You slide across a wooden floor in your socks. There is a normal force of 800 N acting on you, and the coefficient of kinetic friction is 0.44. What is the force of friction acting on you as you slide?

1. consider the case in which air fills air shocks on a truck trailer. the pressure in the shocks is 2 mpa. the temperature is 300 k. the diameter of the shock piston is 10 cm and the initial length of the cylindrical cavity containing the compressed air is 40 cm. a. the truck is gradually loaded over a period of a day in a static setting. the temperature is held constant for the atmosphere and thus for the gas shock. calculate the compressibility of the air in the shock for this condition when the truck is initially being loaded. b. if the shocks were loaded in a dynamic setting by driving over bumps, what would be the compressibility? state your assumption. c. what is the initial load on the shock if the shock is in an atmospheric 100 kpa? d. if the shock is compressed using the process described in part a, and the air shock compressed air cavity length decreases to 20 cm, what is the additional load applied to the shock?

Suppose that an electromagnetic wave which is linearly polarized along the x−axis is propagating in vacuum along the z−axis. the wave is incident on a conductor which is placed at z > 0 region of the space. the conductor has conductivity σ, magnetic permeability µ and electric permittivity ε. (a) find the characteristic time for the free charge density which dissipates at the conductor. (b) write the maxwell equations and derive the wave equation for a plane wave propagating in a conductor. (c) find the attenuation distance at which the incident amplitude reduces to e ^−1 of its initial value. (d) find the electric and magnetic fields inside the conductor. 8 (e) find the power loss per area of the incident electromagnetic wave at the surface of conductor.

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