The main goal of science is to learn about the universe and the laws of nature. (B)
The goal of Applied Science, Technology, and Engineering is to develop new inventions and processes (D), that can use the laws of nature to benefit humans. (A)
Answer:
C
Explanation:
Lourdes mixes several ingredients in a bowl, creating a cake batter. She holds the bowl up and turns it upside down, causing the cake batter to slowly fall into a pan. As the cake batter falls into the pan, Lourdes also uses a spatula to scrape the cake batter from the sides of the bowl and into the pan.
What forces are acting on the cake batter as it moves from the bowl to the pan? Be sure to explain whether each force acting on the batter is a contact force or a noncontact force. You should also explain how each force affects the motion of the cake batter.
friction and gravity ....................
The motion of the cake batter from the bowl to the pan is influenced by gravitational force (noncontact), normal force (contact by the spatula), and adhesive force (contact with the bowl). These forces affect how the batter moves and is transferred into the pan.
When Lourdes mixes the cake batter and transfers it from the bowl to the pan, several forces are in play affecting its motion. These include:
Gravitational force: This noncontact force pulls the cake batter downwards into the pan. It is a consistent force acting on all objects on Earth and depends on the mass of the batter.Normal force: As Lourdes uses a spatula to scrape the batter, the spatula exerts a contact force against the sides of the bowl, helping to dislodge the batter and move it towards the pan.Adhesive force: This contact force explains the batter's tendency to stick to the sides of the bowl and the spatula, opposing the motion towards the pan.Each force mentioned influences the flow and transfer of the cake batter, whether it is through contact, like the normal and adhesive forces, or from a distance, such as the gravitational force.
The curved section of a horizontal highway is a circular unbanked arc of radius 740m. If the coefficient of static friction between this roadway and typical tires is .40, what would be the maximum safe driving speed for this horizontal curved section of highway
The maximum speed at which the car makes the turn without slipping is [tex]\boxed{54\,{{\text{m}} \mathord{\left/{\vphantom {{\text{m}} {\text{s}}}} \right.\kern-\nulldelimiterspace} {\text{s}}}}[/tex].
Further Explanation:
Given:
The coefficient of static fiction between the road and tyres is [tex]0.40[/tex].
The radius of curvature of the road is [tex]740\,{\text{m}}[/tex].
Concept:
As the car turn around the curved road, the centripetal force acting on the car should be balanced by the friction force acting on the car to avoid the slipping of the car on the road.
Write the force balancing equation for the forces acting on the car.
[tex]{F_{centripetal}} = {F_{frcition}}[/tex] …… (I)
The centripetal force acting on the car is given by.
[tex]{F_{centripetal}} = \dfrac{{m{v^2}}}{r}[/tex]
Here, [tex]m[/tex] is the mass of the car, [tex]v[/tex] is the velocity of the car and [tex]r[/tex] is the radius of the curvature of path.
The friction force acting on the car is given by.
[tex]{F_{fricton}} = \mu mg[/tex]
Here, [tex]\mu[/tex] is the static friction coefficient and [tex]g[/tex] is the acceleration due to gravity.
Substitute [tex]\dfrac{{m{v^2}}}{r}[/tex] for [tex]{F_{centripetal}}[/tex] and [tex]\mu mg[/tex] for [tex]{F_{friction}}[/tex] in equation (I).
[tex]\begin{aligned}\frac{{m{v^2}}}{r} &= \mu mg\\ v&= \sqrt {\mu rg}\\\end{aligned}[/tex]
Substitute the values in the above expression.
[tex]\begin{aligned}v&= \sqrt {0.40 \times 740 \times 9.8}\\ &= \sqrt {2900.8}\\ &= 53.85\,{{\text{m}} \mathord{\left/{\vphantom {{\text{m}} {\text{s}}}} \right.\kern-\nulldelimiterspace} {\text{s}}}\\&\approx 54\,{{\text{m}}\mathord{\left/{\vphantom {{\text{m}} {\text{s}}}} \right.\kern-\nulldelimiterspace} {\text{s}}}\\\end{aligned}[/tex]
Thus, the maximum speed at which the car makes the turn without slipping is [tex]\boxed{54\,{{\text{m}} \mathord{\left/{\vphantom {{\text{m}} {\text{s}}}} \right.\kern-\nulldelimiterspace} {\text{s}}}}[/tex].
