Acar with a mass of 2500 kg accelerates when the traffic light turns green. if the net force on the car is 5000 newton’s, what is the car’s acceleration?

A33.1 g copper object is launched from a 1.5 m 30° steel incline positioned on the floor by being pulled up a string attached to a 50.0 g mass suspended vertically over a pulley. the object is projected towards a glass table where it lands when it is at the point along its trajectory with the lowest speed. it comes to a halt when it clears the opposite edge of the table. it then falls and lands on 9 physics texts each 5 cm thick that are stacked on the floor on the opposite side of the table. assume that the table does not have a ledge and the rectangular object experiences 0.05 n of air resistance as it falls towards the books. how far and how long did the object travel and how fast does it hit the books. assume that at the moment the copper object leaves the incline, the massless string and ideal pulley break off

•• al and bert are jogging side-by-side on a trail in the woods at a speed of 0.75 m/s. suddenly al sees the end of the trail 35 m ahead and decides to speed up to reach it. he accelerates at a constant rate of 0.50 m/s2, while bert continues on at a constant speed. (a) how long does it take al to reach the end of the trail? (b) once he reaches the end of the trail, he immediately turns around and heads back along the trail with a constant speed of 0.85 m/s. how long does it take him to meet up with bert? (c) how far are they from the end of the trail when they meet?

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