A tuning fork produces a sound at frequency 590 Hz. When this tuning fork is held near a second tuning fork, they produce a beat frequency of 5 Hz. What are the two possible frequencies produced by the second tuning fork?

Chapter 23, problem 075 the figure shows a geiger counter, a device used to detect ionizing radiation (radiation that causes ionization of atoms). the counter consists of a thin, positively charged central wire surrounded by a concentric, circular, conducting cylindrical shell with an equal negative charge. thus, a strong radial electric field is set up inside the shell. the shell contains a low-pressure inert gas. a particle of radiation entering the device through the shell wall ionizes a few of the gas atoms. the resulting free electrons (e) are drawn to the positive wire. however, the electric field is so intense that, between collisions with gas atoms, the free electrons gain energy sufficient to ionize these atoms also. more free electrons are thereby created, and the process is repeated until the electrons reach the wire. the resulting "avalanche" of electrons is collected by the wire, generating a signal that is used to record the passage of the original particle of radiation. suppose the radius of the central wire is 24 âµm, the inner radius of the shell 2.3 cm, and the length of the shell 14 cm. if the electric field at the shell's inner wall is 2.8 ă— 104 n/c, what is the total positive charge on the central wire?

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

How is the acceleration of an object in uniform circular motion constant? a - in magnitude only b - in direction only c - in both magnitude and direction d - in magnitude, direction & orientation