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Answer Details:
Grade: High School
Chapter: Circular motion
Subject: Physics
Keywords: Curved section, circular, unbanked road, static friction, maximum safe driving, radius 740m, without slipping, centripetal force, friction force.
A student throws a baseball upwards at an angle of 60 degrees to the horizontal. The initial horizontal and vertical components are 12.5 m/s and 21.7 m/s, respectively.
Given data
ball throws upwards at an angle 60°
Horizontal component (Vh) = 12.5 m/s,
Vertical component (Vv) = 21.7 m/s ,
The magnitude of throw/resultant velocity (V) = ?
The resultant velocity /the velocity with which ball is throws is determined by the following equation
V = √[(Vh)² + (Vv)²]
= √[(12.5)² + (21.7)²]
= 25.04 m/s
The resultant velocity or the velocity with which the ball is thrown is 25 m/s
Answer:
d
Explanation:
The acceleration stays the same. Velocity is the one that changes.
Suppose you want to separate the leaves, acorns, and twigs from a pile of soil. Filtration and distillation are two processes of separating mixtures. Explain which process you would use and why.
Have only 30 minutes to answer!!!!!
I will mark brainliest!
Mark him brainliest! XD
(your welcome btw)
How do two objects at different temperatures attain thermal equilibrium?
A.As the two objects touch, thermal energy flows from the colder block to the warmer block until both blocks have the same amount of heat energy and kinetic energy.
B.As the two objects touch, thermal energy flows as heat from surrounding air until particles in both blocks become stationary and reach the same temperature.
C.As the two objects touch, thermal energy flows as heat from the warmer block to the colder block until particles in both blocks move at the same rate and reach the same temperature.
D.As the two objects touch, kinetic energy flows as heat from the warmer block to the colder block until both blocks reach the same temperature and have the same thermal energy.
Answer:
C.As the two objects touch, thermal energy flows as heat from the warmer block to the colder block until particles in both blocks move at the same rate and reach the same temperature.
Explanation:
Heat is the transfer of thermal energy from an object at higher temperature to an object at colder temperature.
The temperature of an object is a measure of how fast the particles in the object move: the higher its temperature, the faster the particles move, the higher the average kinetic energy of the particles in the object. As a result, the particles of the object at higher temperature tend to transfer more energy (called thermal energy) to the particles of the object at colder temperature by colliding with them: this process continues until the particles of the colder object reach the same average kinetic energy as the particles of the warmer object, and this means that the two objects have reached the same temperature.
Which statement best describes how today’s scientific community views light?
Light behaves only like waves.
Light behaves only like particles
Light behaves like both waves and particles.
Light behaves like both waves and particles.
The correct answer is C) Light behaves like both waves and particles.
The statement that best describes how today’s scientific community views light is "Light behaves like both waves and particles."
Light comes from the Sun. Light travels at 186 miles per second. The distance between the Sun and the Earth is 93 million miles. So energy travels in waves of light scientists called electromagnetic energy, that is vibrating patterns of electricity and magnetism. It was Isaac Newton that said that light was a particle, but Christian Huygens said that it was a wave. But today’s scientific community views light is that light behaves like both waves and particles.
A player throws a football 50.0 m at 61.0° north of west. what is the westward component of the displacement of the football?
Answer: 24.24 m
Explanation:
A player throws football 50.0 m at 61° North of west. we will write this in terms of horizontal and vertical components.
Horizontal component: 50 cos 61° = 24.24 m which is westwards
Vertical component: 50 sin 61° = 43.73 m which towards North.
Refer to diagram below.
Thus, the westward component of displacement of the football is the horizontal component of the displacement = 24.24 m.
The westward displacement of the football that was thrown by a player 61.0° north of west can be calculated using trigonometry. Specifically, by multiplying the total displacement (50.0 m) with the cosine of the angle (61.0°), resulting in a westward displacement of approximately 25.5 m.
