Determine the coefficient of friction between the box and the table when the frictional force is 260 N and the normal force is 650 N.

Answer:

a) x=0  %T=0,   b) x= A %T=100%,   c) x=-A %T=50%

Explanation:

This is a simple harmonic movement exercise, which is explained by the expression

          x = A cos (wt + Ф)

where angular velocity is related to frequency and period

         w = 2π f = 2π / T

we can write the equation of the oscillation

         x = A cos θ

When seeing the two equations they are equivalent, so what happens with the angle will also happen with time

We are asked for the percentage of the period at three points: at the maximum elongation and at the point of x = 0, in general the distance is measured from the point of the spring without stretching

The period is defined as the time that the system takes to give a complete oscillation, that is, from x = 0 to x = A and return

a) for the unstretched spring point x = 0

In general, both distance and time are measured from this point, so the percentage of time is zero.

         % T = 0

b) for x = A

 let's find the angle

      cos tea = x / A = 1

therefore the angles tea = 2π rad

when the movement reaches the point of 2π radians it begins to repeat so the period is complete

            % T = 100%

c) the point of maximum compression x = -A

let's look for the angles

      cos tea = x / A = -1

therefore the angles tea = π rad

at this point the movement is halfway so it should take half the time

                % T = 50%

The most likely situation to occur if the climate changed and caused glaciers and ice caps to melt is:
D. Land masses would become smaller.

When glaciers and ice caps melt due to climate change, the water released from the melting ice flows into rivers, lakes, and eventually the oceans. This increase in water volume contributes to a rise in sea levels. As sea levels rise, low-lying coastal areas and islands may become submerged, leading to a reduction in the size of land masses.
In addition, the melting of glaciers and ice caps can cause other changes in the environment. While it might seem like the added freshwater could make the ocean water less salty, the influx of cold freshwater can actually disrupt ocean currents, which are crucial for regulating Earth's climate. As a result, certain regions may experience altered weather patterns and temperatures. However, these changes are complex and interconnected, making it difficult to predict specific outcomes, such as air temperature decrease or increased land fertility, solely based on melting ice caps and glaciers.
Overall, the most direct and likely impact of melting glaciers and ice caps on a global scale would be the reduction in land mass size due to rising sea levels.

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1. The maximum height above its launch level is 1.45 m

2. The time of flight of the ball is 1.1 s

1. How do I determine the maximum height?

From the question given above, the following data were obtained:

The maximum height can be obatianed as follow:

H = u²Sine²θ / 2g

H = [5.5² × (Sine 76)²] / (2 × 9.8)

Maximum height = 1.45 m

How do I determine the time of flight?

The time of flight of the ball can be obtained as follow:

T = 2uSineθ / g

T = [2 × 5.5 × Sine 76] / 9.8

Time of flight = 1.1 s

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5.32m/s must be  the constant speed of the second swimmer in order to catch up to the leader at the end of the pool.

The equation for distance for a constant velocity is given by:

x = v * t, x = distance, v = velocity, t = time

1. The time for the first swimmer to reach the end of the pool:

t₁ = x/v₁

= 41m / 5.0m/s

=8.2s

2. The second swimmer will be at the same location at a time t₂, from where she has 0.50s less to reach the end of the pool than the first swimmer. The velocity for the other swimmer will be:

v₂ = x/t₂

= 41 / (t₁ - 0.50s) =  41m / 7.7s

=5.32m/s

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Answer:

Kg

Explanation:

The units of mass are gram (g) , kilograms (Kg)

But SI of mass accepted is Kilograms (Kg)

Answer:

kg

Explanation:

Answer:

The transfer of thermal energy from your hand to the ice cube, as dictated by the second law of thermodynamics, causes the sensation of coldness. The third law of thermodynamics also plays a role in reducing the thermal energy and increasing the order of the molecules in the ice cube, contributing to the overall sensation of coldness.

Explanation:

When you pick up an ice cube, your hand feels cold due to the transfer of thermal energy from your hand to the ice cube. This transfer of energy occurs as a result of the second law of thermodynamics, which states that thermal energy always flows spontaneously from a hotter object to a colder object.

In this case, the ice cube is colder than your hand, and therefore has a lower thermal energy. When you touch the ice cube, heat flows from your hand to the ice cube in an attempt to equalize the temperature of the two objects. This transfer of heat causes the thermal energy of your hand to decrease, resulting in the sensation of coldness.

