Sandra is riding a bicycle at 10.0 m/seconds. She slows down to 2.0 m/seconds. Her acceleration is _______ meters/seconds^2.

Answer:

Generally with successive half-life a new element is formed from the decayed nuclei:

isotope - daughter nucleus has same no. of protons (same atomic number) so                       the same element is formed in the decay

isotone - daughter nucleus has same number of neutrons so the atomic number has changed and a new element is formed (new atomic number)

isobar - daughter nucleus has same mass number - this could be an example of beta decay where the decayed nucleus has the same mass number but loses a neutron and gains a proton because of the lost electron and a new element is formed with the atomic number increases by 1

Example:

    U238 Uranium - alpha to Th234

    Th234 Thorium - 2 beta to U234     (back to U but atomic mass less by 4)

   U234 Uranium - alpha to Th230

   Th230 Thorium - alpha to Ra226

etc.   but during beta decay (electron loss) a neutron is lost and a proton gained (answer a)

Answer:

The strength of a magnet is determined by various factors such as the material used, shape and size of the magnet, distance between the magnet and the object it attracts, temperature, and external magnetic fields. The type of material used greatly affects its strength, with materials like neodymium and samarium cobalt being some of the strongest magnets available. Shape and size of the magnet also play a role, with larger magnets having greater strength. The distance between the magnet and the object it attracts affects the strength of attraction, as does temperature. External magnetic fields can also weaken a magnet's strength by altering its alignment.

Explanation:

Answer:

1:    v = √E/ρ where E is the elasticity and ρ is the density. Newton's assumed that sound wave travel in air under isothermal condition

2:  He corrected Newton's formula by assuming that, there is no heat exchange takes place as the compression and rarefaction takes place very fast. Thus, the temperature does not remain constant and the propagation of the sound wave in air is an adiabatic process.

If the mass of the object and the volume of the object is determined;

Then, the density of the object is determined by taking the ratio of the mass and volume.

The density of an object is the ratio of the mass and volume of that object.

Mathematically;

To determine the density of an object therefore, the physical characteristics of mass and the volume of the object are measured.

The mass of the object is obtained using a scale or a balance.

The volume of the object if a solid is obtained using a displacement bottle. If it is a liquid, a measuring cylinder is used.

The density of the object is then obtained by taking the ratio of the mass and the volume of the object.

In conclusion, the density of an object is determined from the volume and mass ratio.

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The solution indicates that the rope's tension is 200 N this is because of  the static equilibrium.

Dynamic equilibrium is a state in which bodies are moving at a constant speed, as opposed to static equilibrium, which is a state in which bodies are at rest (rectilinear motion). The total amount of forces acting on them is 0 in both situations.

the total of all external forces that affect the body, where m is its mass and is the linear acceleration of its centre of mass   The constant acceleration is zero when everything is in balance.

F is the force with which Joe pulls (200 N)

F′ is the force with which Bill holds on to the rope

T is the tension of the rope to the right

T′ is the tension of the rope to the left

The system created by Joe, the rope, as well as Bill is said to be in static equilibrium if it does not move, in which case both velocity of the object are zero.

Let's say we cut the rope in an idealized manner to demonstrate the tensions and internal forces.

Applying the idea of the horizontal forces' sum being equal to zero, which is the first requirement of static equilibrium with respect to the X-axis.

∑Fx = 0

T - F = 0

T = F

= 200 N

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Answer:

it is hit by an external force

Explanation:

D. 36 in Kr

Let's analyze all the elements in Option

By looking at all the given options we can clearly see that Krypton has the highest number of electrons as compared to the given options so It is the answer. Also with the highest mass, in the given four options.

It can be easily seen in options as the Number of electrons and mass is already written in options.

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The angular resolution of a radio wave telescope decreases with decreased disc size which is false.

The angular resolution of a radio wave telescope actually increases with a decrease in dish size. Angular resolution refers to the ability of a telescope to distinguish between two closely spaced objects in the sky. It is determined by the size of the telescope's aperture or dish.

In general, the larger the aperture or dish size of a telescope, the better its angular resolution. A larger dish collects more incoming radio waves, allowing for finer details to be resolved. Smaller dishes, on the other hand, have limited collecting area and, therefore, lower angular resolution. This is why larger radio telescopes are often preferred for high-resolution observations.

So, to achieve better angular resolution, one would typically need a larger dish size for a radio wave telescope.

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Answer:

has any one finished the lab yet?????

Explanation:

Answer:

The bones aren't as strong as a younger person, because an older person, ages due to time and it also depend on what they do in their past.

Does this help? ^-^"

Answer:

The resultant vector is 45.3 N 40.74° North of East

Explanation:

The given vectors can be presented as follows;

35 km at 25 degrees N of E = 35 × cos(25)·\(\mathbf{\hat i}\)  + 35 × sin(25)·\(\mathbf{\hat j}\)  

15 km at 10 degrees E of N = 15 × cos(90 - 10)·\(\mathbf{\hat i}\)  + 15 × sin(90 - 10)·\(\mathbf{\hat j}\)  

15 km at 10 degrees E of N = 15 × cos(80)·\(\mathbf{\hat i}\)  + 15 × sin(80)·\(\mathbf{\hat j}\)  

The sum of the vectors becomes;

∑d = 35 × cos(25)·\(\mathbf{\hat i}\) + 15 × cos(80)·\(\mathbf{\hat i}\) + 35 × sin(25)·\(\mathbf{\hat j}\)  + 15 × sin(80)·\(\mathbf{\hat j}\)  

∑d ≈ 34.33·\(\mathbf{\hat i}\) + 29.56·\(\mathbf{\hat j}\)

The magnitude of the resultant vector = √(34.33² + 29.56²) ≈ 45.3 N

The direction = tan⁻¹(29.56/34.33) ≈ 40.74° North of East

The resultant vector = 45.3 N 40.74° North of East

The pressure acting on the top and bottom faces is\(0.1635 N/cm^2\), the pressure acting on the side faces is\(0.4905 N/cm^2,\) and the pressure acting on the front and back faces is \(0.981 N/cm^2.\)

To compute the pressure acting on each face of the rectangular block, we need to know the weight of the block and the area of each face.

The weight of the block can be calculated as follows:

Weight = Mass x Gravity

Weight = 0.3 kg x 9.81 \(m/s^2\)

Weight = 2.943 N

The area of each face can be calculated as follows:

Top and bottom face: length x width = 6 cm x 3 cm = 18 \(cm^2\)

Side faces: length x height = 6 cm x 1 cm = 6 \(cm^2\)

Front and back faces: width x height = 3 cm x 1 cm = 3\(cm^2\)

Now we can calculate the pressure acting on each face:

Top and bottom face: Pressure = Weight / Area = 2.943 N / \(18 cm^2\) = \(0.1635 N/cm^2\)

Side faces: Pressure = Weight / Area = 2.943 N / \(6 cm^2\) = 0.4905 \(N/cm^2\)

Front and back faces: Pressure = Weight / Area = 2.943 N / 3 cm^2 = 0.981 N/cm^2

Therefore, the pressure acting on the top and bottom faces is\(0.1635 N/cm^2\), the pressure acting on the side faces is\(0.4905 N/cm^2,\) and the pressure acting on the front and back faces is \(0.981 N/cm^2.\)

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Speed of the bricks at the top of hill is calculated as 6.26 m/s. e) speed of the bricks at top of hill with 2 m of initial compression and 15% energy dissipation is calculated as 13.04 m/s.

The capacity or power to do work, like the capacity to move any object by the application of force is called energy.

Initial potential energy of compressed spring:

Ep = 1/2 kx^2 = 1/2 * 500 N/m * (2 m)^2 = 1000 J

Here, k is spring constant, x is compression of the spring, and J is unit of energy in joules.

Final potential energy of the bricks:

Ep = m g h = 100 N * 9.81 m/s^2 * 2 m

= 1962 J

As, Ep = Ep

1/2 kx^2 = m g h

v = sqrt(2gh) = sqrt(2 * 9.81 m/s^2 * 2 m) = 6.26 m/s

Therefore, speed of the bricks at the top of the hill is 6.26 m/s.

e. If 15% of  energy is dissipated through friction, final kinetic energy of the bricks at the top of hill will be 85% of initial potential energy of compressed spring.

0.85 * 1000 J = 1/2 mv^2

v = sqrt(170 / 1)

= 13.04 m/s

Therefore, speed of bricks at the top of the hill with 2 m of initial compression and 15% energy dissipation is 13.04 m/s.

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The period of this pendulum on the surface of Jupiter is 3.68 sec.

An object is drawn toward the earth's core by the force of gravity. The acceleration brought on by gravity is 9.8 m/s2 on earth. The formula used to determine the acceleration brought on by gravity is g = GM/r2.

Using Newton's equations, we may determine the gravitational pull between two objects. F = G (M x m) / r squared, where M is the mass of one item, m is the mass of the other object, and r is the separation between the centers of the two masses, is the formula for Newton's law of gravitation.

Given:

Period of the pendulum on the Earth = T_e = 1.70 s

Gravitational Acceleration of the Earth = g_e = 9.8 m/s²

Gravitational Acceleration of the Mars = g_m = 3.71 m/s²

\(T_m=\sqrt{\frac{g_e}{g_m} } *T_e\)

\(T_m=\sqrt{\frac{9.81}{26} } *6\)

\(T_m=\sqrt{0.377} *6\)

\(T_m=3.68s\)

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Answer:

3

Explanation:

just did it

The answer is A

Explanation:

The linear speed of a point on the tip of the propeller, at a radius of 1.73 m, as seen by the pilot is approximately 237.9 m/s. As seen by an observer on the ground, the linear speed of the same point is approximately 174.7 m/s.

To find the linear speed of the point on the tip of the propeller, we can use the formula v = ωr, where ω is the angular velocity and r is the radius.

(a) As seen by the pilot, the linear speed can be found by converting the angular velocity from rev/min to rad/s and multiplying it by the radius:

ω = (2500 rev/min) * (2π/60 sec/min) = 261.8 rad/s

v = ωr = (261.8 rad/s) * (1.73 m) ≈ 237.9 m/s

(b) As seen by an observer on the ground, we need to take into account the relative motion between the airplane and the ground. We can use the formula for relative velocity:

v_ground = v_airplane + v_propeller

where v_airplane is the velocity of the airplane relative to the ground (599 km/h or 166.4 m/s) and v_propeller is the linear velocity of the point on the propeller as seen by the pilot (237.9 m/s from part a).

v_propeller = (599 km/h) - (237.9 m/s) ≈ 361.5 m/s

v_ground = v_airplane + v_propeller ≈ 166.4 m/s + 361.5 m/s ≈ 174.7 m/s

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The magnitude of the average velocity = 1.5 m/s ( D )

Applying the given data:

Velocity = displacement / time

constant velocity/speed = 1.5 m/s  ( i.e. velocity for each direction )

displacement = 75 m west and 75 m North

∴ Average velocity = ∑ ( velocity for each direction ) / ( number of displace )

                               = (1.5 + 1.5 ) / 2

                               = 3 / 2 = 1.5 m/s              

Hence we can conclude that the magnitude of the average velocity = 1.5 m/s

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The magnitude and direction of the velocity will be 8.60 m/sec and 54.4°.

The change of displacement with respect to time is defined as the velocity.  velocity is a vector quantity. it is a time-based component.

Velocity at any angle is resolved to get its component of x and y-direction.

