PLEASEEEE HELP MEEEE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(I will give a brainlist)
1. Tape one magnet to a smooth, flat surface. Place the other magnet on that surface 10 cm away, oriented so that its north pole is facing the south pole of the other magnet. Slowly push the free magnet toward the magnet that is taped down. What do you observe? (1 point)
2. Gently push the free magnet toward the taped magnet again. How far apart are they when the free magnet first starts to be pulled? Use the ruler to measure the distance between the magnets. (1 point)
3. Repeat Steps 1 and 2, but this time, position the magnets so that their north poles are facing each other. At what distance do the magnets begin to repel each other? (2 points)
4. Place the free magnet in each of the positions shown in the table below. For each position, describe what happens after you let go of the magnet. Draw a diagram that shows the final positions of both magnets. Make sure to label the north pole (N) and south pole (S) of each magnet. (12 points)
5. Cut four pieces of tape that are 15 cm long. Fold over one end of each piece of tape to make a tab that is about 2 cm long.
6. Stick one piece of tape to the top of a smooth, flat table. Using a marker, label the tab "B1." Rub the tape with the side of the marker to smooth out any air bubbles. Stick a second piece of tape on top of the first and smooth out the air bubbles again. Label the tab of this piece "T1."
7. Repeat Steps 5 and 6 with the remaining two pieces of tape, but label the bottom tab "B2" and the top tab "T2."
8. Use the tab to peel T1 off of B1. Stick it vertically to the edge of the table so that the tab is at the top and the tape hangs down below the table. Then peel B1 off the table. Hang it from the table edge in the same way. The two pieces of tape must be at least 10 cm away from each other and from the legs of the table.
9. Peel off T2. Hold it by the tab with the sticky side facing you.
10. With your other hand, hold a ruler perpendicular to the table edge, with the zero mark against the table next to the tape labeled T1. Hold the tab of T2 at the other end of the ruler. The diagram shows how to arrange the tape and the ruler. Slowly move T2 along the ruler toward T1. Watch for a change at the bottom end of each piece of tape. Measure the distance between the top ends of the pieces of tape when you first notice the change. What happened? Continue moving T2 closer to T1. What happened? Record the distance and your observations in the Electric Fields Data Table provided below Step 12. (4 points)
11. Repeat Step 10, this time moving T2 toward the hanging piece of tape labeled B1. (4 points)
12. If any of the pieces of tape are stuck together, carefully pull them apart. Discard the piece of tape labeled T2. Then repeat Steps 9 – 11 using the piece labeled B2 that is still stuck to the tabletop. (8 points)
1. What can you conclude about magnetic force based on your results in Steps 1 – 3? Use your data to support your conclusions. (4 points)
2. A magnetic field is the area around a magnet where its force can be felt. Magnetic fields are invisible. How did Part 1 of the Procedure and Data section provide evidence that magnetic fields exist? (4 points)
3. How could you change the design of the experiment to determine the size of the magnetic field around the magnet that was taped down? (2 points)
4. In Part 2 of the Procedure and Data section, how did the pieces of tape affect each other? Why did they attract, repel, or have no effect on each other? (4 points)
5. Like magnetic fields, electric fields are invisible. How did the experiment allow you to gather evidence that electric fields exist? (4 points)
Answers
Answer:
Explanation:
When the free magnet is pushed toward the magnet that is taped down, it will be attracted to it and will move towards it.
The distance between the magnets when the free magnet first starts to be pulled will depend on the strength of the magnets and the orientation of their poles. Use the ruler to measure the distance between the magnets when the free magnet starts to be pulled.
When the magnets are positioned so that their north poles are facing each other, they will begin to repel each other when they are brought close enough. Measure the distance at which the magnets begin to repel each other using the ruler.
The table below shows the positions of the free magnet and the magnet that is taped down, as well as a description of what happens when the free magnet is released.
Position Description Diagram
Position 1 The free magnet is placed directly above the magnet that is taped down. When released, the free magnet will stick to the taped down magnet with opposite poles attracting. N-S
Position 2 The free magnet is placed beside the taped down magnet with opposite poles facing each other. When released, the free magnet will move towards the taped down magnet and stick to it. N-S
Position 3 The free magnet is placed beside the taped down magnet with like poles facing each other. When released, the free magnet will move away from the taped down magnet due to repulsion. N-N or S-S
Position 4 The free magnet is placed directly beside the taped down magnet with like poles facing each other. When released, the free magnet will move away from the taped down magnet due to repulsion. N-N or S-S
5-12. Follow the steps to prepare and conduct the experiment using the pieces of tape.