Another factor that contributes to this sensation is the third law of thermodynamics, which states that as the temperature of an object approaches absolute zero (the theoretical limit of zero Kelvin or -273.15 degrees Celsius), its entropy approaches a minimum value. This means that when the thermal energy of an object, such as an ice cube, is much lower than that of your hand, the disorder of its particles is greatly reduced. As a result, the molecules in the ice cube vibrate more slowly and produce less heat, leading to the sensation of coldness when touched.

In a DC generator, the generated electromotive force (emf) is directly proportional to the rotational speed of the generator's armature and the strength of the magnetic field within the generator.

This relationship is described by the equation for the generated emf in a DC generator:

Emf = Φ * N * A * Z / 60

Where:

Emf is the generated electromotive force (in volts),

Φ is the magnetic flux density (in Weber/meter^2\(meter^2\) or Tesla),

N is the number of turns in the armature winding,

A is the effective area of the armature coil (in square meters),

Z is the total number of armature conductors, and

60 is a constant representing the conversion from seconds to minutes.

From this equation, we can see that the generated emf is directly proportional to the magnetic flux density (Φ) and the product of the number of turns (N), effective area (A), and the total number of armature conductors (Z). This means that increasing any of these factors will result in a higher generated emf.

The magnetic flux density (Φ) can be increased by using stronger permanent magnets or increasing the strength of the field windings in the generator.

The number of turns (N) and the effective area (A) are design parameters and can be optimized for a specific generator. Increasing the number of turns or the effective area will result in a higher generated emf.

Similarly, the total number of armature conductors (Z) can be increased to enhance the generated emf.

By controlling and optimizing these factors, the generated emf in a DC generator can be increased, resulting in higher electrical output. However, it is important to note that there are practical limits to these factors based on the design and construction of the generator.

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Reflected wave E: -30 cos(wt - Bz)ax - 40 sin(wt - Bz)ay V/m

Reflected wave H: (1/377) x (-30 cos(wt - Bz)ax - 40 sin(wt - Bz)ay)

Transmitted wave E: 0 V/m

Transmitted wave H: 0

To find H₁, we can use the relation between electric field (E) and magnetic field (H) in a uniform plane wave in free space. The relation is given by:

H = (1/η) x E

where η is the intrinsic impedance of air, which is approximately 377 ohms. Given the electric field Ei = 30 cos(wt - Bz)ax + 40 sin(wt - Bz)ay V/m, we can calculate H₁ as follows:

H₁ = (1/377) x Ei

Substituting the values, we have:

H₁ = (1/377) x (30 cos(wt - Bz)ax + 40 sin(wt - Bz)ay)

When the uniform plane wave encounters a perfectly conducting plate normal to the z-axis at z = 0, it gets reflected. The electric field and magnetic field of the reflected wave can be found using the boundary conditions for a perfect conductor. The reflected wave has the same magnitude as the incident wave, but the direction of the electric field is reversed.Therefore, the reflected electric field Er = -30 cos(wt - Bz)ax - 40 sin(wt - Bz)ay V/m.

Using the same relation as before, we can find the reflected magnetic field Hr:

Hr = (1/377) x Er

Substituting the values, we have:

Hr = (1/377) x (-30 cos(wt - Bz)ax - 40 sin(wt - Bz)ay)

The transmitted wave occurs when the incident wave passes through the conducting plate. Since the plate is a perfect conductor, the transmitted wave is completely absorbed, and there is no transmission through the plate. Therefore, the transmitted wave has zero electric field and magnetic field.

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Explanation:

Moral duties are the duties performed by the people on the basis of humanity and moral values. The following are some of the moral duties :

Hope I helped ! ♡

Have a wonderful day / night ! ツ ▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Answer: 800

Explanation:

1/2 x m x v^2 = m x g x h

KE = 10 x 10 x 8

KE= 800

The energy of the body by the virtue of its motion is known as the kinetic energy of the body. The kinetic energy of the rock just before it hits the ground will be 784.8 J.

The energy of the body by the virtue of its motion is known as the kinetic energy of the body. It is defined as the product of half of mass and square of the velocity.

According to the law of conservation of energy, energy can not be created nor be destroyed can be transferred from one form to another form.

