A cart of mass M rolls on frictionless bearings and is fitted with a device that launches metal spheres to the left. Any number of metal spheres can be loaded into the top of the launching device, but the device only launches one sphere every T seconds. The device launches all metal spheres with a speed v0 relative to the cart before the sphere is launched. Suppose that the cart has the same mass as a single sphere, that the cart is initially at rest, and that the can loaded with three spheres. The spheres are launched at times t = 1.1=27. and 1= 37. The cart begins moving to the right as a result of the launching of the spheres.

Required:
Sketch a graph of the rightward speed of the cart as a function of time.

Some material consisting of a collection of microscopic objects is kept at a high temperature. a photon detector capable of detecting photon energies from infrared through ultraviolet observes photons emitted with energies of 0.3 ev, 0.5 ev, 0.8 ev, 2.0ev, 2.5ev, and 2.8ev. these are the only photon energies observed. (a) draw and label a possible energy-level diagram for one of the microscopic objects, which has four bound states. on the diagram, indicate the transitions corresponding to the emitted photons. explain briefly. (b) would a spring–mass model be a good model for these microscopic objects? why or why not? (c) the material is now cooled down to a very low temperature, and the photon detector stops detecting photon emissions. next, a beam of light with a continuous range of energies from infrared through ultraviolet shines on the material, and the photon detector observes the beam of light after it passes through the material. what photon energies in this beam of light are observed to be significantly reduced in intensity (“dark absorption lines”)? explain briefly.

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

Along the line connecting the two charges, at what distance from the charge q1 is the total electric field from the two charges zero? express your answer in terms of some or all of the variables s, q1, q2 and k =14ï€ïµ0. if your answer is difficult to enter, consider simplifying it, as it can be made relatively simple with some work.