communities and activists who are working to reduce noise pollution, and monitoring and advocating for stronger noise controls.
Question: Which of the following is NOT true according to the passage?
-
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions:
Noise is unwanted sound and is among the most pervasive pollutants today. Noise from road traffic, jet planes, jet skis, garbage trucks, construction equipment, manufacturing processes, lawn mowers, leaf blowers, and boom boxes, to name a few, are among the unwanted sounds that are routinely broadcast into the air. The problem with noise is not only that it is unwanted, but also that it negatively affects human health and well-being. Problems related to noise include hearing loss, stress, high blood pressure, sleep loss, distraction and lost productivity, and a general reduction in the quality of life and opportunities for tranquility. We experience noise in a number of ways. On some occasions, we can be both the cause and the victim of noise, such as when we are operating noisy appliances or equipment. There are also instances when we experience noise generated by others just as people experience second-hand smoke. While in both instances, noises are equally damaging, second-hand noise is more troubling because it has negative impacts on us but is put into the environment by others, without our consent. The air into which second-hand noise is emitted and on which it travels is a “commons”, a public good.Itbelongs to no one person or group, but to everyone. People, businesses, and organizations, therefore, do not have unlimited rights to broadcast noise as they please, as if the effects of noise were limited only to their private property. On the contrary, they have an obligation to use the commons in ways that are compatible with or do not detract from other uses. People, businesses, and organizations thatdisregardthe obligation to not interfere with others' use and enjoyment of the commons by producing noise pollution are, in many ways, acting like a bully in a school yard. Although perhaps unknowingly, they nevertheless disregard the rights of others and claim for themselves rights that are not theirs. We have organized to raise awareness of noise pollution and help communities take back the commons from those acting like bullies. Our efforts include building a library of resources and tools concerning noise pollution, establishing links to other groups that have similar collections, establishing networks among local noise activists, assisting communities and activists who are working to reduce noise pollution, and monitoring and advocating for stronger noise controls.
Question: The word “disregard” in paragraph 5 could be best replaced by which of the following?
-
Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: What does the author think teachers do which they should not do?
-
Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: According to the first paragraph, what basic skills do children learn to do without being taught?
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Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: The passage suggests that learning to speak and learning to ride a bicycle are ________.
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Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: The word “he” in the first paragraph refers to ________ .
-
Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: The author fears that children will grow up into adults who are ________.
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Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: Exams, grades and marks should be abolished because children’s progress should only be estimated by ________.
-
Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions:
Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught - to talk, run, climb, whistle, ride a bicycle - compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learn it.
Question: The word “complicated” in the third paragraph is closest in meaning to ________.
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