Why is the metric system preferred as the system of measurement by the scientific community? select all that apply.
1.data is easily communicated worldwide
2.has prefixes that correspond to an amount to use with all base units
3.measurements are more accurate
4.easy to convert using the base 10 scale

b. Capacitor - water storage and d. Pump - battery are NOT hydrodynamic analog.

The flow of water is analogous to the flow of charge in that both involve a pressure difference. In both cases, a pressure difference causes the fluid or charge to move from an area of higher pressure to an area of lower pressure. The capacitor is not a correct hydrodynamic analog, as it is an electrical component that stores energy, whereas a water storage tank is a physical structure that holds a certain volume of water. The pump is also not a correct hydrodynamic analog, as a pump is a mechanical device that creates pressure at a certain rate, whereas a battery is an electrical device that produces an electric current.

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The force ratio fp/fe is equal to 1. This is because the unsigned charges of the proton and the electron are equal, and they experience the same electric field. The magnitude of the electric force experienced by a charged particle in an electric field at a position is equal to the product of the electric field and the unsigned charge of the particle.

F = qE

where

F is the force

q is the charge

E is the electric field

The proton and the electron have the same charge, so the magnitude of the force they experience is equal. The electric field is also the same, so the force ratio fp/fe is equal to 1.

fp/fe = q_p E / q_e E = 1

In other words, the force on the proton is equal to the force on the electron.

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Answer:

As animals get older, their bodies begin to change as well as their instincts and priorities. They get bigger and might adapt or develop.

Two negatively charged objects are 2 meters apart. the student adds electrons through conduction to one of the objects, then the force of repulsion between the two objects will decrease.

The reason for this is that the negatively charged electrons on the first object will repel the negatively charged electrons on the second object, creating a force of repulsion between them. Adding electrons to one of the objects will increase the number of electrons on that object, resulting in a stronger negative charge. This increase in the negative charge on one object will make it more difficult for the electrons on the other object to push against it, reducing the force of repulsion between the two objects. It's important to note that the amount of decrease in the force of repulsion will depend on the amount of electrons added and the initial charge of the objects. Also, If the distance between the two objects does not change and the charges on the objects are not affected by other factors, the electrostatic force of repulsion between the objects will be inversely proportional to the square of the distance between them.

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Question - Two negatively charged objects are 2 meters apart. The student adds electrons through conduction to one of the objects. What is the force of repulsion between the two objects?

The distance traveled by the plate before it was caught by another player is 210.71 m.

The given parameters;

The distance traveled by the plate before it was caught by another player is the range of the projectile.

The range of projectile is influenced by;

\(R = \frac{u^2 sin(2\theta)}{g} \\\\R = \frac{47.9^2 \times sin(2\times 32.1)}{9.8} \\\\R = 210.71 \ m\)

Thus, the distance traveled by the plate before it was caught by another player is 210.71 m.

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'What did you find most challenging about mastering this skill?'

Ahh- What I found most challenging about the passing skill is hitting the ball the right direction. The last time I tried to pass the ball it hit someone in the face. But when I got a hang of it, It was easy until middle game. I tried to hit the ball and I faceplanted into the bar..-

'What did you find easiest about mastering this skill?'

The easiest? Well for me, nothing was easy. I couldn't even serve the ball without hitting it thw wrong direction!! I can't serve or pass a ball without it going the wrong direction or the ball hitting someone in the face! It gotten easier and easier as the game went particuallarly well. My team did end up winning thanks to one of my teammates. I can't play volleyball well at all. It was easy in some cases but hard at the same time.

Hope this helps you! :)

Answer:

Explanation:

This is not exactly Physics but here you go:

What did you find most challenging about mastering this skill? Why?

Setting is the most challenging because it requires many different techniques. There is a designated setter in competition games exactly because it is the most challenging position. It also requires lot of practices with your teammates.

What did you find easiest about mastering this skill? Why?

Serving is the easiest because you literally have the ball in your hand when you serve. Now it is not as easy if you want to make a serve that is difficult to receive. When a player fails to serve, it is usually not because it is tough but rather the player is trying to make a hard or spinning serve.

I am not particularly athletic and above is from a little play time I have had with volley ball in high school.

Cognition is described as the mental processes involved in acquiring and understanding knowledge, such as perceiving, analyzing, and reasoning.

Cognition is the process by which the brain takes in, stores, and interprets information. It involves the use of language, memory, problem-solving, decision-making, and other higher-order thinking skills. Also the social cognitive perspective of personality focuses on the role that social factors and cognitive processes play in shaping an individual's thoughts, feelings, and behaviors. More than that, the social cognitive perspective emphasizes the role of cognitive processes, such as self-regulation, self-efficacy, and goal-setting, in the formation of personality.

