A force of 20 N acts over an area of 2 m2. What is the pressure? ​

The element that forms at the core of a red giant star is helium. When a star has exhausted all the hydrogen in its core, it begins to fuse helium atoms together to form heavier elements such as carbon and oxygen.

This fusion process releases energy, causing the outer layers of the star to expand and cool, resulting in the star becoming a red giant. As the helium is depleted in the core, the star will continue to fuse heavier elements until it reaches iron, which cannot be fused without consuming more energy than it releases. At this point, the star will undergo a supernova explosion, leaving behind a remnant such as a neutron star or black hole. Thus, the formation of helium at the core of a red giant star plays a crucial role in the evolution of stars and the creation of heavy elements in the universe.

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The displacement of the horse is 38.4 m/s.

Given :

velocity of the horse = 3.2 m/s

The time that the horse

displacement of the horse =?

According to the formula,

velocity = displacement/time

we can get the value of displacement.

That is, displacement = velocity×time

Substituting the values of velocity and time, we get

displacement = 3.2 × 12 m

That is, displacement = 38.4 m

Hence, the displacement of the horse is 38.4 m/s.

It measures the length and angle of the net motion, or total motion, in a straight line from the starting point to the destination of the point trajectory. The translation that links the starting point and the ending point can be used to spot a displacement. The final location of a point relative to its beginning position xi, or a relative position (derived from the motion), is another way to express a displacement. The difference between the end and beginning positions can be used to define the equivalent displacement vector:

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The refractive index for a transparent medium with a critical angle, c, for light travelling from the medium to air is \(\mu=\frac{1}{\sin \mathrm{iC}}\\\)  =  \(\sin ^{-1}\left(\frac{2}{3}\right) .\end{aligned}$$\)

Refractive index of a transparent medium decreases with increase in wavelength of the incident light used.

The critical angle definition explains a lot about the laws of refraction and how the angle of incidence can be adjusted to bring a 90-degree angle of refraction

Refractive index of glass with respect to air is given:

\($$\mu=\frac{\text { Speed of light in air }}{\text { speed of light in glass }}\\\\=\frac{3 \times 10^8 \mathrm{~m} / \mathrm{s}}{2 \times 10^3 \mathrm{~m} / \mathrm{s}}\\\\=1.5$$\)

Now,

\(\mu=\frac{1}{\sin \mathrm{iC}}\\\\\sin \mathrm{i}_{\mathrm{C}}=\frac{1}{\mu} \\\\& \mathrm{i}_{\mathrm{C}}=\sin ^{-1}\left(\frac{1}{\mu}\right)\\\\=\sin ^{-1}\left(\frac{1}{1.5}\right)\\\\= \sin ^{-1}\left(\frac{2}{3}\right) .\end{aligned}$$\)

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Answer:a 1 10th  

b89 10

Explanation:

thats all i know so thank me when yoiu get them right:)

The period of this pendulum if its mass is doubled. The required analysis involves thinking about ratios is The period is 8 s when the pendulum's mass is doubled.

When a weight is shifted sideways from its equilibrium position, gravity acts as a restoring force on it, causing it to accelerate back toward the equilibrium position. This is what is meant by the term "pendulum," which refers to a weight that is hanging from a pivot so that it can swing freely. The restoring force acting on the mass of the pendulum once it is released causes it to oscillate, swinging back and forth about its equilibrium point. The duration, or the time required for a left swing and a right swing, is the period. The length of the pendulum and, to a lesser extent, the width of the amplitude, or swing, affect the period. Since Galileo Galilei's early scientific investigations of it in 1602, pendulums have been employed for timekeeping, and they remained the most precise timekeeping technology until the 1930s. For 270 years, households and offices utilized the pendulum clock invented by Christiaan Huygens in 1658 as the world's primary timekeeper before the quartz clock took its place.

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a concentric ring model in which social groupings are spatially organised in a hierarchy of rings. The upper class resides further away from the center, while the lower class is located closer to it.

The concentric ring model operates on the presumption that cultural content results from the incorporation of original ideas into the creation and/or presentation of music, text, and picture, and that these concepts originate in the fundamental artistic creativity spheres. Burgess' concentric ring model concept envisions growth occurring in a series of concentric rings surrounding the concentric ring model . According to Hoyt's sector model, economic expansion follows transportation corridors.