a. Based on the observations in Steps 1-3, it can be concluded that magnetic force is present between two magnets with opposite poles attracting and like poles repelling each other. The strength of the force depends on the distance between the magnets and the orientation of their poles.
b. Part 1 of the Procedure and Data section provided evidence that magnetic fields exist because the magnets were able to exert a force on each other without direct contact. This suggests that there is an invisible force field surrounding the magnet that can interact with other magnetic objects.
c. To determine the size of the magnetic field around the magnet that is taped down, the experiment could be modified by placing the free magnet at different distances from the taped down magnet and measuring the strength of the force between them. This would allow for a better understanding of how the magnetic field changes with distance from the magnet.
d. In Part 2 of the Procedure and Data section, the pieces of tape affected each other due to the presence of electric fields. When the second piece of tape was brought close to the first, it caused a change in the electric field, which in turn caused a change in the behavior of the first piece of tape. Depending on the orientation of the electric fields, the pieces of tape could attract, repel, or have no effect on each other.
e. The experiment allowed evidence to be gathered that electric fields exist by observing the behavior of the pieces of tape when they were brought close to each other. The presence of a change in the behavior of the tape when the electric fields were affected suggests that there is an invisible force field surrounding the tape that can interact with other electrically charged objects.
The experiment demonstrates the principles of magnetism and electrostatics. By moving magnets or charged objects closer or further apart, the extent of the respective fields can be measured.
Explanation:This experiment demonstrates the invisible forces of magnetism and electrostatics. In steps 1 to 3, the magnets attract each other when their opposite poles (north and south) face each other, and they repel when similar poles (north and north, or south and south) face each other. This distance at which attraction or repulsion starts represents the extent of the magnetic field. In steps 4 to 12, the experiment uses tape to illustrate electrostatic forces. When tape is peeled from a surface, it becomes statically charged. Two pieces of tape that have the same charge will repel each other while different charges attract. The distance at which this occurs represents the extent of the electric field. To measure the size of a magnetic field, you could use a device called a magnetometer or you could move a magnet towards a stationary magnet and measure the distance at which the moving magnet begins to move. These procedures provide evidence of the existence of invisible magnetic fields and electric fields.
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Related Questions
laws of reflection help us to predict the path of reflected ray with refrence to incident ray. How?
Answers
Answer:
The laws of reflection govern how incident light rays are reflected on reflecting surfaces such as mirrors, smooth metal surfaces, and clear water. The laws of reflection are as follows: The incident ray reflected ray, and normal to the mirror’s surface are all in the same plane. The incidence angle equals the reflection angle.
Explanation:
if a space rover has a mass of 3900 kg, then what is its weight on earth
Answers
Answer:
38 220
Explanation:
Weight =Mg
W=Mg
W = (3900)(9.8)
W = 38 220
A book sitting on a shelf have 740 J of potential energy, at a height of 1.8
m. What is the mass of the book?
13053.6 J
13053.6 m
41.950 kg
41.950 J
1 point
Answers
Formula: P.e.= mgh ->m= p.e/gh
We have :
p.e = 740j
g=9.8m/s^2
h=1.8
M= 740/1.8x9.8
=41.950kg
Calculate the focal lengths while submerged in water (n = 1.33) for the two convex lenses used in this experiment assuming the radii and index of refraction as given in question #2 for each lens.
Answers
While submerged in water (n = 1.33) for two convex lenses, the focal lengths of Lens 1 is 19.67 cm and Lens 2 is 18.9 cm.
What is Lens ?Lens is a transparent device that is used to focus or redirect light, allowing it to be magnified, focused, or projected onto a surface. It is made of a curved, transparent material like glass, plastic, or crystal. Lenses are commonly used in eyeglasses, cameras, microscopes, and other optical devices. They can be used to magnify, reduce, or otherwise change the direction of light in order to produce a desired effect. They are also used in other applications such as laser cutting and welding, as well as medical imaging and laser treatments.
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A train with cross-sectional area S, is moving with speed vt inside a long tunnel of cross- sectional area So (So = 4St). Assume that almost all the air (density p) in front of the train flows back between its sides and the walls of the tunnel. Also, the air flow with respect to the train is steady and laminar. Take the ambient pressure and that inside the train to be po. If the pressure in the region between the sides of the train and the tunnel walls is p, then Po-P=2 pu. The value of is 2N
Answers
Answer:
The force acting on the train due to the air resistance is given by the formula:
F = (1/2) * p * A * v^2 * Cd
where p is the density of air, A is the cross-sectional area of the train, v is the speed of the train, and Cd is the drag coefficient.
