2: A cannon fires an 8 kg cannonball into the air. At the highest point in its flight, before coming back down, the cannonball has a horizontal velocity of 35 m/s and is 15 m above the ground.
We can think about the mechanics of the cannon's firing as follows: while the ball was in the 1.5 m
long tube, it experienced an average force due to the explosion of gunpowder. The moment the ball
left the tube, it started to free fall (that is, fly in projectile motion) since this force is no longer
applied. What average force did the cannon's gunpowder explosion apply to the cannonball while it
was in the tube?

Velocity is a description of both speed and direction, therefore it - a vector - a force arrow - the same as acceleration - a magnitude

Click the game tab at the bottom of the simulation and select level 1. (there is no seesaw balance for this part of the activity.) balance the first equation, and click check to see if you got it right. if you can’t balance it in the first try, you can try again. work through the five equations for level 1. click continue to go on to level 2, and later level 3. each level is more difficult than the one before. keep trying until all the equations are balanced. in one or two sentences, describe how you did in the balancing game. in a few more sentences, explain one strategy you learned for balancing more complex equations.

4. now look at the green lines you created by connecting the three boiling point data points and the three melting point data points. for each of these lines, describe any trends you see. 5. locate the elements on your periodic table that you circled in green on your graph. what term or description would you use to identify these elements with respect to the periodic table? 7. using the room temperature line (orange line) and your periodic table, make lists that identify the state of matter (gas, liquid, or solid) in which each element you plotted exists at room temperature. explain your answers.