In a very busy off-campus eatery one chef sends a 235-g broccoli-tomato-pickle-onion-mushro om pizza sliding down the counter from left to right at 1.65 m/s. Almost simultaneously, the other chef launches a 351-g veggieburger-on-a-bun (with everything, but hold the horseradish) along the same counter from right to left at 2.47 m/s. The two delicacies collide head on at the given speeds–the counter is practically friction-free due to accumulated grease–and merge into a single, unbelievably savory serving.

In what direction does the delectible dish move, if it moves at all?

a. to the left

b. to the right

c. doesn't move

At what speed does it move? Enter a positive number.

Suppose water is leaking from a tank through a circular hole of area ah at its bottom. when water leaks through a hole, friction and contraction of the stream near the hole reduce the volume of water leaving the tank per second to cah 2gh , where c (0 < c < 1) is an empirical constant. a tank in the form of a right-circular cone standing on end, vertex down, is leaking water through a circular hole in its bottom. (assume the removed apex of the cone is of negligible height and volume.) (a) suppose the tank is 20 feet high and has radius 8 feet and the circular hole has radius 2 inches. the differential equation governing the height h in feet of water leaking from a tank after t seconds is dh dt = − 5 6h3/2 . if the height of the water is initially 8 feet, how long will it take the tank to empty? (round your answer to two decimal places.)

Aman throws a football straight into the air. as it rises, it slows down. which type of energy is the football gaining?

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