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The element of the discrete sequence corresponding to the function f(t) = t with k = 3 and t = 6.5 seconds is 19.5 seconds (rounded to the nearest first decimal place).

To find the element of the discrete sequence corresponding to the function and t = 6.5 seconds, we can substitute the given value of t into the function and multiply it by the value of k.

f(t) = t

f(6.5) = 6.5

Now, multiply the result by k = 3:

Element = 6.5 * 3 = 19.5

Therefore, the element of the discrete sequence corresponding to the function f(t) = t with k = 3 and t = 6.5 seconds is 19.5 seconds (rounded to the nearest first decimal place).

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If you walk at 1 km/h down the aisle towards the front of a train that moves at 60 km/h, your speed relative to the ground would be 61 km/h.

This is because we add the velocity of the person to the velocity of the train to determine their combined velocity relative to the ground. If the person were to walk in the opposite direction of the train, their speed relative to the ground would be 59 km/h since we would subtract their velocity from that of the train. The same concept applies to any situation where two objects are moving relative to each other.

For example, let's say that two cars are driving in the same direction on a highway. Car A is driving at 70 km/h and Car B is driving at 90 km/h.

The relative velocity of Car A with respect to Car B would be 20 km/h (90 km/h - 70 km/h) while the relative velocity of Car B with respect to Car A would be -20 km/h (70 km/h - 90 km/h).

So therefore if you walk at 1 km/h down the aisle towards the front of a train that moves at 60 km/h, your speed relative to the ground would be 61 km/h.

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Perceptual errors, cognitive biases, and emotions can indeed have negative effects on negotiations. Here are three examples illustrating each:

1. Perceptual error: One common perceptual error is the halo effect, where an overall impression of a person or situation influences the perception of specific attributes or qualities. In a negotiation, I may have made the mistake of perceiving my counterpart as more competent and trustworthy due to their confident demeanor and well-dressed appearance. This perceptual bias may have led me to underestimate their true intentions or overlook potential risks.

2. Cognitive bias: Confirmation bias is a cognitive bias where we seek and interpret information in a way that confirms our pre-existing beliefs or expectations. During a negotiation, I might have had a confirmation bias that my proposed solution was the best option. As a result, I might have selectively paid attention to information that supported my viewpoint and dismissed or ignored evidence that challenged it. This bias could have hindered open-mindedness and prevented me from considering alternative solutions.

3. Emotion: Emotions play a significant role in negotiations and can impact decision-making. For example, I might have experienced strong frustration during a negotiation due to the slow progress and lack of cooperation from the other party. This emotional response could have impaired my ability to think rationally and objectively, leading to impulsive or aggressive behavior. It might have also hindered effective communication and collaboration, potentially damaging the negotiation process.

In negotiations, it's important to be aware of these potential pitfalls and actively work to mitigate their effects. Developing self-awareness, practicing empathy, seeking diverse perspectives, and employing logical analysis can help counteract the negative impact of perceptual errors, cognitive biases, and emotional responses.

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a) To calculate the magnitude of the acceleration of the crate, we can use the formula:

acceleration = (change in velocity) / time The change in velocity is given as 4 m/s - 1 m/s = 3 m/s, and the time is given as 2 seconds. Plugging these values into the formula, we have: acceleration = (3 m/s) / (2 s) = 1.5 m/s² So, the magnitude of the acceleration of the crate is 1.5 m/s². b) To find the magnitude of the frictional force between the crate and the surface, we can use Newton's second law: frictional force = mass * acceleration The mass of the crate is given as 5 kg, and the acceleration is 1.5 m/s² (from part a). Plugging these values into the formula, we have: frictional force = (5 kg) * (1.5 m/s²) = 7.5 N So, the magnitude of the frictional force between the crate and the surface is 7.5 N.

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The piece of evidence that suggests that the inner planets were formed from the same rotating cloud of gas and dust is that the planets orbit the sun in the same direction and in the same plane

Smaller planets like Mercury, Venus, Earth, and Mars are considered inner planets. Mercury is thought to be the smallest inner planet, with Earth being the largest. The vastly larger outer planets, such as Jupiter, Saturn, Uranus, and Neptune, are the opposite.