We can assume that the drag coefficient is constant for a given shape of the train, and we can take it to be 0.5 for a train moving through air.
The pressure difference between the front and back of the train is given by:
P = (1/2) * p * v^2
The pressure difference between the sides of the train and the tunnel walls is given by:
2 * P = 2 * (1/2) * p * v^2 = p * v^2
The force acting on the train due to this pressure difference is given by:
F' = 2 * P * S = 2 * p * v^2 * S
The net force acting on the train is given by:
Fnet = F - F' = (1/2) * p * A * v^2 * Cd - 2 * p * v^2 * S
We can simplify this expression by factoring out p * v^2:
Fnet = p * v^2 * [(1/2) * A * Cd - 2 * S]
We are given that So = 4St, so we can substitute A = St and S = St/4:
Fnet = p * v^2 * [(1/2) * St * Cd - 1/2 * St * Cd] = 0
Therefore, the net force acting on the train is zero. This means that the force due to air resistance is exactly balanced by the force due to the pressure difference between the sides of the train and the tunnel walls.
We are given that Po - P = 2 * Pu, so we can substitute P = (1/2) * Po - Pu:
F' = 2 * P * S = 2 * [(1/2) * Po - Pu] * S = (Po - Pu) * 4 * St
We can equate this expression for F' to the expression for air resistance force:
F' = p * v^2 * [(1/2) * St * Cd - 2 * St/4] = p * v^2 * [(1/2) * St * Cd - St/2]
Equating these two expressions, we get:
(Po - Pu) * 4 * St = p * v^2 * [(1/2) * St * Cd - St/2]
Simplifying and solving for Pu, we get:
Pu = Po - (p * v^2 * Cd) / 8
We are given that Cd = 2N, so we can substitute this value:
Pu = Po - (p * v^2 * 2N) / 8
Pu = Po - (p * v^2 * N) / 4
Therefore, the pressure inside the train is Po - (p * v^2 * N) / 4.
if an astronaut weighs 981 N on earth and only 160 N on the moon, then what is his mass on the moon
Answers
Answer:
mass=kg
Explanation:
M=(160)(9.8)
M=1568
B) Show that the equation for pressure p=F/ A' is dimensionally correct.
Answers
P = [M1 L1 T-2] × [L2]-1 = M1 L-1 T -2. Therefore, the pressure is dimensionally represented as M1 L-1 T -2.
The displacement vectors
A
and
B
shown in the figure below both have magnitudes of 1.95 m. The direction of vector
A
is
= 29.0°.
A graph shows two displacement vectors A and B plotted on an x y plane. Vector A is a straight diagonal line that starts from the zero point and extends into the first quadrant at an angle with the horizontal. Vector B starts from the zero point and extends up along the y-axis.
(a) Find
A + B
graphically.
magnitude
m
direction
° counterclockwise from the +x axis
(b) Find
A − B
graphically.
magnitude
m
direction
° counterclockwise from the +x axis
(c) Find
B − A
graphically.
magnitude
m
direction
° counterclockwise from the +x axis
(d) Find
A − 2B
graphically.
magnitude
m
direction
° counterclockwise from the +x axis
Answers
The magnitude οf A + B is 1.95 m and its directiοn is 31.3° clοckwise frοm the pοsitive x-axis when the displacement vectοrs A and B is shοwn in the figure belοw bοth have magnitudes οf 1.95 m. The directiοn οf vectοr A is = 29.0°.
Hοw tο determine the magnitude and directiοn οf A + B?Tο determine the magnitude and directiοn οf A + B, we can measure the length οf the resulting vectοr and the angle it makes with the pοsitive x-axis, respectively.
Alternatively, we can use trigοnοmetry tο find the cοmpοnents οf vectοrs A and B and then add them up tο find the cοmpοnents οf A + B. Then, we can use inverse trigοnοmetric functiοns tο find the magnitude and directiοn οf the resulting vectοr.
Let's use the secοnd methοd tο sοlve this prοblem.
We are given that the magnitudes οf vectοrs A and B are 1.95 m each. The directiοn οf vectοr A is 29.0° cοunterclοckwise frοm the pοsitive x-axis. Let's call the angle between vectοr B and the pοsitive x-axis θ.
