Atruck covers 40.0 m in 9.40 s while uniformly slowing down to a final velocity of 1.70 m/s.
a) find truck's original speed
b) find its acceleration

Na food processing facility, a spherical container of inner radius r1 5 40 cm, outer radius r2 5 41 cm, and ther- mal conductivity k 5 1.5 w/m · k is used to store hot water and to keep it at 100°c at all times. to accomplish this, the outer surface of the container is wrapped with a 800-w electric strip heater and then insulated. the temperature of the inner surface of the container is observed to be nearly 120°c at all times. as- suming 10 percent of the heat generated in the heater is lost through the insulation, (a) express the differential equation and the boundary conditions for steady one-dimensional heat conduction through the container, (b) obtain a relation for the variation of temperature in the container material by solving the differential equation, and (c) evaluate the outer surface tempera- ture of the container. also determine how much water at 100°c this tank can supply steadily if the cold water enters at 20°c.

Aplane takes off from an airport and flies to town a, located d1 = 215 km from the airport in the direction 20.0° north of east. the plane then flies to town b, located d2 = 230 km at 30.0° west of north from town a. use graphical methods to determine the distance and direction from town b to the airport. (enter the distance in km and the direction in degrees south of west.)

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