The school zone in front of your school has a posted speed limit of 25 mi/h, which is about 11 m/s. Let's examine the stopping of a car in several different situations. A.) The crossing guard holds up her stop sign, and the driver is paying attention well. The car moves at a constant rate of 11 m/s for 2.3 seconds while the driver reacts l, then slows down at a constant rate of -4.5 m/s^2. What is the stopping distance for the car in this situation?
B.) A child appears to be running into the street ahead. It takes 2.3 seconds for the driver to react and begin to brake, but this time at a rate of -7.5 m/s^2. What is the stopping distance for the car in this situation?
C.) The driver is looking at her phone and has a total reaction time of 4.6 seconds as the car is moving at a constant speed of 11 m/s. If the driver slams on her brakes and slows down at the rate of -8.2 m/s^2, what is the stopping distance for the car in this situation?

Argon is adiabatically compressed from an initial volume of 16 liters to a final volume of 2 liters. by what factor do the following quantities change? do they increase or decrease? (a) the rms speed (b) the thermal energy of the gas (c) the molar specific heat cv (d) the pressure

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 does a circuit breaker protect a refrigerator? a. when the current is too high, a metal strip in the fuse melts and opens the circuit. b. when the resistance is too high , a re-settable which opens a circuit c. when the current is too high , a re-settable switch opens the circuit d. when the resistance is too high a metal strip in the fuse melts and opens the circuit