A charge q1 of -6.00 × 10^-9 C, a charge a2 of -3.00 × 10^-9 C, and charge q3 of -1.10^-9 C. Q1 and a2 are separated by a distance of 60.0 cm, q2 and q3 are separated by distance 60.0 cm. What is the net charge on the q2?

The researcher did not find strong evidence to support the idea that job applicants with popular names are viewed more favorably than equally qualified applicants with less popular names.

It sounds like the researcher conducted an experiment to investigate whether job applicants with popular names are viewed more favorably than equally qualified applicants with less popular names.

Based on the information provided, the researcher found that the differences in the evaluations of the applicants by the two groups were not significant at the .001 level.

The factors that play an important role in the hiring process for a job:

(1) Qualifications and experience: Employers typically look for candidates who possess the necessary qualifications and experience for the job. This includes education, training, certifications, and work experience.

(2) Skills and abilities: Employers also consider a candidate's skills and abilities related to the job. These may include technical, interpersonal, communication, and problem-solving skills.

(3) Personal characteristics: Personal characteristics, such as motivation, work ethic, and adaptability, can also play a role in the hiring process. Employers may look for candidates who demonstrate a positive attitude, a willingness to learn, and the ability to work well with others.

(4) Fit with company culture: Companies may also consider whether a candidate fits with their company culture, values, and mission. This can include factors such as teamwork, creativity, and innovation.

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Answer:

Explanation:

a. Work is done when the direction of the force and the distance is parallel, that is in the same direction. So, the distance here has both a horizontal and vertical component. This is because when a plane takes off, it doesn't just shoot upward, but move along the surface and increase its height from the ground.

So now, we know that the direction of the force upward (since it's a thrust). That's why work is done only when you take the vertical component of your direction(distance). Because force and distance must be parallel.

b. Yes. Kinetic energy(K.E)  is directly proportional to velocity(speed). [tex]K.E = \frac{1 }{2} mv^{2}[/tex]

And velocity changes from take off to landing. So there is a change in kinetic energy.

c. Gravitational potential energy(GPE) is directly proportional to height. So when height increases, it will increase too. After take off, there will be an increase of height.

[tex]GPE = mgh[/tex]

d.  Mechanical energy is the sum of potential and kinetic energy. As both K.E and GPE change when the values of velocity and height respectively varies, so will the mechanical energy.

Answer: a

Explanation:

Answer:

A) P.E = 138.44 J

B) The velocity of swing at bottom, v = 3.33 m/s

C) The work done, W = -138.44 J

Explanation:

Given,

The mass of the child, m = 25 Kg

The length of the swing rope, L = 2.2 m

The angle of the swing to the vertical position, ∅ = 42°

A) The potential energy at the initial position ∅ = 42° is given by the relation

                               P.E = mgh joule

Considering h  = 0 for the vertical position

The h at ∅ = 42° is  h = L (1 - cos∅)

                              P.E = mgL (1 - cos∅)

Substituting the given values in the above equation

                              P.E = 25 x 9.8 x 2.2 (1 - cos42°)

                                     = 138.44 J

The potential energy for the child just as she is released, compared to the potential energy at the bottom of the swing is, P.E = 138.44 J

B) The velocity of the swing at the bottom.

At bottom of the swing the P.E is completely transformed into the K.E

                 ∴                 K.E = P.E

                                    1/2 mv² = 138.44

                                    1/2 x 25 x v² 138.44

                                           v² = 11.0752

                                            v = 3.33 m/s

The velocity of the swing at the bottom is, v = 3.33 m/s

C) The work done by the tension in the rope from initial position to the bottom

            Tension on string, T = Force acting on the swing, F

                           =

                           = - 2.2 x 25 x 9.8 [cos0 - cos 42°]

                           = - 138.44 J

The negative sign in the in energy is that the work done is towards the gravitational force of attraction.

The work done by the tension in the ropes as the child swings from the initial position to the bottom of the swing, W = - 138.44 J

The net force on particle q₁ is 9.22 × 10^-13 N, and it points to the left.

The net force on particle q₁ due to particles q2 and q3 can be found using Coulomb's law.

