The following figure is from a student’s experiment to find the centre of mass of an irregular shape.
a. Explain how the student used the following equipment to find the centre of mass:
• String
• A small mass (e.g. adhesive putty)
• A stand
• A pencil
• A straight-edge (e.g. ruler).
Include a diagram of the experimental set-up as part of your explanation.

The magnitude of the velocity of the bar at an instant when the induced current in the circuit is counterclockwise and equal to 1.73 A is 24.62 m / s

I = B l v / R

I = Induced current

B = Magnetic field

l = Length of bar

v = Velocity

R = Resistance

I = 1.73 A

B = 1.34 T

l = 0.293 m

R = 5.55 Ω

v = I R / B l

v = ( 1.73 * 5.55 ) / ( 1.34 * 0.293 )

v = 9.6 / 0.39

v = 24.62 m / s

Therefore, the the magnitude of the velocity of the bar is 24.62 m / s

The given question is incomplete. The complete question is :

A 0.293m -long bar moves on parallel rails that are connected through a 5.55 Ω resistor, as shown in the following figure (Figure 1) , so the apparatus makes a complete circuit. You can ignore the resistance of the bar and rails. The circuit is in a uniform magnetic field 1.34T that is directed into the plane of the figure. At an instant when the induced current in the circuit is counterclockwise and equal to 1.73 A, what is the magnitude of the velocity of the bar?

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Answer:

F= k Q1 Q2 / r^2

plug in the numbers

Answer:

Title IX of the Education Amendments Act of 1972 is a federal law that states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance."

Explanation:

Answer:

This is from another brainly question so I hope this helps :)

The earth takes 1 year to orbit the sun and is about 150, 000, 000km. Given that, use the rule of 3 to find your answer:

1 - 150, 000, 000

64 - x

(150, 000, 000 * 64) / 1= x

9, 600, 000, 000 / 1

9, 600, 000, 000 km.

A planet located 9, 600, 000, 000 km from the sun takes about 64 years to complete its orbit around the sun.

Answer:

20.4 miles

Explanation:

Terry's normal speed while riding his bike = \(15\ \text{mph}\)

Speed is reduced by \(3\ \text{mph}\).

So his speed now is \(15-3=12\ \text{mph}\)

The time for which the distance needs to be found is \(1.7\ \text{hours}\)

Distance is given by

\(\text{Distance}=\text{Speed}\times \text{Time}\)

\(\text{Distance}=12\times 1.7=20.4\ \text{miles}\)

So, the distance traveled in 1.7 hours is 20.4 miles.

Answer:

mass

Explanation:

We see the definitions for each option.

Weight: Weight is the force with which earth attracts a body towards itself. Weight changes with the value of acceleration due to gravity.

Mass: Mass is defined as the quantity of matter contained in a body. It remains constant anywhere in the universe.

Time: The interval of time that passes on

Length: Distance between two specified points.

Hence, it is clear from the definition that the physical quantity that represents the quantity of matter is:

mass

if sufficiently high temperatures (R) are achieved in the laboratory, nuclear fusion (S) becomes a reality, and as a result, the world's energy problems (E) will be solved.

C=  Funding for nuclear fusion will be cut.

H =  Supply of hydrogen fuel is limited.

R = Sufficiently high temperatures are achieved in the laboratory.

S =  Nuclear fusion becomes a reality.

E = World's energy problems are solved.

We then represent the statements as:

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The average braking force acting on the car is -690N, So The correct option is b.)

To solve this problem, we can use the following formula:

\(d = (v_f^2 - v_i^2) / (2a)\)

where d is the distance traveled, v_f is the final velocity (0 m/s, since the car comes to a complete stop), v_i is the initial velocity (27 m/s), and a is the average braking acceleration.

