Jenny (mass = 63 kg) is skiing down a 17° slope. A tailwind is assisting her as she travels down the slow with a force of 18 N (parallel to the slope). The coefficient of dynamic friction between Jenny’s skis and the snow is 0.04. Assuming the ski hill is perfectly smooth and the net force in the vertical (y) direction is zero, what is the resultant (net) external force acting on Jenny and what is her acceleration? Include a free body diagram to illustrate the scenario, show complete workings, and report answers to two (2) decimals (with units and direction as required).

Two identical 82 mg dust particles very far apart (pee 0) are moving directly toward each other at a speed of 3698 m/s. the charge on each is-719 ? c. determine how close they will get to each other. let k = 9x109 n-m2/c2 & ignore gravity.

Two horizontal plates with infinite length and width are separated by a distance h in the z direction. the bottom plate is moving at a velocity u. the incompressible fluid trapped between the plates is moving in the positive x-direction with the bottom plate. align gravity with positive z. assume that the flow is fully-developed and laminar. if the systems operates at steady state and the pressure gradient in x-direction can be ignored, do the following: 1. sketch your system 2. identify the coordinate system to be used. 3. show your coordinates and origin point on the sketch. list all your assumptions. 5. apply the continuity equation to your system. nts of navier stokes equations of choice to your system 7. solve the resulting differential equation to obtain the velocity profile within the system make sure to list your boundary conditions. check units of velocity 8. describe the velocity profile you obtain using engineering terminology. sketch that on the same sketch you provided in (1). 9. obtain the equation that describes the volumetric flow rate in the system. check the units.

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