3a 1‐in‐od steel tube has its outside wall surface maintained at 250 f. it is proposed to increase the rate of heat transfer by adding fins of 3/32‐in thickness and 3/4‐in long to the outside tube surface. compare the increase in heat transfer achieved by adding 12 longitudinal straight fins or circular fins with the same total surface area as the 12 longitudinal fins. the surrounding air is at 80 f, and the convective heat‐transfer coefficient is 6 btu/h ft2 f.

Animals respond in various ways to stimuli detected through their senses. some of these responses are stimulated by the presence of danger. which of these animal responses is the best example of a response to an immediate threat? a) a rooster crows every morning at the first sign of light. b) as something approaches an octopus, it shoots a cloud of ink. c) from late fall until spring, bears hibernate to preserve energy. reactivate d) a dog is getting hot in the sunlight, so he moves to a shaded area.

Aball tossed vertically upward from the ground next to a building passes the bottom of a window 1.8 s after being tossed and passes the top of the window 0.20 s later. the window is 2.0 m high from top to bottom. what was the ball's initial velocity? the unit vector j^ is directed upward. how far is the bottom of the window from the launch position? how high does the ball rise above the launch position?

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