It also focuses on the  the relationship between an individual's mental processes and their behavior in the context of their social environment.

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One coulomb of charge consists of   6.25×10^18  electrons.

One coulomb of charge is an equivalent charge of 6.25×10^18  electrons. The charge on 1 proton is 1.6 x 10-19 C. Conversely, the charge of an electron is -1.6 x 10-19 C. A coulomb is an enormous charge - two 1 C charges that are 1 m apart exert a force of 9 x 109 newtons.

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The impact force for vehicle A was equal and opposite to the impact force for vehicle B.

The given parameters;

Vehicle A:

Vehicle B:

The impact force for vehicle A is calculated as follows;

\(F = ma = \frac{mv}{t} = \frac{3000 \times 10}{0.01} = 3,000,000 \ N\)

The impact force for vehicle B is calculated as follows;

\(F = ma = \frac{mv}{t} = \frac{1000 \times -30}{0.01} = - 3,000,000 \ N\)

Thus, we can conclude that the impact force for vehicle A was equal and opposite to the impact force for vehicle B.

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Answer:

The first answer is W and Z, since they appear to be a period apart. Dont know the second question. I did what I could, hope someone can answer the second.

Answer:

In these reactions the products are higher in energy than the reactants. ... This barrier is due to the fact that to make CO2 and H2O we have to break 4 carbon-hydrogen bonds and some ...

Explanation:

The speed of the  Toyota Corolla would have  been 143.9 mph.

The acceleration of the F-15 can be calculated as follows:

Acceleration = Velocity Change / Time = (Take-off Speed) / Time

where;

Take-off Speed = √(2dg /t²)

Take-off Speed = √(2 x  (270 ft)  x 32.2 ft/s² / (2 s)²)

T  = √(17496) = 131.6 ft/s

Acceleration = Velocity Change / Time

= (131.6 ft/s) / (2 s) = 65.8 ft/s²

We can use the same acceleration to launch the Toyota Corolla, and calculate its final velocity:

Final Velocity = Initial Velocity + Acceleration x Time

where;

Final Velocity = 0 + (65.8 ft/s²) * (2 s) = 131.6 ft/s

Finally, we can convert the velocity from feet per second to miles per hour:

Velocity (mph) = Velocity (ft/s) x (1 hour/3600 s) x (5280 ft/mile)

= 131.6 ft/s x  (1 hour/3600 s)  x (5280 ft/mile)

= 143.9 mph

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Explanation:

3 × 20 = 60

1/4 × 20 = 5

60 + 5 = 65 km

Answer:

Explanation:

The kinetic energy of an object can be found by using the formula

\(k = \frac{1}{2} m {v}^{2} \\ \)

m is the mass

v is the velocity

From the question we have

\(k = \frac{1}{2} \times 9 \times {12}^{2} \\ = \frac{1}{2} \times 9 \times 144 \\ = 9 \times 72 \: \: \: \: \: \: \: \: \: \: \: \)

We have the final answer as

Hope this helps you

A body has centripetal acceleration with magnitude a such that

a = v ² / R

where v is the body's tangential speed and R is the radius of the circular path the body takes.

Convert the child's angular speed ω into linear/tangential speed. Assume angular speed is measured in rad/s and tangential speed in m/s. For every 2π rad that he revolves around his mother, the child travels a distance of 2πR m, so that

ω = (ω rad/s) • (2πR/(2π) m/rad) = Rω = v

Then the child's acceleration is

a = (Rω)² / R = Rω ²

When the mother pulls her arms in, the distance R gets halved and changes to R/2, so that the child's new acceleration is

a = (R/2 • ω)² / (R/2) = (1/4 • (Rω)²) / (1/2 • R) = 1/2 Rω ²

so the child's centripetal acceleration decreases by a factor of 2.

Answer: decrease

Explanation: it does

A magnetic field created by the electric current causes the compass needle to move. Option D is the correct answer.

When an electric current flows through a wire, it creates a magnetic field around the wire. The direction of the magnetic field is determined by the direction of the current. When a compass is placed next to the wire, the magnetic field created by the current causes the compass needle to move.

In a simple circuit made from a battery, a light bulb, and a wire, the electric current flows from the battery, through the wire, and through the light bulb, and then back to the battery. This creates a magnetic field around the wire, which can cause the compass needle to move when it is placed next to the wire. Hence, option D is correct choice.

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In Guided Lab 1, the distance from the center of the Mt. Vesuvius crater to the coast was found and it is approximately 7 kilometers.