A route that an object or planet in space follows around another body is referred to as an orbit. Moons are satellites that orbit many planets. A man-made satellite is also possible, such as the International Space Station.

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Answer:

200 kg

Explanation:

Answer:

m= 50

Explanation:

m=f/a    this is the formula for mass

m= 25/0.5    you substitute the numbers with their variables   they you divide them to get the mass

m= 50

Explanation:

(24 cm / 4.0 min) × (1 min / 60 s) × (1 m / 100 cm) = 0.001 m/s

Molly's experiment involved kicking a soccer ball with varying amounts of force and observing the resulting change in the ball's motion.

Newton's three laws of motion can help explain how the force of Molly's kicks affected the ball's movement.

Newton's first law of motion states that an object at rest will stay at rest and an object in motion will stay in motion with a constant velocity unless acted upon by an unbalanced force. In this experiment, the soccer ball was at rest before each kick, so the force of Molly's kicks acted as an unbalanced force, causing the ball to accelerate and move. The greater the force of her kick, the greater the acceleration and resulting distance the ball traveled.

Newton's second law of motion states that the acceleration of an object is directly proportional to the force applied and inversely proportional to its mass. In this case, the mass of the soccer ball remained constant, but the force of Molly's kicks varied. As a result, the acceleration of the ball was directly proportional to the force of her kick.

Finally, Newton's third law of motion states that for every action, there is an equal and opposite reaction. When Molly kicked the soccer ball, the ball exerted an equal and opposite force back on her foot, which is why she felt the impact of the kick.

Energy transfer also played a role in this experiment. When Molly kicked the ball, she transferred energy from her foot to the ball. The greater the force of her kick, the more energy was transferred to the ball, resulting in a greater distance traveled.

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Answer:50m

Explanation:

Answer:

D

Explanation:

im not sure just sounds right

Answer:

d = 421.83 m

Explanation:

It is given that,

Height, h = 396.9 m

Horizontal speed, v = 46.87 m/s

We need to find the distance traveled by the ball horizontally. Let t is the time taken by the ball. Using second equation of motion for vertical direction. So,

\(396.9=0\times t+\dfrac{1}{2}\times 9.8 t^2\\\\t=9\ s\)

Now d is the distance covered by the cannonball. So,

\(d=vt\\\\d=46.87\times 9\\\\d=421.83\ m\)

Hence, this is the required solution.

There are 1,048,576 possible outcomes (microstates) when flipping 20 fair coins. The probability of getting the sequence "HTHHTTTHTHHHTHHHHTHT" in exactly that order is approximately 9.5367e-07.

a) There are 2 possible outcomes (heads or tails) for each coin flip, and since there are 20 coin flips, the total number of possible outcomes, or microstates, is given by 2²⁰

Answer: 2²⁰= 1,048,576 possible outcomes.

b) To calculate the probability of getting the sequence "HTHHTTTHTHHHTHHHHTHT" in exactly that order, we need to determine the probability of obtaining each individual outcome (head or tail) and multiply them together.

Since each coin flip is independent and has a 1/2 chance of resulting in either heads or tails (assuming the coins are fair), the probability of obtaining the desired sequence is (1/2)²⁰

Answer: (1/2)²⁰≈ 9.5367e-07

c) To calculate the probability of getting exactly 12 heads and 8 tails in any order, we need to determine the number of ways to arrange 12 heads and 8 tails within the 20 coin flips.

This can be calculated using the binomial coefficient, also known as "n choose k." The formula for the binomial coefficient is:

C(n, k) = n! / (k! * (n-k)!)

Where n is the total number of coin flips and k is the number of heads.

Using this formula, the probability can be calculated as follows:

P(12 heads and 8 tails) = C(20, 12) * (1/2)^20

Calculating C(20, 12):

C(20, 12) = 20! / (12! * (20-12)!)

          = 20! / (12! * 8!)