Coulomb's law states that the force between two charged particles is given as

F= k * (q₁ * q₂) / r^2

Since q₁ and q₂ have the same charge, the force between them is repulsive, i.e., it points to the left. Using Coulomb's law, we can find the magnitude of this force:

F₁₂ = k * (q₁ * q₂) / r₁₂^2

F₁₂ = (9 × 10^9 Nm^2/C^2) * (-2.35 × 10^-6 C)^2 / (0.100 m)^2

F₁₂ = -4.61 × 10^-13 N

Here,  the force between q₁ and q₂ points to the left, and its magnitude is 4.61 × 10^-13 N.

The  force between q₂ and q₃ also points to the left, and its magnitude is given as

F₂₃ = k * (q₂ * q₃) / r₂₃^2

F₂₃ = (9 × 10^9 Nm^2/C^2) * (-2.35 × 10^-6 C)^2 / (0.100 m)^2

F₂₃ = -4.61 × 10^-13 N

Here,  the force between q₂ and q₃ also points to the left, and its magnitude is 4.61 × 10^-13 N.

F_net = -F₁₂ - F₂₃

F_net = -(-4.61 × 10^-13 N) - (-4.61 × 10^-13 N)

F_net = 9.22 × 10^-13 N

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Answer:

[tex]80\; {\rm m\cdot s^{-1}}[/tex].

Explanation:

The frequency [tex]f[/tex] of a wave is the number of cycles completed in unit time ([tex]1\; {\rm s}[/tex] in this example.) In this question, [tex]f = 40\; {\rm s^{-1}}[/tex] ([tex]1\; {\rm Hz} = 1\; {\rm s^{-1}}[/tex]) means that the wave would complete [tex]40[/tex] cycles in every [tex]1\; {\rm s}[/tex].

The wavelength [tex]\lambda[/tex] of a wave is the distance the wave travels in each cycle. It is given that [tex]\lambda = 2\; {\rm m}[/tex].

The goal is to find the wave speed, which is the distance that this wave travels in unit time ([tex]1\; {\rm s}[/tex].)

In this question, it is given that [tex]\lambda = 2\; {\rm m}[/tex] and [tex]f = 40\; {\rm s^{-1}}[/tex]. Thus, this wave would travel a total of [tex]40\, (2\; {\rm m}) = 80\; {\rm m}[/tex] for the [tex]40[/tex] cycles completed in each unit time of [tex]1\; {\rm s}[/tex] ([tex]\lambda = 2\; {\rm m}[/tex] for each cycle.) The speed of this wave would be [tex]80\; {\rm m\cdot s^{-1}}[/tex].

Formally, the speed [tex]v[/tex] of this wave can be found by multiplying the wavelength [tex]\lambda[/tex] of this wave by its frequency [tex]f[/tex]:

[tex]\begin{aligned}v &= \lambda\, f \\ &= (2\; {\rm m})\, (40\; {\rm s^{-1}) \\ &= 80\; {\rm m\cdot s^{-1}}\end{aligned}[/tex].

1. The gravitational force between two objects decreases as the distance between them increases.

Gravitational force is the attraction between two objects that is produced by their masses.

2. The gravitational force between two objects increases as the mass of one of the objects increases.

3. A bar magnet with magnetic field lines looks like a line of arrows pointing from the North Pole to the South Pole.

4. The parts of an electromagnet are the core, the coil, and the electricity.

5. A solenoid is a coil of wire wrapped around a core, usually made of iron, that produces a magnetic field when electricity is passed through it.

6. Two ways to strengthen an electromagnet are to increase the number of coils in the solenoid and to increase the strength of the electric current.

7. When the electricity is turned off, the magnetic force in an electromagnet decreases.

8. To test the strength of an electromagnet, you can measure the amount of mass it produces when it is turned on.

9. Besides the amount of mass an electromagnet produces, you can also measure the strength by measuring the current and number of turns in the coil.

10. Electromagnetic induction is the production of an electric current when a magnetic field is changed.

11. When a permanent magnet is moved through a coil of wire attached to a circuit, it produces an electric current.

12. Ammeters and galvanometers measure electric current in a circuit.

13. They use the principle of electromagnetic induction to measure the electric current in a circuit.

14. The generator in a hydroelectric power plant (or any power plant) is used to convert mechanical energy from the turbine into electrical energy.

