0.054x2.33x90............

Answer:

to help keep fresh air

Explanation:

While there is no direct relationship between speed and thinking distance, higher speeds can result in longer thinking distances due to the increased reaction time needed by the driver.

The relationship between speed and thinking distance is not a direct one, as thinking distance is primarily influenced by the driver's reaction time rather than the actual speed of the vehicle. Thinking distance refers to the distance traveled by a vehicle during the driver's reaction time after perceiving a hazard.

However, there is an indirect relationship between speed and thinking distance in the sense that higher speeds generally result in longer thinking distances. When a vehicle is traveling at a higher speed, the driver needs more time to process information, make decisions, and react to potential hazards. Therefore, a higher speed can lead to a longer thinking distance.

It is important to note that thinking distance is just one component of the total stopping distance, which also includes braking distance. Braking distance is directly influenced by the speed of the vehicle. Higher speeds require longer braking distances to bring the vehicle to a stop.

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Answer:

The two resistors should be connected in series.

(I assume that the question is stating the electrical power consumed by the resistors)

Explanation:

Think about the formula P = V^2 / R

For the electrical power consumed to be a minimum, we must let V be as small as possible.

For small V, between a series and a parallel connection, series is the correct connection as the combined potential difference (pd) for the two resistors is equal to the electromotive force (emf) of the battery.

However, for parallel connections, the combined pd for the two resistors is equal to twice the emf of the battery. (Each resistor will have a pd equal to the emf of the battery)

With lower total V, with the same R, power P consumed will decrease.

Frozen preparations such as ice cream, sorbet, gelato, granite can be melted and refrozen, except gelato which cannot be melted and refrozen. This is because the ice cream, sorbet, and granite all contain a high content of fat which allows them to melt and refreeze successfully without becoming damaged.

However, the process of freezing the gelato forms tiny ice crystals, which provide its unique texture. If gelato is melted, it will lose its texture and will not re-freeze successfully.A gelato is a dense Italian ice cream that has a creamy texture and has a lower fat content than traditional ice cream. It is made by mixing milk, sugar, and flavorings, such as nuts or chocolate, and then churned to incorporate air into the mixture.

So, the ice cream, sorbet, and granite all contain a high content of fat which allows them to melt and refreeze successfully without becoming damaged.

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Answer: overjustification

Explanation:

The overjustification effect is a situation that occurs when an incentive like prizes or money or prizes leads to the reduction in an individual's intrinsic motivation that is necessary in performing a task.

In this case, because the children are motivated by money, when the take doesn't involve money anymore, they may not be willing to do it.

Answer:

The rider experiences weight or does not experience weight depends upon the direction of the elevator in which it moves and its acceleration.  

Explanation:

Consider the mass of a rider as m. So its actual weight is mg and it acts vertically downward. The apparent weight of the rider is depended on the acceleration of the elevator and its direction of movement.

When elevator moves with a constant speed i.e. its acceleration is zero, the apparent weight of the rider is equal to the actual weight. Thus the rider's sensation is normal.

If the elevator is moving upward with an acceleration a, then the apparent weight of the rider will be more and the rider will experience an increase in weight or the sensation is heavy.

Or when the elevator moves downward with an acceleration a, the apparent weight of the rider is less. And the rider sensation is lighter.

The acceleration will become "0 (zero)". A further solution to the question is provided below.

Now,

→ \(mg= W+F\)

or,

→ \(g= a+g\)

then,

→ \(a =0\)

This means that the rider isn't moving. Thus the response above is appropriate.

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Answer:

 freezing melting sublimating  x y

 x and

Explanation:

To drop a table of states of matter the best headings must be

table name: matter state

    freezing melting sublimation x y

This order goes from the solid state to the gaseous state, which is obtained by introducing heat into the system

Answer: D on edge

X: Heat Is Absorbed

Y: Heat Is Released

Explanation:

sublimation and melting are both absorbing heat(aka getting warmer)as they change state while freezing and deposition are releasing heat(aka getting colder)as they change state

The volume and density of the 60g material are 120cm³ and 0.5 g/cm³ respectively.

Density is expressed mathematically as;

p = m / v

Where m is mass and v is volume.

Given the data in the question;

First, we calculate the volume of the material.

Volume v = l × w × h

Volume v = 4cm × 5cm × 6cm

Volume v = 120cm³

Now, we determine the density of the material.

p = m / v

p =  60g / 120cm³

p = 0.5 g/cm³

Therefore, the density of the material is 0.5 g/cm³.

