30 points this is language arts Read the excerpt from A Black Hole is NOT a Hole.

However, near a black hole, gases and dust and stars encounter its tug. Some things may be hurtling by so fast they won't get pulled into the black hole. Other things may not be as swift. They will be drawn in.

Closer and closer, the tugging force gets stronger and stronger. Close enough, the black hole no longer acts like a whirlpool.

With a whirlpool, there's always a fast-enough fish—or a fast-enough something—that moves so quickly it won't be pulled all the way into the center.

Not so with a black hole! Within a certain distance the black hole's power is so strong, nothing is fast enough to zip away.
What is being compared or contrasted in this excerpt?
A. A comparison between the power of a star and the power of a whirlpool is being made.
B. A contrast between the power of a star and the power of a whirlpool is being made.
C. A comparison between the power of a black hole and the power of a whirlpool is being made.
D. A contrast between the power of a black hole and the power of a whirlpool is being made.

11. you want to calculate the displacement of an object thrown over a bridge. using -10 m/s2 for acceleration due to gravity, what would be the total displacement of the object if it took 8 seconds before hitting the water?

Glass is transparent to visibile light under normal conditions; however, at extremely high intensities, glass will absorb most of the light incident upon it. this works through a process known as multiphoton absorption. in this process, several photons are absorbed at the same time. if very intense light whose photons carry 2ev of energy is shined onto a material with a band gap of 4ev, that light can be absorbed through two-photon absorption, because two photons have the right amount of energy to bridge the band gap. what is the minimum number of photons of 800-nm light that are needed to equal or exceed the band gap of fused silica glass

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