15. In an electric generator, mechanical energy is converted into electrical energy through electromagnetic induction.

16. When electric current flows into a simple electric motor, it causes a spinning magnet to move and generate motion.

17. In an electric motor, electrical energy is converted into mechanical energy through electromagnetic induction.

18. An electromagnet does not include a spinning magnet, while an electric motor does.

19. The energy source that produces light in a flashlight you have to crank is mechanical energy.

20. The device that uses a rotating coil of wire in a magnetic field to produce motion is an electric motor.

21. A transformer is a device that increases or decreases electrical energy.

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The top surface of the oil on that side of the tube is 0.6 times higher than the surface of the water on the other side of the tube.

The principle of hydrostatics, also known as Pascal's principle, states that when an external pressure is applied to a fluid in a container, that pressure is transmitted uniformly in all directions within the fluid, regardless of the shape or volume of the container. In other words, the pressure applied to a confined fluid will be distributed evenly throughout the fluid and will not change in magnitude at any point within the fluid. This principle is important in a number of applications, such as hydraulic systems, which use fluids to transmit force and pressure from one point to another. It is also used to explain how liquids exert pressure on the walls of their container and how objects can float or sink in fluids.

We can use the principles of hydrostatics to solve this problem. Let's call the height difference between the two water surfaces h. We can assume that the oil completely covers the water on one side of the tube and does not mix with it, so the oil and water form two separate liquid columns with a common interface. Let's call the height difference between the oil and water surfaces on the same side of the tube H.

The pressure at any given point in a fluid depends only on the depth of that point below the surface of the fluid and the density of the fluid. Since the two water columns are at the same height, they experience the same pressure from the atmosphere. Similarly, the two oil columns experience the same pressure from the atmosphere.

Now consider a point on the interface between the oil and water on the same side of the tube. This point is at a depth of h+H below the water surface on the other side of the tube, so the pressure at this point is greater than atmospheric pressure by an amount equal to the product of the density of water, the acceleration due to gravity, and the total depth (h+H):

P = Patm + ρwatergh

where P is the pressure at the interface, Patm is atmospheric pressure, ρwater is the density of water, g is the acceleration due to gravity, and h+H is the total depth.

Similarly, the pressure at this point is less than atmospheric pressure by an amount equal to the product of the density of oil, the acceleration due to gravity, and the depth of the oil column (H):

P = Patm - ρoilgH

Since the interface between the oil and water is at the same pressure, we can equate these two expressions for P:

Patm + ρwatergh = Patm - ρoilgH

Solving for H, we get:

H = h(ρwater/ρoil)

Substituting the given values, we get:

H = 0.6h

Therefore, the top surface of the oil on that side of the tube is 0.6 times higher than the surface of the water on the other side of the tube.

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Aproximately 1.09 m/s was the locust's first speed.

In engineering mechanics, vectors are used to express values with both a magnitude and a direction. For analysis, vector representations of a variety of engineering quantities—including forces, displacements, velocities, and accelerations—are required.

Δy = vsin(θ)t - 0.5gt²

0 = v*sin(55°)t - 0.5(-9.81 m/s²)*t²

t = 2vsin(55°)/g

Now, we can use the horizontal motion of the locust to find the initial velocity v. The horizontal distance traveled by the locust is given by:

Δx = v*cos(55°)*t

Substituting the expression for t that we just found:

0.750 m = vcos(55°)2vsin(55°)/g

Solving for v:

v = √(0.750 mg/(2sin(55°)*cos(55°)))

v ≈ 1.09 m/s

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Humans would need a breathable environment like that on Earth in the living section of a colony on Venus in order to survive. Nitrogen, oxygen, and trace amounts of other gases, such as carbon dioxide, make up the majority of the atmosphere on Earth.

The clouds are made of sulfuric acid, and the atmosphere is primarily carbon dioxide, the same gas that causes the greenhouse effect on Venus and Earth. And the heated, high-pressure carbon dioxide acts corrosively at the surface.

For instance, compared to Earth, which has 99% nitrogen and oxygen in its atmosphere, Venus and Mars both contain more than 98% carbon dioxide and nitrogen.

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Answer:

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To solve this problem, we can use the formula for heat transfer:

q = mcΔT

where q is the heat transferred, m is the mass of the object, c is its specific heat capacity, and ΔT is the change in temperature.

We know that the mass of the block is 0.35 kg and that its initial temperature is -27.5 ºC. We also know that the mass of water is 0.217 kg and that its initial temperature is 25.0 ºC.

When they come to equilibrium at 16.4 ºC, we can calculate how much heat was transferred from the water to the block:

q = mcΔT q = (0.217 kg)(4186 J/kg ºC)(25.0 ºC - 16.4 ºC) q = 1825 J

This amount of heat was transferred from the water to the block, so we can set it equal to the amount of heat absorbed by the block:

q = mcΔT 1825 J = (0.35 kg)c(16.4 ºC - (-27.5 ºC)) 1825 J = (0.35 kg)c(43.9 ºC) c = 148 J/kg ºC

Therefore, the specific heat capacity of the block is 148 J/kg ºC.

Explanation:

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1. The independent variable is the initial temperature of the water.

2. The dependent variable is the amount of ice in grams that melts.

3. The statement that best describes the relationship between the data (Independent Variable & Dependent Variable) is that as the initial temperature of the water increases, the amount of ice required to reach the final temperature generally decreases.

4.  As the change in temperature increases (meaning a larger difference between the initial and final temperatures), the kinetic energy transfer from the water to the ice also increases. This is because the greater the temperature difference, the more energy is required to be transferred for the system to reach an equilibrium.

You find the independent variable by looking at the factors being manipulated or changed during the experiment. In this case, the initial temperature of the water is the independent variable because it's the one being altered in each trial.

The other variables, such as the final temperature and the amount of ice, are affected by the changes in the initial temperature. As a general rule, the independent variable is the one that is deliberately changed to observe its effect on other variables (dependent variables) in the experiment

The above answer is based on the variables provided below as seen in the picture;

                                            Temperature of water

                                                 170ml of water

Trials      initial temperature   Final temperature    Amount of ice in grams

1.                   18°C                              12.3 °C                    60.1g

2.                 50.4 °C                          46.6 °C                    57.4g

3.                  5.0 °C                              0 °C                        70.8g

4.                 15.1 °C                             4.3 °C                      135g

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No, that is not necessarily true. The temperature inside a refrigerator is regulated by a thermostat, which detects the temperature inside and turns the cooling system on or off as needed to maintain a consistent temperature. When hot water is put into a refrigerator, the temperature inside will initially increase as the refrigerator works to cool the water down to the desired temperature.

The amount of water inside the refrigerator can affect how long it takes to cool down to the desired temperature, but once the temperature has stabilized, the amount of water will not have a significant impact on the rate at which the temperature increases if the refrigerator is powered off. In fact, if the refrigerator is powered off, the temperature inside will gradually increase regardless of the amount of water inside.

To solve this problem, we can use Coulomb's law, which states that the electric force between two point charges is proportional to the product of their charges and inversely proportional to the square of the distance between them.

We can then use the electric force to find the electric field at the location of q3 and the initial acceleration of q3.

a) To find the electric field at the location of q3, we can first find the electric force on q3 due to q1 and q2 and then use the definition of the electric field, which is the electric force per unit charge. The electric force on q³ due to q¹ and q² is:

F1 = k x q¹ x q³/ r1²

F2 = k x q² x q³ / r2²

where r¹ and r² are the distances from q¹ and q² to q³, respectively, and k is Coulomb's constant.

Since q³ is equidistant from q¹ and q², we have r¹ = r² = 0.20 m. Substituting the given values, we get:

F1 = (9.0 x 10⁹ N-m²/C²) x (4.0 x 10⁻⁶ C) x (2.0 x 10⁻⁶C) / (0.20 m)² = 1.8 N

F2 = (9.0 x 10⁹ N-m⁻²/C²) x (-6.0 x 10⁻⁶ C) x (2.0 x 10⁻⁶C) / (0.20 m)² = -5.4 N

The negative sign of F2 indicates that the force on q³ due to q² is in the opposite direction to the force due to q¹.

The net electric force on q3 is the vector sum of the forces due to q1 and q2:

Fnet = F1 + F2 = 1.8 N - 5.4 N = -3.6 N

The electric field at the location of q³ is then:

E = Fnet / q³ = (-3.6 N) / (2.0 x 10⁻⁶ C) = -1.8 x 10⁻⁶N/C

The negative sign of the electric field indicates that the field is directed towards q².

b) To find the initial acceleration of q³, we can use Newton's second law, which states that the net force on an object is equal to its mass times its acceleration:

Fnet = ma

where m is the mass of q³ and a is its initial acceleration.

Substituting the given values, we get:

-3.6 N = (2.0 x 10⁻⁶ kg) x a

Solving for a, we get:

a = -1.8 x 10³ m/s²

The negative sign of the acceleration indicates that it is directed towards q².

c) The direction of the initial acceleration of q³ is towards q².

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INTERTEXTUALITY is described as the modeling of a text's meaning by another text.

it can also be defined as the connections between language, images, characters, themes, or subjects depending on their similarities in language, genre or discourse. This view recognizes that the text is always influenced by previous texts.''

A text contains many layers of accumulated, cultural, historical, and social knowledge, which continually adds to and affects one another. The function and effectiveness of intertextuality can often depend quite a bit on the reader’s prior knowledge and understanding before reading the secondary text; parodies and allusions depend on the reader knowing what is being parodied or alluded to.

11. Julia Kristeva, a French semiotician, coined the term "intertextuality" in the 1960s. The term was coined by her using the Latin verb intertexto, which means "to intermingle while weaving." According to Kristeva, every piece of contemporary literature is intertextual with literature from the past.

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A 1,000-kg automobile that was stopped Collision with a 9,100-kg truck's back. Following the incident, the truck the car are stuck together and moving at a speed of 8 m/s.

How improbable is a collision on reality?

In the real world, energy changes almost always occur, making this highly implausible. In the actual world, collisions typically take this form. Flying balls or a spaceship passing close to a planet without being impacted by its gravity are two examples of this.

What distinguishes a collision from an impact?

Impact can refer to a collision between two objects, at least half of which is being pushed in the direction of the other. Collision refers to the coming contact of more than one thing with enough force that either all of them sustain damage or that their movement is significantly slowed.

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D. asthenosphere.The asthenosphere is a layer of the Earth's mantle that lies just below the lithosphere Earth's outermost layer and extends down to a depth of about 660 kilometers.

Earth is the third planet from the Sun and is the only known planet in the universe to support life. It is a terrestrial planet, meaning it is primarily composed of rock or metal, and has a thin atmosphere that supports life by providing oxygen, protecting against harmful radiation.

It is a highly reactive nonmetal and an oxidizing agent that readily forms compounds with most other elements, as well as with other compounds. Oxygen is the third most abundant element in the universe, after hydrogen and helium, and makes up about 21% of the Earth's atmosphere by volume. It is essential for life on Earth, as it is used by living organisms during the process of respiration to convert food into energy. Oxygen also plays an important role in many other chemical and biological processes.

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The correct equivalent equation from the options provided is:

w = (24.67 - h) / (h + 6)

What is Equivalent Equation?

An equivalent equation is an equation that has the same solution or solutions as the original equation. In other words, if two equations produce the same values for the variables, they are considered equivalent equations.

The equivalent equation for w, based on the given equation and solving for w, is:

w = (148 - 6h) / (h + 6)

To simplify this equation, we can factor out 6 from the numerator:

w = 6(24.67 - h) / (h + 6)

Now we can further simplify by dividing both numerator and denominator by 6:

w = (24.67 - h) / (h + 6)

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The unidentified liquid has an index of refraction of 1.48.

A helium neon laser generates monochromatic light with a wavelength of 667 nm. 9 mW of electricity are released. Average photon arrival rates at a target exposed to this beam are 3 10 photons per second.

In a medium, light travels at a speed of v=c/n.

We can first calculate the speed of light in the unknown liquid using the distance traveled and the time taken:

distance = 29.0 cm = 0.29 m

time = 1.43 ns = 1.43 x 10⁻⁹ s

speed of light in liquid = distance/time

= 0.29 m / 1.43 x 10⁻⁹ s = 2.03 x 10⁸ m/s

Now, we can calculate the refractive index of the liquid using the speed of light in vacuum and the speed of light in the liquid:

n = c/v = 2.998 x 10⁸m/s / 2.03 x 10⁸ m/s = 1.48

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Answer:

When light interacts with glass or any other transparent medium, its behavior depends on the wavelength or frequency of the light. Different types of light, such as gamma rays, X-rays, ultraviolet (UV) rays, visible light, infrared (IR) rays, microwaves, and radio waves, have different wavelengths and frequencies, and thus interact with glass in different ways.

In general, glass is transparent to visible light, allowing it to pass through without significant absorption or scattering. This is why we can see through glass windows or lenses. However, for other types of light, such as gamma rays, X-rays, and UV rays, glass can absorb or scatter them to varying degrees depending on the energy or frequency of the light and the composition of the glass. For example, lead glass or certain types of high-density glass can effectively block or absorb high-energy radiation such as gamma rays and X-rays.

Infrared (IR) rays, which have longer wavelengths than visible light, are also generally transmitted through glass, although some types of glass may absorb or scatter them at specific wavelengths. Microwave and radio waves, which have much longer wavelengths, are also generally transmitted through glass without significant absorption or scattering.

It's important to note that the interaction of light with glass can also depend on other factors, such as the thickness and quality of the glass, as well as the angle at which the light strikes the glass surface. In some cases, glass may exhibit special properties, such as polarization or refraction, which can affect the behavior of light passing through it. Overall, the interaction of different types of light with glass can vary, and it depends on the specific characteristics of the light and the glass material involved.

Explanation:

The value of the charge on each particle is [tex]1.05 x 10^-8 C[/tex].

Coulomb's law is a fundamental principle of electrostatics that describes the interaction between electric charges. It states that the force between two point charges is directly proportional to the product of their charges and inversely proportional to the square of the distance between them. We can use Coulomb's law to solve this problem. Mathematically,

[tex]F = k(q1q2)/r^2[/tex]

where F is the force of attraction or repulsion between the two charged particles,[tex]q1[/tex] and [tex]q2[/tex] are the magnitudes of the charges on the two particles, r is the distance between them, and k is Coulomb's constant, which has a value of [tex]9.0 x 10^9 Nm^2/C^2.[/tex]

In this problem, we know that the charges are equal and the distance between them is 10.0 cm. We also know that the force between them is 0.5 N. Therefore,

[tex]0.5 N = k(q^2)/(0.1 m)^2[/tex]

Solving for q, we get:

[tex]q = \sqrt{[(0.5 N)(0.1 m)^2/k]}[/tex]

[tex]q = \sqrt{(0.5 N)(0.01 m)/(9.0 x 10^9 Nm^2/C^2)}[/tex]

[tex]q = 1.05 x 10^-8 C[/tex]

Therefore, the value of the charge on each particle is [tex]1.05 x 10^-8 C.[/tex]

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Answer:A

Explanation:

Isotopes are members of a family of an element that all have the same number of protons but different numbers of neutrons. The number of protons in a nucleus determines the element's atomic number on the Periodic Table.

The force needed to lift the 1800 kg car with the small piston is 2,649 N or approximately 270 kg (since 1 kg is equal to 9.81 N).  

The hydraulic lift works based on Pascal's principle, which states that the pressure applied to a confined fluid is transmitted equally in all directions throughout the fluid.

Assuming there is no loss of energy due to friction or other factors, the force exerted on the small piston will be equal to the force exerted on the large piston. This can be expressed as:

F1/A1 = F2/A2

where F1 is the force exerted on the large piston, A1 is the area of the large piston, F2 is the force exerted on the small piston (which we want to find), and A2 is the area of the small piston.

We can rearrange this equation to solve for F2:

F2 = (F1/A1) x A2

Given that the area of the large piston is 100 cm², we can calculate the force exerted on the large piston by using the weight of the car and the gravitational acceleration:

F1 = m x g = 1800 kg x 9.81 m/s² = 17,658 N

Substituting the values into the equation, we get:

F2 = (17,658 N / 100 cm2) x 15 cm² = 2,649 N

Therefore, the force needed to lift the 1800 kg car with the small piston is 2,649 N or approximately 270 kg (since 1 kg is equal to 9.81 N).

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To resolve the star-planet system at a distance of 4 light-years, a telescope on Earth would need an aperture with a minimum diameter of 55.88 mm.

In optical microscopy, the Rayleigh criterion is frequently used to estimate the resolution of the microscope. The resolution limit imposed by this criterion has long been regarded as a roadblock to using an optical microscope to study biological phenomena at the nanoscale.

We can use the Rayleigh criterion,

θ = 1.22 λ / D

θ = angular resolution

λ = wavelength of light

D = diameter of the telescope's aperture

θ = arctan (r / d)

r = radius of the planet's orbit

d = distance to the star

Now, we use the given values,

r = 149.6×106 km = 149.6×109 m

d = 4 × 9.461×1015 m = 3.7844×1016 m

λ = 550 nm = 550×10-9 m

θ = arctan (r / d)

   =arctan (149.6×109 / 3.7844×1016) = 0.000012 radians

we can use the Rayleigh criterion,

θ = 1.22 λ / D

D = 1.22 λ / θ

D = 1.22 × 550×10-9 / 0.000012

D = 55.88 mm

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Answer:

