A proton moves in a circular path of the same radius as a cosmic ray electron moving at 5.5 × 106 m/s perpendicular to the Earth’s magnetic field at an altitude where the field strength is 1.0 × 10-5 T .(a) What will the speed of the proton be in m/s? sig. gif?tid=2M68-19-28-4E-A97A-18771(b) What would the radius of the path be in meters if the proton had the same speed as the electron? sig. gif?tid=2M68-19-28-4E-A97A-18771(c) What would the radius be in meters if the proton had the same kinetic energy as the electron? sig. gif?tid=2M68-19-28-4E-A97A-18771(d) What would the radius be in meters if the proton had the same momentum as the electron? sig. gif?tid=2M68-19-28-4E-A97A-18771

Aperson standing in a canoe exerts a force of 700 n to throw an anchor over the side. find the acceleration of the canoe if the total mass of the canoe and the person is 100 kg?

Choose the most likely outcome of this scenario: jen decided to go bike riding without a helmet. while no one is around during her ride, she is thrown from her bike when her wheel goes into a pothole. she is not injured, but she is terrified to get back on her bike. what happens next? a. her physical health is affected even though she wasn't hurt. b. her mental and emotional health are affected because she is afraid to get back on her bike. c. her social health is affected because she is worried her friends saw the fall. d. her overall health is not affected at all by her fall.

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