1. explain why free-fall acceleration can be regarded as a constant for objects
falling within a few hundred miles of earth's surface.

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

In science and physics what is the standard unit of measure for speed?

Two kilograms of air within a piston–cylinder assembly executes a carnot power cycle with maximum and minimum temperatures of 800 k and 300 k, respectively. the heat transfer to the air during the isothermal expansion is 60 kj. at the end of the isothermal expansion the volume is 0.4 m3. assume the ideal gas model for the air. determine the thermal efficiency, the volume at the beginning of the isothermal expansion, in m3, and the work during the adiabatic expansion, in kj.