Rayleigh scattering

Explanation:

The blue color of the sky is due to a phenomenon called Rayleigh scattering. When sunlight enters the Earth's atmosphere, the shorter blue wavelengths of light are scattered more than the other colors by the tiny molecules of nitrogen and oxygen in the air. This causes the blue light to be redirected in many different directions, making the sky appear blue to our eyes. The other colors of light are scattered as well, but to a lesser extent, which is why the sky appears blue instead of a mixture of all colors. This effect is also the reason why the sun appears more yellow, orange or red during sunrise or sunset, when its light has to travel through more of the Earth's atmosphere before reaching our eyes, causing the shorter blue wavelengths to be scattered even more, leaving behind the longer wavelengths of light.

The spaces labeled 1 through 14 in the diagram using the following terms are:

Plate tectonics is the scientific theory that explains the large-scale motions of Earth's lithosphere (the outermost layer of the Earth) and the processes that cause these motions. The lithosphere is divided into a number of large plates that move relative to each other over the asthenosphere, the more plastic, ductile, and weaker layer below the lithosphere.

Plate tectonics explains a variety of geologic phenomena, including the formation of mountains, earthquakes, volcanoes, and the distribution of continents and oceans. According to this theory, the lithospheric plates move due to the motions of convection cells in the Earth's mantle, which is the layer below the asthenosphere.

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Mice that ate sunflower seeds gained an average of 2.1 grams that Raphael can determine from his experiment. Each group is given a different type of feed.

Grams (g) is a unit of measurement for mass in the International System of Units (SI). It is the base unit of mass in the SI, and is defined as being equal to the mass of a physical prototype, which is kept at the International Bureau of Weights and Measures. In practical terms, 1 gram is equal to 0.0352739619 ounces, or 0.00220462262 pounds. Grams are often used to measure the weight of food, medicines, and other small objects.

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Both the object's speed and mass affect how much kinetic energy it contains. Motional energy is produced while the roller coaster descends. The roller coaster's bottom of the track position is where the most kinetic energy is produced. Kinetic energy changes to potential energy when it starts to rise.

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The wavelength of the waves in the shallower water, given that their frequency remains the same is 1.5 m

First, we shall determine the frequency of the waves. details below:

Velocity (v) = wavelength (λ) × frequency (f)

2 = 1.9 × frequency

Divide both sides by 1.9

Frequency = 2 / 1.9

Frequency = 1.1 Hertz

Finally, we shall determine the wavelength of the waves in the shallower water. Details below:

Velocity (v) = wavelength (λ) × frequency (f)

1.7 = wavelength × 1.1

Divide both sides by 1.1

Wavelength = 1.7 / 1.1

Wavelength in shallower water = 1.5 m

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The mass of the remaining ice in the jar is 188 g.

What is Equilibrium?

Equilibrium refers to a state of balance or stability where opposing forces or factors are balanced, resulting in a state of overall stability and no net change. In various contexts, equilibrium can have different meanings and applications.

We can rearrange the equations to solve for the mass of ice remaining (mice):

Qtea = Qice

mtea * ctea * ΔT = mice * cice * ΔT

mice = (mtea * ctea * ΔT) / (cice * ΔT)

Plugging in the given values:

mtea = 188 g

ctea = 4186 J/kg◦ C (specific heat capacity of water)

ΔT = 30.7 - 26.6 = 4.1 ◦C (change in temperature of the tea)

cice = 4186 J/kg◦ C (specific heat capacity of ice)

mice = (188 * 4186 * 4.1) / (4186 * 4.1)

mice = 188 g

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Answer:

Whenever one body exerts a force on a second body, the first body experiences a force that is equal in magnitude and opposite in direction to the force that it exerts

Explanation:

Answer: According to Khan Academy "Newton's third law: If an object A exerts a force on object B, then object B must exert a force of equal magnitude and opposite direction back on object A.

Explanation: This law represents a certain symmetry in nature: forces always occur in pairs, and one body cannot exert a force on another without experiencing a force itself. We sometimes refer to this law loosely as action-reaction, where the force exerted is the action and the force experienced as a consequence is the reaction.

We can readily see Newton’s third law at work by taking a look at how people move about. Consider a swimmer pushing off from the side of a pool, as illustrated below.

A swimmer pushes on the wall with her feet, which causes the wall to push back on her feet due to Newton's third law."

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