Kinetic energy= potential energy

Kinetic energy= mgh

Kinetic energy= 10×9.81×8

Kinetic energy=784.8 J

Hence the kinetic energy of the rock just before it hits the ground will be 784.8 J.

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Answer:

10.4 m/s

Explanation:

Answer:

which can cause an object with mass to change its volocity

Answer:

1)copper wire

Explanation:

it is the best electric conductor

Answer:

Reflection brings learning to life. Reflective practice helps learners find relevancy and meaning in a lesson and make connections between educational experiences and real life situations. It increases insight, and creates pathways to future learning. Reflection is called by many different names in the education field including processing, reviewing, and debriefing. I personally have moved towards referring to this key ingredient in teaching and group facilitation as reflection or reflective practice.

Explanation:

ANSWER: 234.4 m and 2.5 seconds

EXPLANATION:

1. List what we have.

\(v_f = 72 km/h=20 m/s\)

\(v_i = 54 km/h = 15 m/s\)

\(a = 2 m/s^2\)

2. Find time first.

\(t = \frac{v_f - v_i}{a}\)

\(t = \frac{20 - 15}{2}\)  

\(t= 2.5\) seconds

2. Then find the distance.

\(s = v_i t \frac{1}{2} a t^2\)

\(s = (15)(2.5)\frac{1}{2} (2)(2.5)^2\)

\(s = 234.4\) m

btw, I'm not good at physics AT ALL so this is just me guessing and trying to help

The null hypothesis is that the mean pressure produced by the valve is equal to 5.0 pounds/square inch, and the alternative hypothesis is that it is greater than 5.0 pounds/square inch.

We can use a one-sample t-test to determine whether the sample mean of 5.4 pounds/square inch is significantly different from the hypothesized mean of 5.0 pounds/square inch. The test statistic is calculated as:

t = (sample mean - hypothesized mean) / (standard deviation / sqrt(sample size))

t = (5.4 - 5.0) / (0.7 / sqrt(6))

t = 1.63

Using a t-distribution table with 5 degrees of freedom (n-1=6-1), a significance level of 0.025 (one-tailed test), we find the critical t-value to be 2.571.

Since our calculated t-value of 1.63 is less than the critical t-value of 2.571, we fail to reject the null hypothesis.

Therefore, we do not have enough evidence to conclude that the valve performs above the specifications at a significance level of 0.025.

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The piece of information that "9” gives about an atom of fluorine is that it is the atomic number (option A).

Atomic number is the number of protons in an atom with the symbol Z. The atomic number is the basis of arrangement of atoms on the periodic table.

Fluorine is a chemical element that has an atomic number of 9. It is the lightest of the halogens, a pale yellow-green, highly reactive gas that attacks all metals.

The atomic number is the number of protons in the nucleus of an atom, which is always equal to the number of electrons in a neutral atom.

Therefore, it can be said that "9" symbolises the atomic number of the element, fluorine.

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The energy efficiency of the car is approximately 16.7%.

The energy efficiency of a car is the ratio of the useful work output (in this case, the kinetic energy of the car) to the total energy input (in this case, the energy released by burning the gasoline). The equation for energy efficiency is:

The useful work output can be calculated as the kinetic energy of the car using the equation:

where m is the mass of the car and v is its velocity.

Substituting the given values:

The total energy input is the energy released by burning 0.1 L of gasoline, which is:

Substituting these values into the equation for efficiency:

Therefore, the energy efficiency of the car is approximately 16.7%.

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According to Piaget, that means that she has made the transition from the sensorimotor to preoperational stage

The first of Piaget's four stages of cognitive development is the sensorimotor stage.

A child's understanding that the outside world exists apart from them is what distinguishes it.

Within Piaget's stages of development, the kid will advance to the following stage after they have completely grasped this.

"Charlene has just begun to be able to form a mental representation of an object that is not visibly present.

According to Piaget, that means that she has made the transition from the sensorimotor to preoperational stage

Only recently has Charlene been able to create a mental image of something that is not physically present.

That indicates that she has moved from the sensorimotor to the preoperational level, in accordance with Piaget.

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Answer:

a) y = 0.0075 m

b) W = 1.569 J

Explanation:

See attachment for the solution

Answer:

Time=120seconds

Explanation:

S=300m

V=2.5m/s

t=?