The distance can be determined using different methods such as using a map and a ruler, using GIS software or a mapping website, such as Maps, or using a GPS device or smartphone app.

It is important to note that this distance may vary depending on the measurement method and location, and it should be a rough estimation.

Mt Vesuvius is an active volcano located on the east coast of the Italian Peninsula, southeast of Naples, it is one of the most dangerous volcanoes in the world due to its proximity to the city of Naples, it last erupted in 1944. The volcano has a crater that is about 800 meters wide and 140 meters deep.

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Answer:

The force is - 150 N

Explanation:

F = 30 • - 5 = - 150

Fluorine different from chlorine, bromine, and iodine,because it is the most electronegative and reactive element in the periodic table.

The periodic table is an organization of all known elements in order of increasing atomic number and repeating chemical characteristics.

They are organized in a tabular format, with a row representing an era and a column representing a group.

Elements are ordered in increasing atomic number order from left to right and top to bottom.

Elements of the same group will have the same valence electron configuration and, as a result, will have comparable chemical characteristics.

Elements in the same period, on the other hand, will have an increasing order of valence electrons. Fluorine,chlorine, bromine, and iodine are halogens.

Hence,fluorine different from chlorine, bromine, and iodine because it is the most electronegative and reactive element in the periodic table.

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Fluorine is most electronegative element and halogen in periodic table

In HF

Answer: Thunderstorm.

Explanation: When a cold, dry air mass collides with a warm, humid air mass over the land, that's a tornado, but on top of that the air rises and it cools and condenses that's a thunderstorm

When a cold, dry air mass collides with a warm, humid air mass over the land, that's a tornado, but on top of that the air rises and it cools and condenses that's a thunderstorm.

A thunderstorm, sometimes referred to as an electrical storm or a lightning storm, is a type of storm that is distinguished by the presence of lightning and the thunder that results from the lightning's acoustic effect on the Earth's atmosphere.  

Thundershowers are the name for relatively weak thunderstorms. A cumulonimbus is a form of cloud where thunderstorms develop.  They frequently produce heavy rain.  and occasionally snow, sleet, or hail and they are typically accompanied by strong wind.

However, some thunderstorms result in little or no precipitation. A squall line, often known as a succession of thunderstorms, can form or become a rainband.

Therefore, When a cold, dry air mass collides with a warm, humid air mass over the land, that's a tornado, but on top of that the air rises and it cools and condenses that's a thunderstorm.

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Answer:

Explanation:

I guess so because it has ingredients such as froot loops, frosted flakes, and such plus its liquid.

The type of lens shown in the ray diagram is the convex lens and in this type of lens, the image position depends on the object's position relative to the focus point. Hence, option B is correct.

A lens is a transmissive optical object that converges or disperses light by means of refraction. The concave lens is thinner at the middle and thicker at the edges and the convex lens is thicker at the middle and thinner at the edges. The concave lens diverges the light and hence, it is the diverging lens whereas the convex lens converges the light and it is the converging lens.

The diagram shown in the figure is the convex lens. When an object is placed in front of a convex lens, the image formed is real, inverted, and diminished which is formed with respect to the focal length of the convex lens.

Thus, the ideal solution is option B.

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Answer:B make sure it’s the same order

Explanation:

Correct on Plato

Answer:

C)constant velocity

Explanation:

it is probably corrected

Answer:An object has balanced forces acting on it and constant velocity.

Explanation:

Answer:

Thermocouple, also called thermal junction, thermoelectric thermometer, or thermel, a temperature-measuring device consisting of two wires of different metals joined at each end. One junction is placed where the temperature is to be measured, and the other is kept at a constant lower temperature.

The power density of a cell with a radius of 10 mm and 106 ATP molecules hydrolyzed each second is 1.26 x 10⁹ W/m³, which is much greater than the power density of a computer battery.

To calculate the power density of the cell, we need to first calculate the total power being produced by the ATP hydrolysis.

Each ATP molecule hydrolyzed produces about 50 kJ/mol of energy, and we have 106 ATP molecules being hydrolyzed each second, so:

Energy = 106 x 50 kJ/mol = 5.3 J/s

Next, we need to calculate the volume of the cell in cubic meters:

Volume = (4/3) x π x (10 cm)³= 4.19 x 10⁻⁶ m³

Finally, we can calculate the power density of the cell by dividing the total energy by the volume:

Power density = Energy / Volume = 5.3 J/s / 4.19 x 10⁻⁶ m³ = 1.26 x 10⁹ W/m³

The power density of the cell is much greater than that of the computer battery, which has a power density of 150 W/m³. Therefore, the cell has a greater power density than the battery.

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