Using trigοnοmetry, we can find the x and y cοmpοnents οf vectοrs A and B as fοllοws:
Ax = 1.95 cοs 29.0° = 1.695 m
Ay = 1.95 sin 29.0° = 0.939 m
Bx = 1.95 cοs θ
By = 1.95 sin θ
Tο find θ, we need tο use the fact that the magnitude οf vectοr A + B is alsο 1.95 m. This means that:
[tex](Ax + Bx)^2 + (Ay + By)^2 = (1.95)^2[/tex]
Substituting the values of Ax and Ay, we get:
(1.695 + 1.95 cos θ)² + (0.939 + 1.95 sin θ)² = (1.95)²
Simplifying and solving for cos θ and sin θ, we get:
cos θ = -0.359
sin θ = -1.695
Since sin θ is negative, we know that vector B is pointing downwards.
Now, we can use inverse trigonometric functions to find the magnitude and direction of vector A + B:
[tex]|A + B| = sqrt((Ax + Bx)^2 + (Ay + By)^2) = 1.95 m[/tex]
θ = atan2(Ay + By, Ax + Bx) = atan2(-0.756, 1.336) = -31.3°
Therefore, the magnitude of A + B is 1.95 m and its direction is 31.3° clockwise from the positive x-axis.
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the following diagrams depict inelastic collisions between objects of different mass. For each case, determine the post-collision velocity (v) of the two coupled objects. Express v in terms of v
Answers
The colliding objects stick together after the collision, or some kinetic energy is lost to the environment.
What is an inelastic collision?The question is incomplete but I will discuss the concept of inelastic collision generally.
An inelastic collision is a type of collision in which kinetic energy is not conserved. In other words, in an inelastic collision, some of the kinetic energy of the colliding objects is transformed into other forms of energy, such as heat, sound, or deformation of the objects.
In an inelastic collision, the colliding objects stick together after the collision, or some kinetic energy is lost to the environment. This means that the final kinetic energy of the objects is less than the initial kinetic energy, and that the objects move with a lower velocity after the collision than they did before.
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select a synonym for the word necessity a advertisement b extra c requirement d superior
Answers
Answer
explanation
requirments
If something is a necessity, it is crucially important, as is a requirement. The following sentence will use the words interchangeably:
It is a necessity that you write your name on top of your paper; if you don’t, I cannot grade it.
It is a requirement that you write your name on top of your paper; if you don’t, I cannot grade it.
Hope this is accurate & helpful!
400-kg go-cart begins at rest and obtains a velocity of 20 m/s east after 10 seconds. a.) What is the object’s initial momentum?
Answers
The object's initial momentum is 0 kg*m/s.
The go-cart starts from rest, so its initial velocity (u) is zero. The final velocity (v) is 20 m/s. The mass of the go-cart is 400 kg.
The formula for momentum (p) is:
p = m * v
where m is mass and v is velocity.
Using the given values, we can calculate the momentum at the final velocity:
p = 400 kg * 20 m/s = 8000 kg*m/s
However, we are asked for the initial momentum, which we can find using the conservation of momentum principle. Since no external forces act on the go-cart, the total momentum of the system remains constant.
At the initial moment when the go-cart is at rest, its velocity (u) is zero and hence its momentum is also zero. Therefore, the initial momentum of the system is 0 kg*m/s.
What is momentum?
Momentum is a fundamental concept in physics that describes the amount of motion an object has. It is defined as the product of an object's mass and velocity.
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Help with parts a through part f.
Answers
The equation = RC, where R is the resistance and C is the capacitance, yields the time constant of the circuit. We obtain the value = RC = (5.5 k)(4.5 F) = 24.75 ms = 0.02475 s by substituting the above variables.
What is circuit, exactly?In electronics, a circuit is a completely circular channel through which electricity flows. A current source, conductors, and a load make up a straightforward circuit.
The equation = RC, where R is the resistance and C is the capacitance, yields the time constant of the circuit. Inputting the values provided yields:
τ = RC = (5.5 kΩ)(4.5 µF) = 24.75 ms = 0.02475 s
The voltage drop Vc across the capacitor is equal to the voltage of the battery, i.e., Vc = VB = 180 V.
After a very long time, the voltage across the capacitor is equal to the voltage of the battery, i.e., V = VB = 180 V. Substituting the given values, we get:
Q = CV = (4.5 µF)(180 V) = 810 µC = 8.1 × 10⁻⁴ C
The current I in the circuit is equal to the current in the resistor, which is given by Ohm's law as I = V/R, where V is the voltage of the battery. Substituting the given values, we get:
I = V/R = (180 V)/(5.5 kΩ) = 32.73 mA = 3.273 × 10⁻² A
To find the time t when the current through the resistor is one-third of its maximum value, we can set I = (1/3)(VB/R) and solve for t:
(1/3)(VB/R) = (VB/R)e(-t/τ)
e(-t/τ) = 1/3
-t/τ = ln(1/3)
t = τln(3) ≈ 0.867τ
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5. A geologist from Pogera gold mine cut out a block of ore for laboratory analysis. The sides of the ore are 8.8 dm, 92.4 mm, 0.007 dam. Work out the volume of the ore in; i. Cubic metre. (show all working out to deserve a full mark). 3 marks
Answers
Therefore, the volume of the ore is 0.0069 cubic meters.