Explanation:The student's question concerns the westward displacement of a football thrown by a player at a direction 61.0° north of west. This displacement is a component of the total displacement of the football. Since the direction is specified relative to west, the western component or the westward displacement can be calculated using basic trigonometry.
In this case, the westward displacement is the adjacent side of the triangle formed with the displacement as hypotenuse and the angle being 61.0°. Hence, the westward component can be calculated using cosine of the angle times the hypotenuse, which is 50.0 m. We can calculate it as follows:
Westward displacement = 50.0 m * cos(61.0°)
Using a calculator, this gives a westward displacement of approximately 25.5 m, after rounding to one decimal place. Thus, the football was displaced approximately 25.5 m to the west.
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A crane uses a block and tackle to lift a 2200N flagstone to a height of 25m
a. How much work is done on the flagstone? I calculated this to be 55000J
c. What is the potential energy of the flagstone when it is 25m above the ground?
The second question I did not get. I need help on the formula and how to solve.
Remember the headline: ENERGY IS NEVER CREATED OR DESTROYED
The amount of energy before and after are always equal. All we ever do with energy is move it around from one place to another.
a). A crane can't create energy. Lifting the same rock in 20 different ways always takes the same amount of work. It doesn't matter whether one person picks the rock straight up, or 50 people get around it and lift it, or roll it up a ramp, or lift it with 16 pulleys and a mile of rope, or use a giant steam crane.
You want to lift a 2200N weight up 25m, you're going to have to supply
(2200N) x (25m) = 55,000 Joules of work.
c). YOU put out 55,000 Joules of energy. It had to GO someplace. Where is it now ? ===> It's the potential energy the rock has now, from being 25m higher than it was before. That 55,000 Joules is NOW the potential energy of the rock.
No energy was created or destroyed. It just got moved around.
55,000 Joules of energy began as nuclear energy in the core of the sun. Solar radiation carried it to the Earth. Plants absorbed it, and stored it as chemical energy. You ... or a cow that you ate later ... ate the plants and took the chemical energy. One way or the other, the chemical energy got stored in your blood and fat. When you needed to put it out somewhere, you moved it into your muscles, and they converted it into mechanical energy. Then you used the mechanical energy to exert forces. Today, you used the original 55,000 joules to lift the flagstone, and NOW that energy is in the flagstone, 25 meters up off the ground !
The potential energy of the flagstone when it is 25m above the ground is 55000J.
The question concerns two aspects of physics: calculating the work done on an object and understanding the concept of potential energy. First, you correctly calculated the work done on the flagstone as 55000J. Now, for the potential energy of the flagstone when it is 25m above the ground, we use the formula for gravitational potential energy, which is P.E = mgh, where m is the mass in kilograms, g is the acceleration due to gravity (9.8 m/s2 on the surface of the Earth), and h is the height in meters.
To find the mass (m) of the flagstone, we use the relationship F = ma where F is the force (weight in this case, which is 2200N) and a is the acceleration due to gravity. This gives m = F/g. Substituting the values, we get the mass of the flagstone which allows us to calculate its potential energy at a height of 25m, using P.E = mgh.
It's important to understand that the potential energy of an object is directly related to its height above the ground and represents the energy stored within the object due to its position. In this case, assuming the flagstone is lifted vertically and no energy is lost, the potential energy at 25 meters would be equal to the work done to lift it, which is 55000J.
Acceleration of an 82 kg couch that is pushed across the floor with an unbalanced force of 21N
According to Newton's principle two
F=m*a=>a=F/m=21/82=0.25 m/s²
Special relativity cannot be used to study an object in which frame of reference
Special relativity can be used to study an object in which frame of reference ... C. A frame of reference that has a constant, positive acceleration.
The question is incomplete. The complete question is:
Special relativity cannot be used to study an object in which frame of reference?
A. A frame of reference that has no change in velocity
B. A frame of reference that is moving in a circle
C. A frame of reference that has a constant, positive acceleration
D. A frame of reference that has a constant, negative acceleration
Answer:
A frame of reference that has a constant, positive acceleration
A frame of reference that has a constant, negative acceleration
Explanation:
Special relativity applies to frames of reference in which an object is moving at constant velocity.
If the velocity is constant, it implies that acceleration will be zero hence options C and D will be correct since they both involve a non-zero change in velocity.
A person walks one mile every day for exercise, leaving her front porch at 9:00 a.M. And returning to her front porch at 9:25 a.M. What is the total displacement of her daily walk
Final answer:
The total displacement of the person's daily walk, starting and ending at the same front porch, is zero, as displacement considers only the initial and final positions.
Explanation:
The question pertains to the concept of displacement in physics, which is different from distance. Displacement is a vector quantity that only considers the initial and final position of an object, ignoring the path taken. In the case of a person who walks one mile every day for exercise, starting from her front porch at 9:00 AM and returning to the same spot at 9:25 AM, her total displacement is zero. This is because her final position (the front porch) is the same as her initial position, meaning there has been no change in position regardless of the distance walked.
Which statement describes the vector plotted below?
A. The vector goes from (4,0) to (3-2)
B. The vector goes from (0,4) to (-2, 3)
C. The vector goes from (4,0) to (3,2)
D. The vector goes from (0,4) to (2,3)
A. The vector goes from (4,0) to (3-2)
(x,y)
*Physical Science* *E2020* *Unit Test*
Four students were loading boxes of food collected during a food drive. The force that each student exerted while lifting and the distance each box was lifted are listed in the table.
| Student | Force(N) | Distance(m) |
|-------------------|--------------------------|--------------------------|
| Chet | 50 | 1.0 |
|-------------------|--------------------------|--------------------------|
| Mika | 40 | 2.0 |
|-------------------|--------------------------|--------------------------|
| Sara | 30 | 1.5 |
|-------------------|--------------------------|--------------------------|
| Bill | 60 | 0.5 |
|__________|______________|_____________ |
Which lists the students in order from the greatest amount of work done to the least? (Work: W = Fd)
A. Bill, Sara, Chet, Mika
B. Mika, Chet, Sara, Bill
C. Bill, Chet, Mika, Sara
D. Mika, Sara, Chet, Bill
i think its b
hope this helps
Answer:The correct answer is option B.
Explanation:
Work done is defined product of force applied on an object and the displacement of an object on applying of force.It is measured in Joules.
[tex]W=Force\times Displacement[/tex]
1. Chet
Work done = [tex]50 N\times 1.0 m= 50.0 Joules[/tex]
2. Mika
Work done = [tex]40 N\times 2.0 m= 80.0 Joules[/tex]
3. Sara
Work done = [tex]30 N\times 1.5 m= 45.0 Joules[/tex]
4.Bill
Work done = [tex]60 N\times 0.5 m= 30.0 Joules[/tex]
The greatest work was done by Mika and least work was done by BIll. The order from the greatest amount of work done to the least.
Mika>Chet>Sara>Bill.
Hence ,the correct answer is option B.
The number of slices of pepperoni needed by a pizza restaurant is given by the equation p = 14n. In this equation, n is the number of pizzas the restaurant will make. How many slices of pepperoni are needed to make 40 pizzas?
A. 14
B. 560
C. 54
D. 40
If N is the number of pizza’s the restraunt will make and the equation tells us that the restraunt will make 40 pizza’s, I believe this turns the equation into p=14(40).
Answer:
The slices of pepperoni are 560.
Explanation:
The equation is given by
[tex]p=14 n[/tex]
We need to calculate the slices of pepperoni are needed to make 40 pizzas
Using given equation
[tex]p=14n[/tex]
Where, p = number of slices
n = number of pizza
Put the value of n in the equation
[tex]p = 14\times40[/tex]
[tex]p=560[/tex]
Hence, The slices of pepperoni are 560.
Constructive interference occurs when the crests of one wave overlap the crests of another wave. What is the result of constructive interference? A. decreased frequency B. increased frequency C. decreased amplitude D. increased amplitude
Answer:
D.
hope this helps
A student performs a reaction twice. In the second trial, she raises the temperature by 20¨¬C and notices that the reaction takes place more quickly. She concludes that the reaction must be endothermic. Explain why the student is incorrect.
Answer: She is incorrect to conclude that the reaction is endothermic.
As in the second trial, the temperature has increased by 20 °C , that means the heat has been released and energy is released in exothermic reactions.
Exothermic reactions: The reactions in which the energy of the products is less than the energy of the reactants, and the excess energy is released as heat.
Endothermic reactions: The reactions in which the energy of the products is more than the energy of the reactants, and the excess energy is absorbed as heat.
Explanation:
An endothermic reaction is a reaction in which the reactants absorb energy and the energy of products is more than that of reactants.
Whereas an exothermic reaction is a reaction in which the reactants have more energy as compared to products. Hence, there will be release of energy.
Therefore, when temperature is increased by [tex]20^{o}C[/tex] then it means we are providing more energy to the reactants. As a result, there will be release of energy. Hence, the reaction will be exothermic in nature and not endothermic.
Thus, we can conclude that the student is incorrect because the reaction is exothermic and not endothermic.
List five examples from daily life in which you see periodic motion caused by a spring or cord.
car suspension
guitar string
clips for hanging clothes
keyboards buttons
elevators
The five examples from daily life in which you see periodic motion caused by a spring or cord are car suspension, guitar string, clips for hanging clothes, keyboards buttons and elevators.
What is periodic motion?The motion which repeats itself after a fixed time period is called the periodic motion.
In daily life, every machine or simple machine we use is operated from a mechanism. The mechanism which involves the use of spring or cord for giving motion is elevator. The other examples are car suspension, guitar string, clips for hanging clothes and keyboards button.
Thus, the examples which shows periodic motion are listed above.
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PLEASE HELP!!
Describe how standing waves are created when you have a rope attached to a point on a wall.
Answer
standing waves are created when you have a rope attached to a point By moving your hand up and down we can create waves, and as we know that our rope is attached to a point on a wall, which means it has boundary. The waves will reflect back and interface with new waves and this is how standing waves are created.
hope this will help.
Answer:
Please see the explanation
Explanation:
As we know that standing waves have nodes and anti nodes which is produced by repeated interference of two waves of same frequency in opposite direction in the same medium. In this case when we have a rope attached to a point on a wall, we move the rope in up and down direction we will create waves.
The wave will go up to the wall and then reflect back and thus create an opposite wave. And as we can create a standing wave.
Which of the following is an abiotic limiting factor for a plant population in an ecosystem?
Invasive weed species
Seed dispersal by wind
Availability of soil minerals
Disease-causing fungal spores
Correct answer is Availability of soil minerals.
There are two types of limiting factors that affect plant population in a ecosystem. They are:
BioticAbioticBiotic factors includes food, diseases etc. Such as Invasive weed species, seed dispersal by wind, disease-causing fungal spores are examples of biotic limiting factor.
Abiotic factors include sunlight, temperature and chemical environment. The availability of soil mineral is an example of abiotic limiting factor. Growth of plant population depends on availability of soil minerals.
In the context of an ecosystem, an abiotic limiting factor refers to non-living elements that may limit a plant's survival or growth. Among the options provided, 'Availability of soil minerals' serves as an abiotic limiting factor.
Explanation:The question asks for an abiotic limiting factor, which refers to non-living aspects of an ecosystem that could limit a plant's growth or survival. In this case, the correct answer would be 'Availability of soil minerals.' Soil minerals are considered abiotic because they are non-living elements of the environment. They can limit plant growth if they are in short supply, as plants require specific minerals to carry out various biological functions. For example, nitrogen is a critical soil mineral that plants use to produce proteins and DNA.
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A 10-N force is applied horizontally on a box to move it 10 m across a frictionless surface. How much work was done to move the box?
Work done to move the box is 100Joules.
What is work done?The work done by any object is equal to the product of force applied and the distance moved by the object.
W =F.s
Given is the Force F =10N and distance moved s =10m
Then , the work done will be
W =10N x 10m
W =100J
Thus, the work done is 100J
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Blaine steps onto a ski slope with an angle of 25°. There is a coefficient of kinetic friction of 0.15 between him and the ground. He has a mass of 65 kg.
Draw the free-body diagram showing the forces acting on Blaine.
θ = angle of the incline surface from the horizontal surface = 25⁰
μ = Coefficient of friction = 0.15
m = mass of the person = 65 kg
[tex]f_{k}[/tex] = kinetic frictional force acting on the person as he slides down
mg = weight of the person acting in down direction
[tex]F_{n}[/tex] = normal force by the incline surface on the person
the free body diagram showing the forces acting on the person is given as
Pyrite is called "fool's gold" because it's looks a lot like gold. Which properties can be used to tell gold and pyrite apart?
Answer:
On the basis of physical and chemical properties, pyrite can be differentiated from real gold.
Explanation:
Some properties which can be used to differentiate pyrite from real gold are given below:
i) Real gold is made of same kind of atoms while pyrite is made of combinations of atoms like Iron and Sulphur.
ii) Pyrite is lighter in color than real gold.
iii) When we heat pyrite and real gold, both show different colors at higher temperatures.
iv) Pyrite is less dense and harder than real gold.
v) Real gold has weight 1.5 times than that of pyrite.
A forensic odontologist examines the teeth of a skull and finds no baby teeth, no wisdom teeth, deep roots in the maxillary cupsids, and substantial tooth degeneration. Which skull fits that data?
A) male, age 50
B) male, age 15
C) female, age 30
D) female, age 20
Answer:A Male,age 50
Explanation:
From forensic odontology description of a Male at age 50 to have a skull characteristic of no milk teeth, deep rooted maxillary due to change in structure of the canine teeth and no wisdom tooth.
The skull fits that data, if the data is A forensic deontologist examines the teeth of a skull and finds no baby teeth, no wisdom teeth, deep roots in the maxillary cuspids, and substantial tooth degeneration to a male of age 50, so option A is correct.
What is a skull?The skull's supporting bones. The skull is made up of facial bones and cranial bones, which surround and protect the brain (bones that form the eye sockets, nose, cheeks, jaw, and other parts of the face). The spinal cord and brain are joined by a gap at the base of the skull. Similar to the cranium.
According to forensic ontology, a male with a skull characteristic of age 50 had no milk teeth, a deep-rooted maxilla due to a change in the structure of the canines, and no wisdom teeth.
Therefore, the skull fits that data, if the data is A forensic deontologist examines the teeth of a skull and finds no baby teeth, no wisdom teeth, deep roots in the maxillary cuspids, and substantial tooth degeneration to a male of age 50.
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When density increases, what happens to the number of molecules in a volume of air?
When density increases the number of molecules stay the same, im not entirely sure but i hope its right.
Ball a of mass 5.0 kilograms moving at 20 meters per second collides with ball b of unknown mass moving at 10 meters per second in the same direction. after the collision, ball a moves at 10 meters per second and ball b at 15 meters per second, both still in the same direction. what is the mass of ball b? * 1 point your answer
Answer:
10.0 kg
Explanation:
The problem can be solved by applying the law of conservation of momentum - the total momentum before the collision must be equal to the total momentum after the collision:
[tex]p_i = p_f\\m_A u_A + m_B u_B = m_A v_A + m_B v_B[/tex]
where:
[tex]m_A = 5.0 kg[/tex] is the mass of ball A
[tex]u_A = +20 m/s[/tex] is the velocity of ball A before the collision
[tex]m_B = ?[/tex] is the mass of ball B
[tex]u_B = +10 m/s[/tex] is the velocity of ball B before the collision (same sign of uA, since they are moving in same direction)
[tex]v_A = +10 m/s[/tex] is the velocity of ball A after collision
[tex]v_B = +15 m/s[/tex] is the velocity of ball B after collision
Re-arranging the equation, we can solve to find mB, the mass of ball B:
[tex]m_B u_B - m_B v_B = m_A v_A - m_A u_A\\m_B = \frac{m_A (v_A -u_A)}{u_B -v_B}=\frac{(5.0 kg)(10 m/s-20 m/s)}{10 m/s-15 m/s}=10.0 kg[/tex]
you slide across home plate during baseball game. If you have a mass of 82 kg, and the coefficient of kinetic friction between you and the ground is 0.45, what is the force of friction acting on you?
m = mass of the person = 82 kg
g = acceleration due to gravity acting on the person = 9.8 m/s²
F = normal force by the surface on the person
f = kinetic frictional force acting on the person by the surface
μ = Coefficient of kinetic friction = 0.45
The normal force by the surface in upward direction balances the weight of the person in down direction , hence
F = mg eq-1
kinetic frictional force on the person acting is given as
f = μ F
using eq-1
f = μ mg
inserting the values
f = (0.45) (82) (9.8)
f = 361.6 N
Answer:
362 rounded, a p e x users
Explanation:
the atomic number is consider a unique atom and element identifier. Describe the associated subatomic particle, and how it can be used to identify the atom.
The atomic number is unique to each element and represents the number of protons in the nucleus of that atom. Therefore, it can be used to identify which element an atom belongs to.
The atomic number of an atom signifies the number of protons in the nucleus of that atom.
This number is unique to each element, making it a reliable identifier.
For example, Hydrogen has an atomic number of 1, which means it has 1 proton, while Helium has an atomic number of 2, indicating it has 2 protons.
No two elements share the same atomic number, hence, the atomic number can be used to identify an atom and determine which element it belongs to.
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A motor having a maximum power rating of 8.1 x 104 watts is used to operate an elevator with a weight of 1.8 x 104 newtons. What is the maximum weight this motor can lift at an average speed of 3.0 meters per second?
If the power rating of the motor is 8x10^4 Watts and our equation for Power is:
[tex]Power=\frac{Energy}{time}=\frac{Work}{time}=\frac{Force \times Displacement}{time}\\\\P=Force \times Velocity[/tex]
Note that:
[tex]F=ma=mg[/tex]
where g is the average gravity on Earth which is approximately 9.8 m/s^2.
And so:
[tex]P=F \times V\\P=m \times g \times V\\\\\ m=\frac{P}{gv} \\\\[/tex]
[tex]m=\frac{8.1 \times 10^4 }{9.8 \times 3} =2755.1kg[/tex]
In terms of force:
[tex]F=mg=2755.1kg \times 9.8 \frac{m}{s^2}=27000N[/tex]
The maximum weight of motor that can lifted at the given speed is of 27000 N.
Given data:
The maximum power rating of the motor is, [tex]P = 8.1 \times 10^{4} \;\rm W[/tex].
The weight of elevator is, [tex]W = 1.8 \times 10^{4} \;\rm N[/tex].
The speed of motor is, v = 3.0 m/s.
Since, the power rating of motor is obtained due to the force experienced on the elevator. Then,
[tex]P = F \times v[/tex]
Solving as,
[tex]8.1 \times 10^{4} = F \times 3.0 \\F = 27000 \;\rm N[/tex]
Now, the force experienced on the elevator is due to the weight of motor. Then,
Force (F) = Weight of motor (W')
[tex]27000 = W' \\\\W' = 27000 \;\rm N[/tex]
Thus, we can conclude that the maximum weight of motor that can lifted at the given speed is of 27000 N.
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1) A piano tuner is testing a wire currently under 2000 N tension. The wire is 1.5 m long and has a mass of 20 g. If the tuner's computer can detect a maximum frequency of 10,000 Hz, what is the highest harmonic number the computer can detect (1 point)
A) 77
B) 100
C) 25
D) 63
2) A wave is traveling with a speed of 400 m/s and it has a wavelength of 28 m. What will the frequency of the wave be if the wavelength is doubled but the speed remains the same? (1 point)
A) 9.09 Hz
B) 14.3 Hz
C) 21.7 Hz
D) 7.14 Hz
3) If a standing wave is vibrating in it's third harmonic, how many nodes does it have? (1 point)
A) 4
B) 3
C) 2
D) 1
4) An organ pipe, which is a pipe closed at one end, is 2.46 m long and the speed of sound in air in that pipe is 345 m/s. What is the frequency of the fundamental harmonic in this pipe? (1 point)
A) 44.9 Hz
B) 20.6 Hz
C) 35.1 Hz
D) 13.2 Hz
5) Using the same organ pipe from question 11, how many possible harmonics are there in the normal human hearing range of 20 Hz to 20,000 Hz? (1 point)
A) 570
B) 985
C) 101
D) 47
6) A standing wave is set up on a violin string to produce a note of A sharp Contra (58 Hz). The violin string is 32 cm long. If the sound is produced in the fundamental frequency, what is the speed of the wave moving across the string? (1 point)
A) 52.78 m/s
B) 18.83 m/s
C) 20.01 m/s
D) 37.12 m/s
1.
Answer:
N = 77
Explanation:
1) As we know that Tension in the wire is given as
T = 2000 N
now mass per unit length of the wire is given as
[tex]\frac{m}{L} = \frac{20 \times 10^{-3} kg}{1.5 m}[/tex]
[tex]\frac{m}{L} = 0.013 kg/m[/tex]
Now fundamental frequency is given as
[tex]f_o = \frac{1}{2L}\sqrt{\frac{T}{m/L}}[/tex]
[tex]f_o = \frac{1}{2\times 1.5}\sqrt{\frac{2000}{0.013}}[/tex]
[tex]f_o = 129 Hz[/tex]
now highest frequency is given as 10000 Hz
so total harmonics is given as
[tex]N = \frac{10000}{129}[/tex]
[tex]N = 77 [/tex]
2.
Answer:
D) 7.14 Hz
Explanation:
As we know that
speed = (frequency)(wavelength)
given that
speed = 400 m/s
wavelength = 28 m
so frequency is given as
[tex]f = \frac{400}{28}[/tex]
[tex]f = 14.3 Hz[/tex]
now if wavelength is doubled then we will have
[tex]wavelength = 56 m[/tex]
new frequency will be
[tex]f = \frac{400}{56}[/tex]
[tex]f = 7.14 hz[/tex]
3.
Answer:
Number of nodes = 4
A) 4
Explanation:
Number of nodes = number of harmonics + 1
so here we know that
number of harmonics = 3
Number of nodes = 3 + 1
Number of nodes = 4
4.
Answer:
C) 35.1 Hz
Explanation:
fundamental frequency in an organ pipe closed at one end is given as
[tex]f = \frac{v}{4L}[/tex]
here we know that
v = 345 m/s
L = 2.46 m
now we have
[tex]f = \frac{345}{4(2.46)}[/tex]
[tex]f = 35.1 Hz[/tex]
5.
Answer:
A) 570
Explanation:
Number of harmonics is given as
[tex]N = \frac{maximum :\frequency}{fundamental\: frequency}[/tex]
[tex]N = \frac{20,000}{35.1}[/tex]
[tex]N = 570[/tex]
6.
Answer:
[tex]v = 37.12 m/s[/tex]
Explanation:
For fundamental frequency we know that
[tex]f_o = \frac{v}{2L}[/tex]
here we know that
[tex]f_o = 58 Hz[/tex]
[tex]L = 32 cm[/tex]
now we have
[tex]58 = \frac{v}{2(0.32)}[/tex]
[tex]v = 37.12 m/s[/tex]
A student is performing a double-slit experiment to determine the wavelength of a light source. She has measured the distance between dark bands and the distance between the slits and the screen. She still needs to measure:
Question 10 options:
A)
the speed of the light
B)
the width of each slit
C)
the distance between the slits
D)
the angle between the right bisector and the first minima
E)
the distance between the centre of the slits and the first minima
Answer:
lights need elewctricity
Explanation:
She still needs to measure the distance between the slits.
To determine the correct option among all the options, we need to know about fringe width in young's double slits experiment.
What is fringe width in young's double slits experiment?In young's double slits experiment, a fringe pattern is found on the screen. The separation between the consecutive bright and dark spot is known as the fringe width.How can we calculate fringe width?Fringe width can be found from the formula(Wavelength × separation between screen and slits)/separation between the slits.
The above formula also gives a relation between the wavelength and fringe width. I.e. if we know the fringe width, separation between the screen and slits and the separation between the slits, we can determine the wavelength.Thus, we can conclude that she needs the distance between the slits to determine the wavelength of light.
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