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Answer:

Hibernation allows the animal to survive when food is scarce.

Explanation:

in spring they need food to survive

Answer:

Above

Explanation:

yes

The force of friction between an object and the surface upon which it is sliding can be expressed as:

frictional force = coefficient of friction × normal force

where the normal force is the force exerted by the surface on the object perpendicular to the surface. We can use this equation to solve for the weight of the object.

frictional force = 12 N

coefficient of friction = 0.70

frictional force = coefficient of friction × normal force

12 N = 0.70 × normal force

normal force = 12 N / 0.70

normal force = 17.14 N

Since weight is the force exerted by gravity on the object, we can now calculate the weight of the object:

weight = mass × gravitational acceleration

We need to know the mass of the object to calculate its weight. We can use the formula:

weight = mass × gravitational acceleration

mass = weight / gravitational acceleration

The standard value for the acceleration due to gravity is 9.81 m/s²

weight = mass × 9.81 m/s²

mass = weight / 9.81 m/s²

Substituting normal force for weight, we get:

mass = normal force / 9.81 m/s^2

mass = 17.14 N / 9.81 m/s²

mass = 1.75 kg

Therefore, the weight of the object is:

weight = mass × gravitational acceleration

weight = 1.75 kg × 9.81 m/s²

weight = 17.15 N

The weight of the object is 17.15 N.

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The weight of the object is according to the given question is  17.16N.

Calculation of the given problem :-

The force of friction between an object and the surface can be found using the formula:

friction = coefficient of friction x normal force

where the normal force is the force perpendicular to the surface that the object is resting on.

In this case, we know that the friction force is 12N and the coefficient of friction is 0.70. Therefore, we can rearrange the formula to solve for the normal force:

normal force = friction / coefficient of friction

normal force = 12N / 0.70

normal force = 17.14N

The weight of the object is equal to the force of gravity acting on it, which is given by:

weight = mass x gravity

where gravity is approximately 9.81 m/s^2. We need to find the mass of the object in order to calculate its weight.

mass = normal force / gravity

mass = 17.14N / 9.81 m/s^2

mass = 1.75 kg

Therefore, the weight of the object is:

weight = mass x gravity

weight = 1.75 kg x 9.81 m/s^2

weight = 17.16N (rounded to two decimal places)

So the weight of the object is approximately 17.16N.

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Yes, it is possible to place another charged ball q0 on the line between the two charges q and 4q such that the net force on q0 will be zero.

For this to occur, the magnitude of the electric force between q0 and q must be equal and opposite to the magnitude of the electric force between q0 and 4q. Since the electric force between two charged objects is given by Coulomb's law, we can set up the following equation:

k(q0)(q)/(r^2) = k(q0)(4q)/((3r)^2),

where k is the electrostatic constant and r is the separation distance between the charges.

Simplifying this equation, we can cancel out q0 and solve for q as follows:

q = 4q/9.

This means that the charge q should be equal to four-ninths of itself for the net force on q0 to be zero. In other words, the ratio of the charges q and 4q should be 4:9.

To summarize, if the ratio of the charges q and 4q is 4:9, it is possible to place another charged ball q0 on the line between the two charges such that the net force on q0 will be zero.

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Answer:

In adding up charges, you can ignore the neutrons ... they have no charge

either way.  They're NEUTRal, which is why they're called NEUTRons.

That leaves us with 3 positive protons and 3 negative electrons.

                      +3  -3  =  0 .

The atom as a whole is neutral ... its net charge is zero.

Explanation:if this isn’t right I am sorry

Comenzemos con unas definiciones.

La posición nos dice la ubicación espacial de un dado objeto.

La velocidad nos dice como cambia la posición a medida que pasa el tiempo.

La aceleración nos dice como cambia la velocidad a medida que pasa el tiempo.

Teniendo esto en cuenta, la respuesta correcta La respuesta correcta es la opción C: "Las posiciones son las mismas"

Para poder entender esto, podemos desarrollar:

Ahora, supongamos un ejemplo.

Sea una persona caminando y un auto yendo en la misma dirección, de tal forma que la persona comienza varios metros delante del auto.

A medida que el auto aumenta su velocidad, eventualmente se encontrara al lado de la persona.

Naturalmente, es fácil darse cuenta de que tanto la velocidad como la aceleración del auto serán mayores que las de la persona, pero la posición (almenos en una dimensión) será la misma.

