1. Magnetism comes from inside the Earth. 2. Iron, nickel, and cobalt do / do not stick to magnets.
3. can produce electricity to make a magnet.
4. A(n) works because Earth is magnetic.
5. In a magnet, the electrons are in a(n) .
6. A magnet has a north and south .
7. Two north poles will push / pull from each other.
8. An MRI is a test that uses magnets to see inside / outside of the brain.
9. The Earth’s is iron and nickel.
10. The north pole and south pole of a magnet .
11. A(n) field is formed when electricity is flowing.
12. When a compass faces north it is called magnetic .
13. are the solar winds glowing at the North Pole.
14. are caused by the sun’s magnetic field.
15. In a computer, the chips are magnetic

please fill in the blanks this is due today please help me im failing this class

Ameter stick is pivoted at the 0.50-m line. a 3.0-kg object is hung from the 0.15-m line. where should a 5.0-kg object be hung to achieve equilibrium (the meter stick oriented horizontal and motionless)?

2. -/1 pointsserpse10 2.7.p.017.mi. an object moving with uniform acceleration has a velocity of 14.0 cm/s in the positive x direction when its x coordinate is 2.97 cm. if its x coordinate 2.85 s later is -5.00 cm, what is its acceleration? cm/s2 need ? read it master it

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