If you divide speed in miles per minute by 60 you get the same speed expressed in miles per

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

6–48 bananas are to be cooled from 24 to 138c at a rate of 215 kg/h by a refrigeration system. the power input to the refrigerator is 1.4 kw. determine the rate of cooling, in kj/ min, and the cop of the refrigerator. the specific heat of banana above freezing is 3.35 kj/kg·8c.

At the negative terminal of the battery the electron has electric potential energy. what happens to this energy as the electron jumps from the negative to the positive terminal?