Podemos interpolar esto a cualquier situación similar, sabemos que para dos objetos que estén al lado del otro la posición será la misma, pero sin más contexto no podemos concluir nada sobre la relación entre las velocidades y las aceleraciones.

Con esto en mente, la respuesta correcta es la opción C: "Las posiciones son las mismas"

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From the calculation;

1) Melting point of indium = 171.4°

2) The resistance is 52.9 ohm

3) The power dissipated is  834 W

The temperature coefficient of resistance is a measure of how much the resistance of a material changes with temperature. It quantifies the relationship between the change in resistance and the change in temperature.

We have that;

R1/R2 = (1 + αt1)/(1 + αt2)

50/76.8 = (1 + (3.92 * \(10^-3\) * 20))/(1 +  (3.92 *\(10^-3\) * t))

0.65 = 1.0784/1 + 0.00392t

0.65(1 + 0.00392t) =  1.0784

0.65 + 0.0025t = 1.0784

t = 171.4°

P = \(V^2\)/R

R = \(V^2\)/P

R = \(230^2\)/1000

R = 52.9 ohm

The new power is;

P =\(210^2\)/52.9

P = 834 W

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==> Object A travels for 60 seconds before Object B starts out.

==> Object A moves at 2 m/s.

==> So Object A has a lead of 120 m when Object B starts out.

==> Object B moves at 3 m/s . . . 1 m/s faster than Object A.

==> So Object B catches up on Object A by 1 m every second.

==> Object B closes up Object A's lead of 120 m in 120 seconds.  

Answer:

TRUE.

Explanation:

An international language for communication, aid in organising and comprehending biodiversity, facilitation of research and recording, support for conservation efforts, addition to our understanding of evolution, and consideration of cultural variation are all provided by a system for naming and identifying organisms.

Having a system for identifying and naming organisms is important for several reasons:

Clear Communication: A standardized system of identification and naming allows scientists, researchers, and individuals to communicate clearly and effectively about specific organisms. It provides a common language and reference point, enabling accurate and unambiguous communication about a particular species.

Organization and Classification: The system of identification and naming helps in organizing and classifying the vast diversity of organisms. By assigning unique names to each species, scientists can categorize and group organisms based on their similarities and relationships, making it easier to study and understand the natural world.

Reference and Documentation: The naming system serves as a reference for documenting and recording information about different species. It allows researchers to maintain detailed records of their findings, observations, and studies, facilitating future research, collaboration, and the sharing of knowledge.

Species Conservation and Management: Accurate identification and naming of organisms are crucial for conservation efforts. It helps in identifying endangered or threatened species, monitoring population trends, and implementing appropriate conservation strategies. It also aids in tracking invasive species and managing ecosystems effectively.

Historical and Evolutionary Understanding: The system of naming organisms often reflects their evolutionary history and relationships. By examining the scientific names and taxonomic classifications, researchers can gain insights into the evolutionary patterns, shared ancestry, and evolutionary relationships among different species.

Cultural and Traditional Importance: Many organisms have local, traditional, or cultural names that hold significance in specific regions or communities. Having a standardized system allows for the integration of local names with scientific names, fostering cultural preservation and respecting indigenous knowledge and practices.

Therefore, a system for identifying and naming organisms provides a universal language for communication, aids in organizing and understanding biodiversity, facilitates research and documentation, supports conservation efforts, contributes to our understanding of evolution, and respects cultural diversity.

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When food is kept in storage, it has chemical energy as potential. Chemical energy in food is transformed into fuel for our bodies when a person eats it.

Thermal energy, which keeps us warm, is the fuel for our bodies. \

When a human moves, the chemical energy is also transformed into motion. Kinetic energy is the movement.

Because food gives the human body the chemical energy it needs to carry out its daily tasks, the fitness magazine made the comparison between food and a battery in this instance.

The banana is a fruit that contains a lot of carbohydrates and fructose. Because of this, it is a great food to eat before exercise because it gives the muscles the chemical energy they need to perform better both before and after exercise.

The banana is also high in potassium, magnesium, phosphorus, and vitamins a and c, which gives it more strength and energy.

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The spectrum observed from the Sun (or any star) would exhibit an absorption spectrum. This is because the outer gaseous atmosphere of the star absorbs specific wavelengths of light, resulting in dark absorption lines in the spectrum.