Given data;

\(\rm v_x= 5 \ m/sec \\\\ v_y=7 \ m/sec\)

The magnitude of the resultant velocity is;

\(\rm v_{net}=\sqrt{v_x^2+v_y^2}\\\\ \rm v_{net}=\sqrt{5 ^2+7^2 } \\\\ v_{net}=\sqrt{74} \\\\ v_{net}= 8.60 \ m/sec\)

The direction of the velocity is;

\(\rm tan \theta = \frac{v_y}{v_x} \\\\ \theta = tan^{-1}(\frac{7}{5}) \\\\ \theta =54.4^0\)

Hence the magnitude and direction of the velocity will be 8.60 m/sec and 54.4°.

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Answer:

74.88N

Explanation:

From the question,

F = ma................... Equation 1

Where F = force exerted on the ball, m = mass of the ball, a = acceleration

But,

v² = u²+2as.............. Equation 2

Where v = final velocity, u = initial velocity, s = distance.

Given: v = 12 m/s, u = 0 m/s (from rest), s = 5.0 m

Substitute into equation 2 and solve for a

12² = 0²+2×a×5

144 = 10a

10a = 144

a = 144/10

a = 14.4 m/s²

Also Given: m = 5.2 kg,

Substitute into equation 1

F = 5.2×14.4

F = 74.88 N

Hence the force exerted on the ball is 74.88 N

The lens of history can be used to understand the context and long-term effects of an event or issue on various institutions. By looking at how an event or issue fits into the broader historical narrative, it can help to understand how it has shaped and continues to shape different institutions.

For example, if we look at the Civil Rights Movement of the 1950s and 1960s through the lens of history, we can see how it impacted various institutions such as education, the legal system, and politics. It led to the desegregation of schools and universities, the dismantling of legal structures that supported racial discrimination, and the increased representation of minorities in politics. These changes had a profound and lasting impact on American society and continue to shape the country to this day.

Another example is how the COVID-19 pandemic has affected various institutions in different ways, it changed the way health systems operate and the way people interact with health services, it has also affected the way people work, learn and interact with each other, it has also changed the way people shop and consume, it also has had a significant impact on the global economy.

In both examples, by looking at the events through the lens of history, we can understand how they have changed different institutions and how those changes have shaped society over time. This understanding can help us to predict how the changes brought about by an event or issue will continue to affect institutions in the future.

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The rate of cooling influences the crystallization process by affecting the size and quality of the crystals formed. Slow cooling allows for the growth of larger and more well-defined crystals, while rapid cooling results in smaller and less organized crystals.

The rate of cooling plays a crucial role in the crystallization process. When a substance undergoes crystallization, it transitions from a disordered state to an ordered, crystalline structure. The rate at which this process occurs can significantly influence the resulting crystal formation.

When a substance cools slowly, the molecules have more time to arrange themselves into a regular pattern. This extended time allows for the growth of larger and more well-defined crystals. The slow cooling process allows the molecules to move and arrange themselves in an orderly manner, resulting in a more organized crystal lattice.

On the other hand, rapid cooling limits the time available for molecular arrangement. As a result, the crystals formed during rapid cooling are smaller and less organized. The molecules do not have sufficient time to move and arrange themselves into a well-defined crystal lattice.

It is important to note that factors such as temperature, pressure, and the nature of the substance also influence the crystallization process. However, the rate of cooling is a key determinant of crystal size and quality.

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The rate of cooling has a significant impact on the crystallization process. Crystallization refers to the formation of a solid crystal structure from a liquid or a supersaturated solution. The rate at which the cooling occurs affects the size, shape, and quality of the resulting crystals. Here are some key points to consider:

1. Nucleation: The rate of cooling affects the nucleation process, which is the formation of tiny crystal nuclei in the liquid. Slower cooling allows more time for nucleation to occur, leading to the formation of a larger number of smaller crystals. Conversely, rapid cooling may result in fewer but larger crystals.

2. Crystal Growth: After nucleation, crystals grow by the addition of molecules from the surrounding liquid. The rate of cooling influences the growth rate of the crystals. Slower cooling provides more time for molecules to attach to the crystal surfaces and form well-defined lattice structures. This can result in larger, more regular crystals with fewer defects.