V=S/t

t=S/V

t=300/2.5

t=120 second

Answer:

120 seconds

Explanation:

.....

...

.....

Answer:

The speed of the knife after passing through the target is 9.33 m/s.

Explanation:

We can find the speed of the knife after the impact by conservation of linear momentum:

\( p_{i} = p_{f} \)

\( m_{k}v_{i_{k}} + m_{t}v_{i_{t}} = m_{k}v_{f_{k}} + m_{t}v_{f_{t}} \)

Where:

\( m_{k}\): is the mass of the knife = 22.5 g = 0.0225 kg

\( m_{t}\): is the mass of the target = 300 g = 0.300 kg

\( v_{i_{k}}\): is the initial speed of the knife = 40.0 m/s

\( v_{i_{t}} \): is the initial speed of the target = 2.30 m/s

\(v_{f_{k}}\): is the final speed of the knife =?

\( v_{f_{t}} \): is the final speed of the target = 0 (it is stopped)

Taking as a positive direction the direction of the knife movement, we have:

\( m_{k}v_{i_{k}} - m_{t}v_{i_{t}} = m_{k}v_{f_{k}} \)  

\( v_{f_{k}} = \frac{m_{k}v_{i_{k}} - m_{t}v_{i_{t}}}{m_{k}} = \frac{0.0225 kg*40.0 m/s - 0.300 kg*2.30 m/s}{0.0225 kg} = 9.33 m/s \)

Therefore, the speed of the knife after passing through the target is 9.33 m/s.

I hope it helps you!              

Explanation:

The separation between the interference fringes on the screen increases because the distance of the screen from the slit is increased. Therefore option (a) is  correct.

The separation between the interference fringes on the screen increases because  the distance of the screen from the slit is increased, which is contradictory. Therefore option (b) is incorrect.

The separation between the interference fringes on the screen increases because  the distance of the screen from the slit is increased, which is contradictory. Therefore option (c) is incorrect.

The separation between the interference fringes on the screen increases because  the distance of the screen from the slit is increased, which is contradictory. Therefore option (d) is incorrect.

The separation between the interference fringes on the screen increases because  the distance of the screen from the slit is increased, which is contradictory. Therefore option (e) is incorrect.

The speed of the 1.2-kilogram block after the spring is released is -3m/s. The sign indicates that this block moves left direction.

Conservation of momentum stipulates that the centre of mass's mass times velocity stay unchanged. Conserving Angular Momentum, the system's overall angular momentum is constant. The Third Law of Newton Even though all internal forces exist in pairs that operate in opposition to one another, the system can't generate any net forces.

m1 => 1.2Kg; v1 = 0m/s ; v2 = 0m/s (sincce, it initially at rest)

m2 => 1.8Kg

v2'= 2m/s

The law of conservation of momentum:

m1v1 + m2v2 => m1 v1' + m2v2'

0 => 1.2 x v1' + 1.8 x 2

v1' => -(3.6)/1.2

=> -3m/s

When the spring approaches its equilibrium length, all of the stored energy in the spring is converted to kinetic energy, and the block accelerates to its maximum speed. Since the item is at rest, Ki = 0. Since there is no friction, Wnc = 0.

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A 1.2-kilogram block and a 1.8-kilogram block are initially at rest on a frictionless, horizontal surface. when a compressed spring between the blocks is released,the 1.8-kilogram block moves to the right at 2.0 meters per second, as shown. what is the speed of the 1.2-kilogram block after the spring is released?

Answer:

The new gravitational pull would be three times as strong as the first which would be 0.000000003 or 3 × 10^-9N.

Explanation:

Hope this helps. . . <3

Answer:

20N to the North

Explanation:

the west and east forces cancel out, that leaves us with 50 to the north, and 30 to the south, the difference would be 20 N to the North

Answer:

wait, wont the balloon pop if there is gas inside?

Explanation:

By contrasting a fossil with related rocks and fossils of known ages, relative dating can estimate the fossil's age.

By utilising radiometric dating to track the isotope decay inside the fossil or, more frequently, the rocks it is linked with, absolute dating may pinpoint an object's exact age.

It is possible to identify whether one artefact, fossil, or stratigraphic layer is older than another using relative dating, which does not provide particular dates.

Absolute dating techniques offer more precise dates and times of origin, such as a range in age in years.

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