We can rearrange this formula to solve for the braking acceleration:

\(a = (v_f^2 - v_i^2) / (2d)\)

Substituting the given values, we get:

\(a = (0^2 - 27^2) / (2 * 578.0) = -6.24 m/s^2\)

The negative sign indicates that the acceleration is in the opposite direction to the car's motion, i.e. it is a deceleration.

Finally, we can use Newton's second law (F = ma) to find the average braking force:

F = ma = (1100 kg)(-6.24 m/s²) = -6854.4 N

Rounding to the nearest 10 N, we get:

F ≈ -690 N

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The kinetic energy of the square mass in terms of angular velocity is expressed as KE = (1/2)mr²ω²

The kinetic energy of the square mass in terms of angular velocity, you'll need to use the formula for kinetic energy and relate it to angular velocity.

Recall the formula for kinetic energy (KE) of a moving object:
KE = (1/2)mv², where m is the mass and v is the linear velocity.

Relate linear velocity (v) to angular velocity (ω) using the formula:
v = ωr, where ω is the angular velocity and r is the distance from the center of rotation to the mass.

Substitute the expression for linear velocity (v) in terms of angular velocity (ω) into the kinetic energy formula:
KE = (1/2)m(ωr)²

Simplify the expression:
KE = (1/2)mr²ω²

So The kinetic energy of the square mass in terms of angular velocity is expressed as KE = (1/2)mr²ω², where m is the mass, r is the distance from the center of rotation, and ω is the angular velocity.

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The Integration/Eclectic Theory is a broad concept encompassing various fields and concepts. Without specific context, providing a comprehensive answer is challenging. Nevertheless, potential drawbacks or criticisms associated with integration or eclectic approaches .

Integration or eclectic approaches can be discussed:

Lack of coherence: Integrating different perspectives, frameworks, or methodologies from multiple disciplines may broaden understanding but can also result in a lack of coherence or consistency. The components may not seamlessly fit together, leading to a fragmented or unclear theoretical framework.

  Overgeneralization: Eclectic approaches may incorporate diverse ideas without critically evaluating their compatibility or applicability in specific contexts. This can lead to overgeneralization or oversimplification of complex phenomena, disregarding important nuances or specific factors.

   Inconsistencies and contradictions: Combining different theories or approaches carries the risk of encountering inconsistencies or contradictions among the components. This can create confusion and hinder drawing clear conclusions or making accurate predictions.

   Lack of depth: Eclectic or integrative theories aiming to cover a wide range of perspectives may sacrifice depth. By attempting to include multiple viewpoints, the theory may not delve deeply into any one perspective, resulting in a superficial understanding of the underlying concepts.

   Difficulty in application: Applying eclectic theories can be challenging due to a lack of clear guidelines or principles. The absence of a unified framework makes it difficult to translate the theory into practical applications or develop specific interventions based on its recommendations.

It is important to note that these drawbacks are not inherent to all integration or eclectic theories. Some approaches successfully integrate multiple perspectives and provide valuable insights. However, it is crucial to critically evaluate the strengths and weaknesses of any theoretical framework to ensure its suitability for a particular context or research question.

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Answer:

d = 6 km

Explanation:

In this case we have the relative speed of the boot changes, suppose that the boat and the river have the same direction when the boat goes from A to point B

       vbr = vrt + vbt

        vbr = 2 + 4

        vbr = 6 km / h

        v₁ = 6 km / h

velocity is constant

         v₁ = d / t₁

         t₁ = d / v₁

when the boat returns to the starting point the speed is both opposite

        vbr = vbt - vrt

        vbr = 4-2

        vbr = 2 km / h

        v₂ = 2 km / h

as the speed is constant

         t₂ = d / v₂

they also indicate that the total time is 4 h

       t₁ + t₂ = 4

we substitute

       4 = d / v₁ + d / v₂

       4 = d (1 / v₁ + 1 / v₂)

       d = 4 / (1 / v₁ + 1 / v₂)

let's calculate

       d = 4 / (1/6 + 1/2)

       d = 4 / 0.6666 67

       d = 6 km

Answer:

1200

Explanation:

Distortion at the highest levels of magnification is decreased by (b). the use of immersion oil is correct option.