          = (20 * 19 * 18 * 17 * 16 * 15 * 14 * 13) / (8 * 7 * 6 * 5 * 4 * 3 * 2 * 1)

          = 125,970

P(12 heads and 8 tails) = 125,970 * (1/2)^20

Answer: P(12 heads and 8 tails) ≈ 0.12013435364 (approximately)

a) There are 1,048,576 possible outcomes (microstates) when flipping 20 fair coins.

b) The probability of getting the sequence "HTHHTTTHTHHHTHHHHTHT" in exactly that order is approximately 9.5367e-07.

c) The probability of getting exactly 12 heads and 8 tails in any order is approximately 0.12013435364.

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The velocity of sound in air is 50 m/s.

To calculate the velocity of sound in air, we can use the formula:

v = f * λ

Where:

v is the velocity of sound

f is the frequency of the sound wave

λ is the wavelength of the sound wave

In this case, the first resonance occurs when the length of the glass tube is a quarter of the wavelength. So, for the first resonance:

λ₁ = 4 * L₁

Where:

λ₁ is the wavelength at the first resonance

L₁ is the length of the tube

Given that L₁ = 30 cm, we can calculate the wavelength at the first resonance:

λ₁ = 4 * 30 cm = 120 cm

Now, when the water level is 25 cm below the open end, the effective length of the tube becomes L₂ = L₁ - 25 cm = 5 cm.

To find the wavelength at the next resonance, we can use the formula:

λ₂ = 4 * L₂

λ₂ = 4 * 5 cm = 20 cm

Since the frequency remains the same (250 Hz), we can now calculate the velocity of sound using the equation v = f * λ:

v = 250 Hz * 20 cm = 5000 cm/s = 50 m/s

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Answer:

Kinetic Energy=1/2×m×v^2,Where m=mass,v=velocity. So, kinetic energy of the object=1/2×150×15^2 = 16875 kg m^2 s^-2 .

Explanation:

math lol

Answer:

thanks me later

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Answer:

Its angular acceleration is zero.

Explanation:

If the angular velocity of an object (in this case the toy) is constant, then its angular acceleration will be zero. Why? Because angular acceleration is the time rate change of angular velocity. Since there is no change, this brings the answer to zero.

The visible range is 6.02×10^-7 m.

The refractive index of the oil film is n=1.58

The thickness of the film is , t=286 nm= 286×10^-9 m

2nt=( m+ ½) λ

m=0, 1, 2,.....

Substituting m=0, t and n

2× 1.58 ×(286×10^-9) =(0+½) λ=1.81×10^-6m (This is of infrared range)

Substituting m=1, t and n

2× 1.58 ×(286×10^-9) =(1+½) λ=1.81×10^-6=6.02×10^-7 m, this is visible range

Waves are vibrations that propagate. There are many types of waves such as sound waves, mechanical waves, to electromagnetic waves. All waves have different characteristics.

The physical characteristics of the wave are represented by the wavelength, frequency, amplitude, direction of vibration, and also the direction of propagation. Wavelength is the distance of one wave and is represented by the Greek letter Lambda (λ).

On transverse waves, length can be calculated as the distance from the peak of the wave to the crest of the next wave, or the trough of the wave to the trough of the next. Whereas in longitudinal waves, the wavelength can be calculated from one stretch to the next stretch, or the distance from one density to the next.

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I don't know sorry didn't make me want you say you didn't know how I feel about me being that way and that I didn't even want you say I was wrong and you didn't want me to be to have a good time

Answer:

g/ml ,because 1 ml = 1 cm^3

and density unit is g/cm^3.

Answer:

Yes!

Explanation:

The slope of a velocity-time graph is indeed equal to the object's acceleration.

A moon has more mass than the planet it circles and less mass than a star.

Do planets have a greater mass than stars?

By this definition, "stars" must be larger than planets in terms of mass. The size of a white dwarf would be comparable to that of a moon or small planet, but its mass would be approximately 200–1300 times that of Jupiter. Even more extreme are neutron stars, which are about the size of an asteroid but have a mass of several thousand Jupiters.

Why is the weight of the same object different on different planets Class 7?

The weight of an object is determined by its mass and the gravitational force that it experiences. The separation between two objects affects how strong gravity is. Because of this, an object weights differently on many planets.

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Explanation:

The acceleration of an object depends directly up on the net force acting on the object and inversely upon the mass of the object. As the force acting upon an object is increased; According to Newton, an object will only accelerate if there is a net or unbalanced force acting on it, therefore the acceleration is equal to force divided by the mass

a=F/m