In the cooler, lower-density outer atmosphere, where white light from the star travels, some atoms or molecules in the atmosphere absorb photons with particular energy. In the spectrum, these absorptions show up as black lines at specific wavelengths. The specific set of absorption lines that each element or molecule generates results in a distinctive pattern that can be used to identify the elements that are present in the star's atmosphere.

The absorption spectrum offers insightful data on the chemical make-up and physical characteristics of the star. Astronomers can ascertain the elements present, their abundances, and other characteristics like the temperature, pressure, and velocity of the star's atmosphere by examining the absorption lines.

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Answer:

Yes, because some have feathers.

Explanation:

The net force on a rock that has a force of 4.9N down and 2.8N up applied to it is 2.1N down.

Define force.

A force is an effect that can alter an object's motion according to physics. An mass-laden object can change its velocity, or accelerate, as a function of a force. An obvious method of describing force is as a push or a pull. A force is a vector quantity because it possesses both magnitude and direction.

Thrust, which increases an object's velocity; drag, which decreases an object's velocity; and torque, which causes changes in an object's rotational speed, are all concepts connected to force. Each part of an extended body often exerts stresses on the sections that are nearby.

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The speed of the wind is 17 mph and the speed of the plane in still air is 119 mph.

Let the speed of the plane be x and the speed of the wind be y. Then, the speed of the plane with the wind becomes x + y, while the speed of the plane against the wind is x - y.

The distance traveled with the wind in 3 hours is 408 miles.

Therefore, we can write the equation as:

3(x + y) = 408

Divide both sides by 3:

x + y = 136  .... (1)

The distance traveled against the wind in 4 hours is also 408 miles.

Therefore, the equation can be written as:

4(x - y) = 408

Divide both sides by 4:

x - y = 102  .... (2)

Now we can solve these two equations using the elimination method.

Add equations (1) and (2):

x + y + x - y = 136 + 1022x = 238x = 119 mph

Therefore, the speed of the plane in still air is 119 mph.

Now, substitute this value of x in equation (1):

119 + y = 136y = 17 mph

Therefore, the speed of the wind is 17 mph.

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The correct question is:

A plane flies 408 mi with the wind in 3 hr. The return trip takes 4 hr. What is the speed of the wind and the speed of the plane in still air?

The wavelength is  \(\rm \( \lambda = 200 \, \text{m} \)\) and \(\rm \( D = 400 \, \text{m} \)\).

Given that the frequency f is 1500 kHz = \(\(1.5 \times 10^6\)\) Hz and the distance between the dipole antennas D is 400 m.

1) First, let's find the wavelength \((\(\lambda\))\):

\(\[ \lambda = \frac{v}{f} \]\)

Where v is the speed of light \((\(3 \times 10^8\) m/s)\) and f is the frequency:

\(\rm \[ \lambda = \frac{3 \times 10^8 \, \text{m/s}}{1.5 \times 10^6 \, \text{Hz}} \\= 200 \, \text{m} \]\)

Now that we have the wavelength, we can proceed to analyze the radiation pattern:

In the far-field region (at distances much greater than D = 400 m, the interference pattern of the two identical vertical dipole antennas can be analyzed using the concept of constructive interference.

The condition for constructive interference is that the path difference between the two antennas is an integer multiple of the wavelength.

Mathematically, this can be expressed as:

\(\rm \[ D \sin(\theta) = n \lambda \]\)

Where D is the distance between the antennas, \(\( \theta \)\) is the angle with respect to the line connecting the antennas, \(\( \lambda \)\) is the wavelength, and n is an integer (0, 1, 2, ...).

Solving for \(\rm \( \sin(\theta) \)\):

\(\rm \[ \sin(\theta) = \frac{n \lambda}{D} \]\)

Substitute the values

\(\rm \( \lambda = 200 \, \text{m} \)\) and

\(\rm \( D = 400 \, \text{m} \)\).

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To indicate the specific volume-versus-temperature relationship by letter, we would use the letter "V" to represent specific volume and "T" to represent temperature.

In thermodynamics, specific volume (V) is the volume occupied by a unit mass of a substance and is often expressed in m³/kg. Temperature (T) is the measure of the average kinetic energy of particles in a substance and is usually measured in degrees Celsius (°C) or Kelvin (K). A graph showing the relationship between specific volume and temperature helps understand the behavior of a substance under varying conditions.

Summary: In summary, the letter "V" represents specific volume, and the letter "T" represents temperature when discussing the specific volume-versus-temperature relationship in thermodynamics.

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Answer:

rickrickrick

Explanation:

rick n morty