When you are paddling a canoe, you push the water backwards with your paddle, which in turn will push you forward. which law of motion is being described in this scenario?

Orque can be calculated by multiplying the force (n) applied at 90? to the lever arm at a distance (m) from the pivot point (point of rotation), the compound si unit for the torque is n? m. if the force (at 90? to the lever arm) applied is 15 n and it is applied at 2.0 m from the pivot point (point of rotation), what is the torque on the lever?

Aball is thrown upward. at a height of 10 meters above the ground, the ball has a potential energy of 50 joules (with the potential energy equal to zero at ground level) and is moving upward with a kinetic energy of 50 joules. what is the maximum height h reached by the ball? consider air friction to be negligible. 1. h ≈ 10 m 2. h ≈ 50 m 3. h ≈ 30 m 4. h ≈ 40 m 5. h ≈ 20 m 003 10.0 points which of the two object shown below has the greatest kinetic energy? a m b 1 2 m v 2v 1. kinetic energies are the same. 2. a 3. b 4. unable to determine. 004 10.0 points tim, with mass 74.6 kg, climbs a gymnasium rope a distance of 3.1 m. the acceleration of gravity is 9.8 m/s 2 . how much potential energy does tim gain? answer in units of j. 005 10.0 points a car is moving at 64 miles per hour. the kinetic energy of that car is 5 × 105 j. how much energy does the same car have when it moves at 111 miles per hour? answer in units of j. 006 10.0 points an 102 kg man climbs up a 1 m high flight of stairs. the acceleration of gravity is 9.81 m/s 2 . w

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