Katie sits on the ground and rests her hands on a bowling ball in front of her. She uses all her force to push the bowling ball away from her body. Next, Katie rests her hands on a soccer ball situated in front of her at the same location. She uses all her force to push the soccer away from her body. How does the movement of the two balls contrast?

There are two routes similar in terrain; however, one route has an incline of approximately 28 degrees, and you must decide on which route to take. what is the maximum road grade that your fully loaded ecv can climb?

1. how much energy is needed to raise the temperature of 40.0 g of argon from 25c to 40c? the specific heat capacity of argon is 0.520 j/(g·k) 2a. 23.0 ml of 0.100 m hcl (standard) are added from a buret to neutralize 50.0 ml of an unknown basic solution. 2b. if the oh- produced in the previous reaction came from ca(oh)2, then what is the molarity of the ca(oh)2? 3.calculate the new freezing-point of a solution when 60.5 grams of cacl2 solute is dissolved in 0.612 kg of water. 4. what is the maximum number of moles of alcl3 that can be produced from 5.0 mol al and 6.0 mol cl2? 5. a sample of oxygen gas has a volume of 150 ml when its pressure is 0.923 atm. if the pressure is increased to 0.987 atm and the temperature remains constant, what will the new volume be? 6. nitrogen gas in a closed container at a temperature of 100.0 oc and 3.0 atm is heated to 300 oc. what is the pressure of the gas at the higher temperature?

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