The fact that magnification does not appear as a variable in any of these equations is significant because specimen resolution is solely determined by numerical aperture and illumination light wavelength. The wavelength of light plays a significant role in the resolution of a microscope, as we have already explained (and can be seen in the calculations).

Therefore, it is preferable to utilize lower magnification objectives with a modest numerical aperture in specimens where resolution is less important and magnifications can be reduced in order to produce images with a greater working distance and greater depth of field.

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Answer:

B. Cant stop things from going wrong.

Explanation:

To me it's the only reasonable answer...

Answer: For anyone in Connexus. Just took the test.

1. A. Magnitude: 5km; direction: 73.7° east of north.

2. B. Acceleration

3. D. Magnitude: 6.40 blocks; direction: 38.7° east of north

4. B. 18 km

5. B. 70 m/s

6. C. It has a magnitude of 25 m.

7. C. In opposite directions

8. A. A physical quantity described by a single number.

9. A. 8.0 mm

10. B. A measurement having both magnitude and direction.

In this case, the gas has lost 60 J of internal energy in the form of heat. The work done is still zero, but the decrease in internal energy corresponds to the energy transferred as heat.

In an isochoric process (constant volume), the work done by the gas is zero because there is no change in volume. The work done by a gas is given by the equation:

Work = Pressure × Change in Volume

Since the volume is constant, the change in volume is zero, and therefore the work done is also zero.

However, you mentioned that the internal (thermal) energy of the gas decreases by 60 J. This indicates that energy has been transferred out of the gas in the form of heat. In an isochoric process, the change in internal energy (ΔU) is equal to the heat transferred (Q):

ΔU = Q

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Answer:

94

Explanation:

173 - 79 = 94

The number of electrons in a neutral atom is equal to the number of protons. The mass number of the atom (M) is equal to the sum of the number of protons and neutrons in the nucleus. The number of neutrons is equal to the difference between the mass number of the atom (M) and the atomic number (Z).

Mass number given: 173

Gold Atomic number: 79

Neutrons: 94

Answer:

When we sprinkle salt onto the ice cube, the state of equilibrium is disrupted. The salt molecules dissolve and join the water molecules thus changing the water's rate of freezing. The rate of melting is now much faster than freezing hence causing the ice to melt.

Explanation: Hope this helps

Answer:

crest moon

Explanation: because you ar etalking about moons

In 1820, Hans Christian Orsted discovered the relationship between electricity and magnetism, which is now known as electromagnetism.

(a) The formula for mass is given by;

Density = mass/volumeρ = m/V

mass = ρV

Where ρ is the density, m is the mass, and V is the volume.

So, if the material of both the child's ball and the adult ball is the same, then the mass of both balls depends on the volume of the ball.

Volume of the child's ball is half of that of the adult ball.

r_child = 0.5 * r_adult

Volume of child's ball = (4/3) * π * r_child³

Volume of adult ball = (4/3) * π * r_adult³

Therefore, the volume of the child's ball is;

V_child = (4/3) * π * (0.5 * r_adult)³V_child = (1/3) * π * r_adult³

Volume of the adult ball is;V_adult = (4/3) * π * r_adult³

Therefore, the mass of the child's ball is;

m_child = ρ * V_childm_adult = ρ * V_adult

Since the density is the same for both balls,

m_child/m_adult = V_child/V_adultm_child/m_adult = (1/3) * π *

r_adult³ / (4/3) * π * r_adult³m_child/m_adult = (1/3) / (4/3)m_child/m_adult = 1/4

The mass of the child's ball is reduced by a factor of 1/4 compared to the adult ball.

(b) Rotational Inertia of a ball;

Rotational inertia, I of a solid sphere is given by;

I = (2/5) * m * r²

Where m is the mass of the sphere, and r is the radius.