What is volume?Volume is a measure of the amount of space that an object or substance occupies. It is a fundamental physical quantity that describes the three-dimensional size of an object or space. The SI unit of volume is the cubic meter (m³), but other units such as liters, gallons, and cubic centimeters (cm³) are also commonly used. Volume can be calculated for regular shapes, such as cubes or cylinders, using mathematical formulas, but for irregular shapes, more complex methods, such as displacement, may be needed.
Here,
To calculate the volume of the ore, we need to convert all the measurements to the same unit. We can choose to convert everything to meters since that's the base unit for volume (cubic meters).
8.8 dm = 0.88 m (1 dm = 0.1 m)
92.4 mm = 0.0924 m (1 mm = 0.001 m)
0.007 dam = 0.07 m (1 dam = 10 m)
Now we can use the formula for volume of a rectangular block:
Volume = length x width x height
Volume = 0.88 m x 0.0924 m x 0.07 m
Volume = 0.0069 cubic meters
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Use nodal analysis to find V1 and V2 in the circuit shown in Fig. 6.
Answers
Kirchhoff's current law is applied in nodal analysis. There will be 'n-1' simultaneous equations to solve when there are 'n' nodes in a given electrical circuit. 'n-1' must be solved in order to retrieve all of the node voltages.
Hence, we can solve for V1 and V2:
V1=Vi(R2+R3−k)k(1−nR3)−R2−R3.
V2=Vi(k−R2−R3(1+nR2))k(nR3−1)+R2+R3.
What is the significance of nodal analysis?Nodal analysis is a fundamental approach used to investigate voltage and current distribution in a circuit and is one of the simulations included in SPICE simulators. This method successfully integrates Kirchhoff's and Ohm's laws into a single matrix equation.
The distinction between mesh and nodal analysis is that nodal analysis uses Kirchhoff's current law to calculate the voltages at each node in an equation. Mesh analysis, on the other hand, is an application of Kirchhoff's voltage law, which is used to calculate current.
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Hypnosis can be used to force people to do things against their will.
True
False
Answers
Answer: false
Explanation:
If a tennis racquet is briefly in contact with a 0.058 kg tennis ball initially traveling at -9.0 m/s* and then (after contact) the tennis ball moves with a velocity of 9.0 m/s.* If the time the racquet is in contact witht the ball is 0.004 seconds, what is the average force of the racquet on the ball? *Negative velocities mean towards the left and positive velocities mean towards the right.
Answers
The average force of the racquet on the ball, given that the time the racquet is in contact with the ball is 0.004 seconds, is 261 N
How do i determine the average force of the racquet?The following data were obtained from the question:
Mass of tennis (m) = 0.058 KgInitial velocity (u) = -9 m/sFinal velocity (v) = 9 m/sTime (t) = 0.004 secondsAverage force (F) =?We can easily obtain the average force of the racquet on the ball as follow?
F = m(v - u) / t
F = [0.058 ×(9 - -9)] / 0.004
F = [0.058 ×(9 + 9)] / 0.004
F = [0.058 × 18] / 0.004
F = 1.044 / 0.004
F = 261 N
Thus, we can conclude from the above calculation that the average force on the ball is 261 N
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A car initially traveling 10 m/s stops in a distance of 6 m. In another instance, the same car applying the same constant force is traveling 20 m/s. What is the required distance to come to a stop now?
Answers
The required distance to come to a stop now is 30 meters.
Steps
To solve this problem, we can use the equation:
v^2 = u^2 + 2as
where:
v is the final velocity (zero in this case)
u is the initial velocity (10 m/s in the first instance and 20 m/s in the second instance)
a is the acceleration (which is constant in this case)
s is the distance traveled (6 m in the first instance and we need to find it for the second instance)
Solving for s, we get:
s = (v^2 - u^2) / (2a)
For the first instance:
u = 10 m/s
v = 0 m/s
s = 6 m
a = (v^2 - u^2) / (2s) = (0 - 10^2) / (2 x 6) = -16.67 m/s^2 (negative sign indicates deceleration)
Now, using the same constant force, we can find the required distance s for the second instance:
u = 20 m/s
a = -16.67 m/s^2
v = 0 m/s (since the car stops)
s = (v^2 - u^2) / (2a) = (0 - 20^2) / (2 x -16.67) = 30 m
Therefore, the required distance to come to a stop now is 30 meters.
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Cognitive psychology focuses on which of the following areas?
Personal responsibility and individual awareness
Behavior and attitudes
Physical capabilities and self-esteem
Perception and memory retention
Answers
The internal brain processes required to make sense of the environment and choose the best course of action are the subject of cognitive psychology.
Which six subfields make up cognitive psychology?Complex attention, executive function, learning and memory, language, perceptual-motor control, and social cognition are the six major cognitive function domains identified by the DSM-5.
What distinguishing characteristics characterise the cognitive psychology approach?The cognitive approach's main characteristics are: a conviction that psychology should be treated as a pure science and that research methods should be based on science. The main focus is on thinking and related mental functions like language, perception, memory, and forgetting.
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how many hydrogen-bonds does this molecule have?
how many acceptors does it have?
How many h-bonds can this molecule form with another identical
How many h-bonds can it form with water?
Answers
Acetic anhydride has two hydrogen bond acceptor atoms and one hydrogen bond donor atom.
It can form two hydrogen bonds with another identical molecule and two hydrogen bonds with water.
O
//
H3C-C-O-C-CH3
\\
O
Acetic anhydride has two hydrogen bond acceptor atoms
Acetic anhydride can form two hydrogen bonds with another identical molecule and two hydrogen bonds with water
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A rocket at rest on the ground with initial mass 20,000 kg, 80% of which is fuel, burns 200kg/s as it flies
directly upwards. The exhaust gas exits the rocket at a relative speed of 1.80 km/s. Find (a) the thrust of
the rocket, (b) how long it takes to exhaust its fuel, and (c) the rocket’s speed at the end of its engine burn.
Assume g is constant and neglect air resistance.
Answers
Answer:
(a) The thrust of the rocket can be found using the formula:
Thrust = (mass flow rate) x (exhaust velocity)
The mass flow rate is the rate at which mass is expelled from the rocket, which is equal to the burn rate times the mass fraction of fuel:
mass flow rate = burn rate x (mass of rocket) x (mass fraction of fuel)
mass flow rate = 200 kg/s x 20,000 kg x 0.8
mass flow rate = 32,000 kg/s
The exhaust velocity is given as 1.80 km/s. Therefore, the thrust of the rocket is:
Thrust = 32,000 kg/s x 1.80 km/s
Thrust = 57,600 kN
(b) The time it takes to exhaust the fuel can be found using the formula:
time = (mass of fuel) / (burn rate)
The mass of fuel is 80% of the initial mass of the rocket:
mass of fuel = 0.8 x 20,000 kg
mass of fuel = 16,000 kg
Therefore, the time it takes to exhaust the fuel is:
time = 16,000 kg / 200 kg/s
time = 80 seconds
(c) The rocket's speed at the end of its engine burn can be found using the rocket equation:
Δv = (exhaust velocity) x ln[(initial mass) / (final mass)]
The final mass is the mass of the rocket after it has burned all of its fuel, which is:
final mass = (mass of rocket) - (mass of fuel)
final mass = 20,000 kg - 16,000 kg
final mass = 4,000 kg
The initial mass is 20,000 kg. Therefore, the change in velocity is:
Δv = 1.80 km/s x ln[(20,000 kg) / (4,000 kg)]
Δv = 1.80 km/s x ln(5)
Δv = 3.89 km/s
Since the rocket was initially at rest, its final speed is equal to the change in velocity:
final speed = 3.89 km/s
Therefore, the rocket's speed at the end of its engine burn is 3.89 km/s.
You are in charge of designing a study that determines how far the average fire ant travels from its colony to collect resources.
Plan an investigation to provide evidence of the distance traveled by fire ants.
Also describe the process you will use to accurately measure the distance traveled including the tools you will use and the data you will collect.
Answers
To accurately measure the distance traveled by the fire ants, we could use a measuring tape or a GPS device. For short distances, a measuring tape would suffice, while for longer distances, a GPS device would provide more accurate measurements.
How to investigate the distance traveled by fire ants to collect resources?
To investigate the distance traveled by fire ants to collect resources, we could follow the following plan:
Select a suitable study site: We need to select a study site where fire ants are present and are actively collecting resources. It should also be a site where we can easily track and observe the movement of the ants.Mark the location of the colony: Once we have identified a study site, we should locate the fire ant colony and mark its location.Place resources at varying distances: We should then place resources, such as food or sugar water, at varying distances from the colony, starting from the immediate vicinity of the colony and extending outwards in increasing increments.Observe and track ants: We should observe and track the ants as they leave the colony to collect resources. We can mark the ants with a non-toxic paint to identify and track their movement.Measure the distance traveled: We can use a measuring tape or a GPS device to accurately measure the distance traveled by the marked ants from the colony to the resource site.Record the data: We should record the distance traveled by each marked ant in a spreadsheet or database.Analyze the data: Once we have collected the data, we can use statistical analysis to determine the average distance traveled by fire ants to collect resources.To learn more about GPS device, visit: https://brainly.com/question/14996387
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How does a pulley make work easier when it is used to lift an object? (1 point)
It increases the amount of work produced to lift the object.
It reduces the weight of the object being lifted.
It decreases the distance over which the force must be applied to lift the object.
It changes the direction of the lifting force to work with gravity.
Answers
Answer:
last choice
Explanation:
With a single fixed pulley, you pull down (working with the force of gravity) to lift the load up.
When does alzheimers disease occur
Answers
Answer:
For most people with Alzheimer's — those who have the late-onset variety — symptoms first appear in their mid-60s or later. When the disease develops before age 65, it's considered early-onset Alzheimer's, which can begin as early as a person's 30s, although this is rare.
What is silicon and what is it used for?
Answers
What are the stresses?
Answers
Stress refers to a state of mental or emotional strain resulting from adverse or demanding circumstances. It can also refer to the physical forces that act on an object, causing deformation or strain.
What are the effects of stress?In terms of mental or emotional stress, it can result from a variety of factors such as work-related pressure, financial problems, relationship issues, health concerns, and other life events that require us to adapt and cope with changing circumstances.
Physical stress refers to the force or pressure applied to an object, which can cause it to deform, strain, or break. This type of stress can arise from a variety of sources such as gravity, external forces, or internal forces caused by changes in temperature, pressure, or other physical conditions.
Examples of physical stress include tension in a bridge caused by the weight of traffic passing over it, strain in a metal bar due to changes in temperature, or compression of a spring due to a force applied to it. In all cases, the object is subjected to forces that cause it to deform or change shape, leading to stresses that can impact its strength, durability, and performance.
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Which pair of cities is moving apart as a result of plate motion
Answers
The pair of cities moving apart because of plate motion is London and Boston.
Why are London and Boston moving apart ?London and Boston are moving apart due to the motion of tectonic plates. The Earth's lithosphere is divided into several large plates that are in constant motion due to the underlying mantle convection. The movement of these plates is driven by the forces generated by the mantle convection, which causes the plates to move away from each other, move towards each other, or move sideways past each other.
London and Boston are located on separate tectonic plates that are moving away from each other. London is located on the Eurasian Plate, while Boston is located on the North American Plate.
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The energy (E) of photon depends upon its wavelngth 'λ' , Planck's constant ' h ' and velocity
' c'. Derive the formula for energy using dimensional analysis.
Answers
Planck's frequency (h) and indeed the light's velocity (c) are used to connect a photon's energy (E) to its wavelength (), frequency (v), and wavelength. E = hν = hc/λ.
What is energy, exactly?We frequently use the word "energy" in our everyday speech. Energy has an unique physical meaning even if the term is frequently used figuratively. Energy is defined in physics as something's capacity to perform work. Many types of energy are possible. All energy is kinetic in some way.
The energy is lacking.Energy is present everywhere and comes in a variety of shapes and sizes. Objects at rest have potential energy that, if released, will cause them to move. All moving things contain kinetic energy.
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helllp science ixl U.1
Answers
Answer:
All of the above.
Explanation:
Terms
- Chlorophyll is the green coloring matter of leaves and plants, essential to the production of carbohydrates by photosynthesis, and occurring in a bluish-black form, C55H72MgN4O5 (chlorophyll a), and a dark-green form, C55H70MgN4O6 (chlorophyll b).
- Photosynthesis is the complex process by which carbon dioxide, water, and certain inorganic salts are converted into carbohydrates by green plants, algae, and certain bacteria, using energy from the sun and chlorophyll.
- Carbon dioxide is a colorless, odorless, incombustible gas, CO2, present in the atmosphere and formed during respiration, usually obtained from coal, coke, or natural gas by combustion, from carbohydrates by fermentation, by reaction with limestone or other carbonates, or naturally from springs: used extensively in industry as dry ice, or carbon dioxide snow, in carbonated beverages, fire extinguishers, etc.