3. Solvent Evaporation: In some cases, the cooling process involves the evaporation of the solvent or removal of the liquid medium. The rate of solvent evaporation affects the concentration of solutes and can influence the crystallization process.

Faster evaporation rates may lead to supersaturation, where the solute concentration exceeds its normal solubility limit, resulting in the formation of smaller crystals or even amorphous precipitates.

4. Crystallization Kinetics: The rate of cooling affects the overall kinetics of the crystallization process. Different compounds have distinct cooling rate dependencies.

For example, some substances may require slow cooling for proper crystal growth, while others may form more desirable crystals under rapid cooling conditions. It is important to understand the specific characteristics of the material being crystallized to optimize the cooling rate.

In summary, the rate of cooling influences the nucleation, crystal growth, solvent evaporation, and overall crystallization kinetics. By adjusting the cooling rate, it is possible to control the crystal size, shape, and quality, making it an important parameter in crystallization processes.

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The control in the experiment is option B. The group that is given no shock.

The method utilized by the researcher in scientific study to reduce the impact of unimportant factors is known as experimental control. The power of the independent variable to alter the dependent variable is further strengthened by experimental control. 9 Nov 2021

A controlled experiment is a scientific test carried out under predetermined circumstances in which only one (or a small number of) variables are altered at a time while all other variables are maintained constant.

Researchers use experimental controls to reduce the impact of unrelated experience and environmental factors, as well as to strengthen the conclusion that changes in the dependent variable are caused by the independent variable (the ability to infer causality).

Hence, option B is correct as it is not receiving any special treatment in the experiment.

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Answer:

Height, speed, mass

Explanation:

Answer:

D height, speed, mass

Explanation:

I took this test early november

Answer:

d = 0.015m

Explanation:

To find the thickness of the antireflective coating you take into account that waves must reflect and interfere destructively between them. A wave travels twice the thickness d of the coating, and for the destructive interference it is necessary that the reflected wave is (m+1/2) factor of the incident wave. Thus, you have:

\(2d=(m+\frac{1}{2})\lambda_n\)

d: thickness of the coating

m: order of the interference (m=1 for the minimum thickness)

λn: wavelength of light inside the coating

You first calculate the wavelength of the wave:

\(\lambda=\frac{c}{f}=\frac{3*10^8m/s}{10*10^9Hz}=0.03m\)

\(\lambda_{coating}=\lambda_n=\frac{n_{air}}{n_{coating}}\lambda_{air}\\\\\lambda_n=\frac{1}{1.50}(0.03m)=0.06m\)

Then, you replace the values of m and λn in order to calculate d:

\(d=\frac{1}{2}(m+\frac{1}{2})\lambda_n\)

\(d=\frac{1}{2}(0+\frac{1}{2})(0.06m)=0.015m=1.5cm\)

hence, the thickness of the antireflective coating must be 0.015m

Answer:

naturally occurring

Explanation:

it has to come from the earth and not be man made

In a gym the students raced with each other and teacher is recording everyone's speed than the second graph is representing correctly.

A graph is a visual depiction of statistical data or a logical relationship between variables. Graphs serve a predictive purpose because they have the virtue of displaying broad trends in the mathematical behavior of data. However, as just approximations, they may be incorrect and occasionally deceptive.

Most graphs have two axes, with the axis denoting a set of independent variables and the vertical axis denoting a set of dependent variables. The most typical graph is indeed a broken-line chart, where the regression coefficient is typically a factor of duration.

In the second graph the speed of every student is represented accurately, therefore the second graph is correct.

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Answer:

Mass (m) = 5.4 kg

Force (f) = 20 N

Acceleration (a) = ?

Acceleration= m × a

\(m \times a \\ = 5.4 \times 20 \\ = 108 \: ms ^{ - 2} \)

=> The resulting acceleration of the object is 108 m/s².