So, for a child's ball, I_child = (2/5) * m_child * r_child²I_adult = (2/5) * m_adult * r_adult²

Let's substitute the values found above;

m_child/m_adult = 1/4r_child = 0.5 * r_adultI_child = (2/5) * m_child * (0.5 * r_adult)²I_adult = (2/5) * m_adult *

r_adult²I_child/I_adult = m_child/m_adult * r_child²/r_adult²I_child/I_adult = (1/4) * (0.5)²I_child/I_adult = 1/16

The rotational inertia of the child's ball is reduced by a factor of 1/16 compared to the adult ball.

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This can be done using the Nyquist stability criterion or other techniques to show that the system is stable for any values of K and a. This means that we can always design a controller to achieve our desired closed-loop pole locations, regardless of the specific values of K and a.

In order to design a unity feedback controller for the first-order plant depicted in Figure 3.56, we need to ensure that the closed-loop poles lie within the shaded regions shown in Figure 3.57. To do this, we first need to determine the values of wa and a that correspond to these regions. A simple estimate from the figure suggests that wa is approximately 0.3 and a is approximately 1. This means that we need to design a controller that will ensure that the closed-loop poles lie within these regions. To do this, we can use the formula for the closed-loop transfer function of a unity feedback system, which is given by: Gcl(s) = G(s)/(1 + KG(s)) where G(s) is the transfer function of the plant, K is the controller gain, and Gcl(s) is the closed-loop transfer function. If we set K=a=2, we can then determine the values of K and K that will ensure that the closed-loop poles lie within the shaded regions. Using a root locus plot or other techniques, we can then determine the values of K and K that will give us the desired closed-loop pole locations. Finally, we need to prove that no matter what the values of K and a are, the controller provides enough flexibility to place the poles anywhere in the complex left-half plane. This can be done using the Nyquist stability criterion or other techniques to show that the system is stable for any values of K and a. This means that we can always design a controller to achieve our desired closed-loop pole locations, regardless of the specific values of K and a.

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Approximately 0.000092 moles of electrons were passed through the electrolytic cell.

To calculate the number of moles of electrons passed in an electrolytic cell, you need to use Faraday's constant and the equation relating current (I), time (t), and moles of electrons (n).

Faraday's constant (F) is the amount of electric charge carried by one mole of electrons, which is approximately 96,485 coulombs per mole.

The equation to calculate the moles of electrons (n) is:

n = (I * t) / F

Given:

Current (I) = 250 mA = 0.250 A

Time (t) = 36 seconds

Plugging the values into the equation:

n = (0.250 A * 36 s) / 96,485 C/mol

Calculating the result:

n ≈ 0.000092 moles of electrons

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The graph shown in the first option nicely plots the lion's and gazelle's velocities as a function of time, so option A is the correct answer.

Velocity is the rate of change of displacement over time.

As mentioned in the problem of running at a constant speed towards a gazelle with a standing lion as shown above.

So option A is correct.

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The voltage that would be measured between one side of the resistor and the other is 120 volts

The voltage between one side of a resistor and the other can be calculated using Ohm's Law, which states that the voltage (V) across a resistor is equal to the product of the current (I) flowing through the resistor and the resistance (R) of the resistor. Mathematically, this can be written as:

V = I × R

In this case, the current (I) is 6 amperes and the resistance (R) is 20 ohms. Plugging these values into the equation gives:

V = 6 × 20

V = 120

Therefore, the voltage that would be measured between one side of the resistor and the other is 120 volts.

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Ans. positive acceleration

When an object is speeding up, the acceleration is in the same direction as the velocity. Thus, this object has a positive acceleration.

Answer:

The resultant is the vector sum of two or more vectors. It is the result of adding two or more vectors together. If displacement vectors A, B, and C are added together, the result will be vector R. ... If two or more force vectors are added, then the result is a resultant force.

Explanation: