A box with a mass 13.0 kg moves on a ramp that is inclined at an angle of 55.0° above the horizontal. The coefficient of kinetic friction between the box and the ramp surface is μk = 0.300.(a) Calculate the magnitude of the acceleration of the box if you push on the box with a constant force 150.0 N that is parallel to the ramp surface and directed down the ramp, moving the box down the ramp.(b) Calculate the magnitude of the acceleration of the box if you push on the box with a constant force 150.0 N that is parallel to the ramp surface and directed up the ramp, moving the box up the ramp.

Acup of coffee sits on the dashboard of an automobile. the car goes around a sharp curve. even though you hold the cup still, coffee still splashes out. this can best be explained due to a) density. b) friction. c) gravity. d) inertia.

Thomas his older brothers, who own a junk yard, on the weekends to earn extra money. he likes to them push broken-down cars to the back of the junk yard because it makes him feel strong. last saturday, they pushed three cars with different weights, and he noticed he used different amounts of force for each one. the cars were the following weights: white car: 2,700 kg red car: 1,500 kg blue car: 2,100 kg think about how much force is needed to move each car. which correctly lists the cars in order from the most to least amount of force needed to move them? a) white, blue, red b) blue, red, white c) red, white, blue d) white, red, blue

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