- Water is a transparent, odorless, tasteless liquid, a compound of hydrogen and oxygen, H2O, freezing at 32°F or 0°C and boiling at 212°F or 100°C, that in more or less impure state constitutes rain, oceans, lakes, rivers, etc.: it contains 11.188 percent hydrogen and 88.812 oxygen, by weight.
- Plants cells are the cells present in green plants, photosynthetic eukaryotes of the kingdom Plantae. Their distinctive features include primary cell walls containing cellulose, hemiculloses and pectin, the presence of plastids with the capability to perform photosynthesis and store starch, a large vacuole that regulates turgor pressure, the absence of flagella or centrioles, except in the gametes, and a unique method of cell division involving the formation of a cell plate or phragmoplast that separates the new daughter cells.
- Celluar respiration is the oxidation of organic compounds that occur within cells, producing energy for cellular processes.
- Chemical energy is the net potential energy liberated or absorbed during the course of a chemical reaction.
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First: True
The process by which Chlorophyll is able to trap energy from Sun is called Photosynthesis, because this trapped light (Electromagnetic) energy is converted into chemical energy and stored in Glucose synthesized from carbon dioxide and water as per following reaction
6CO2 + 6H2O = -—-Light Energy---> C6H12O6+ 6O2
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Second: True
Plants absorb water (H2O) and carbon dioxide (CO2) from the earth and atmosphere during photosynthesis. Water is oxidized, which means it loses electrons, while carbon dioxide is reduced, which means it gets electrons, inside the plant cell. Water is converted into oxygen and carbon dioxide into glucose as a result.
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Third: True
During the photosynthetic process in a plant cell, chloroplast produces sugar by transforming light energy into chemical energy held in glucose. The process of cellular respiration in mitochondria converts sugar into energy that plant cells can use to survive and develop.
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Fourth: True
In the light reactions, one molecule of the pigment chlorophyll absorbs one photon and loses one electron. This electron is passed to a modified form of chlorophyll called pheophytin, which passes the electron to a quinonemolecule, allowing the start of a flow of electrons down an electron transport chain that leads to the ultimate reduction of NADP to NADPH. In addition, this creates a proton gradient across the chloroplast membrane; its dissipation is used by ATP synthase for the concomitant synthesis of ATP. The chlorophyll molecule regains the lost electron from a water molecule through a process called photolysis, which releases a dioxygen (O2) molecule. The overall equation for the light-dependent reactions under the conditions of non-cyclic electron flow in green plants is:
2 H2O + 2 NADP+ + 3 ADP + 3 Pi + light → 2 NADPH + 2 H++ 3ATP+ O2
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Accuracy: 100%
A student wants to estimate the gravitational force between an asteroid and a planet other than Earth.
Which of the following information would be most likely needed to make this calculation?
Select ALL that apply.
Elimination Tool
Select all that apply
A
B
C
D
E
G
F
The mass of the asteroid.
The mass of Earth.
The mass of the planet.
The radius of Earth.
The distance between the asteroid and the planet.
The constant g 9.80 m/s².
The constant G-6.67 x 10-¹¹ Nx m²/kg.
Answers
Answer:
Explanation:The information that would be most likely needed to make the calculation of the gravitational force between an asteroid and a planet other than Earth are:
The mass of the asteroid (A)
The mass of the planet (C)
The distance between the asteroid and the planet (E)
The constant G-6.67 x 10^-11 Nm²/kg (G)
Therefore, the options that apply are A, C, E, and G.
A car tire is 64.0 cm in diameter. The car is traveling at a speed of 24.0 m/s.
a) What is the tire's rotation frequency, in rpm?
b) What is the speed of a point at the top edge of the tire?
c) What is the speed of a point at the bottom edge of the tire?
Answers
The tire rotates at a rate of 223.7 rpm, while the frequency layer of a tire is moving at a rate of 24.0 m/s plus 7.50 m/s, or 31.5 m/s. 24.0 m/s - 7.50 m/s = 16.5 m/s is the speed of a spot on the tire's bottom edge.
Why does frequency matter?Frequency refers to the quantity of waves passing a defined location in a predetermined period of time. As a result, the rate is 2 per second if a wave passes through in 1/2 of a second. In this case, the rate is 100 times per hour if it takes 1/10 of an hour.
Why not offer an example of frequency?The quantity of observations that take place during a specific predetermined timeframe is the frequency of such a class interval. So, the frequency for such 5–9 age range is 20 if, for instance, 20 individuals between the ages of 5 and 9 exist in the study's data.
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