The absolute temperature of a gas is increased four times while maintaining a constant volume. what happens to the pressure of the gas?
it decreases by a factor of four.
it increases by a factor of four.
it decreases by a factor of eight.
it increases by a factor of eight.

5submission this assignment is worth 20 points total. you are required to submit the following by next lab: 1. (3 points) determine the equation for the output angular velocity ω2 = θ˙ 2 as a function of θ1, ω1 = θ˙ 1 and α. you must show all your work to receive credit. 2. (2 points) use the result of problem#1 to plot ω2 over 0 ≤ θ1 ≤ 360deg with ω1 = 360deg/sec. do this for α = {10,30}deg. show the results on the same plot and properly label the axes, title, legend. for this you can use matlab or ms excel. 3. (3 points) determine the equation for the output angular acceleration ω˙ 2 and create a plot similar to the one in problem#2. 4. (10 points) submit plots of the results (ω2 and ω˙ 2) obtained from creo/mechanism and compare them to results of problem#2 and problem#3. note that you should do these comparisons for the two cases with α = {10,30}deg. 5. (2 points) provide a brief explanation of the results. did they match? what are the implications as misalignment angle increases?

The energy of a photon was found to be 3.38 × 10–19 j. planck’s constant is 6.63 × 10–34 j • s. which color of light corresponds to this photon?

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