Acurrent-carrying wire moves toward a coil
a long straight wire carrying current i is moving with speed v toward a small circular coil of radius r containing n turns, which is attached to a voltmeter as shown. the long wire is in the plane of the coil. (only a small portion of the wire is shown in the diagram.)the radius of the coil is 0.02 m, and the coil has 11 turns. at a particular instant i = 4 amperes, v = 3 meters per second, and the distance from the wire to the center of the coil x = 0.16 m.
(a) what is the magnitude of the rate of change of the magnetic field inside the coil? you will need to calculate this algebraically before you can get a number. write an expression for the magnetic field due to the wire at the location of the coil. use the approximate formula, since the wire is very long. remember the chain rule, and remember that v = dx/dt.
db/dt = t/s
(b) what is the magnitude of the voltmeter reading? remember that this includes all 11 turns of the coil.
volts

Ablock of steel has a density of 0.29lbs per cubic inch. if the block has dimensions of 1 inch by 1 inch by 3 inches, what is its weight? a. 0.29lbs b. 0.58lbs c. 0.87lbs d. 1lbs

The a992 steel rod bc has a diameter of 50 mm and is used as a strut to support the beam. determine the maximum intensity w of the uniform distributed load that can be applied to the beam without risk of causing the strut to buckle. take f. s. = 2 against bucklin

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit