A steady-state temperature difference of 85 K is impressed across a fiberglass layer of 13 cm thickness. The thermal conductivity of the fiberglass is 0.035 W/m K. Compute the heat transferred through the material per hour per meter squared.

Shelly experiences a backward jolt when the driver starts the school bus. which of the following explains this phenomenon? a. the inertia of shelly b. the inertia of the bus c. the normal force of the seats on shelly d. the net force acting on shelly in a backward direction e. a zero net force acting on shelly

Air is held within a frictionless piston-cylinder container, which is oriented vertically. the mass of the piston is 0.45 kg and the cross-sectional area is 0.0030 m2. initially (state 1) the pressure of the gas is sufficient to support the weight of the piston as well as the force exerted by the atmospheric pressure ( 101.32 kpa). the volume occupied by the air within the cylinder in state 1 is 1.00 liter. one end of a spring (with spring constant k = 1000 n/m) is attached to the top of the piston, while the other end of the spring is attached to a stage that can move vertically. initially the spring is undeflected and therefore exerts no force. then the stage is then moved quasistatically downward a distance of 10.0 cm, at which point the system reaches state 2. the piston-cylinder is not insulated; rather it remains in diathermal contact with the surroundings, which are at a constant temperature of 300 k. what is the change of pressure within the container?

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