Answer:
Explanation:
The speed of the second car after the collision can be found using the law of conservation of momentum. The law states that the total momentum of a system remains constant if no external forces act on it.The initial momentum of the first car is (15g)(22 cm/s) = 330 g cm/s to the right.
The initial momentum of the second car is (22g)(-31 cm/s) = -682 g cm/s to the left.
The total initial momentum of the system is 330 g cm/s - 682 g cm/s = -352 g cm/sAfter the collision, the final momentum of the first car is (15g)(-42 cm/s) = -630 g cm/s to the left.
The final momentum of the second car is (m)(v) where m is the mass of the second car and v is the speed after the collision.
The total final momentum of the system is -630 g cm/s + (m)(v) = -352 g cm/s (since it remains constant)Therefore, m*v = -630 g cm/s + 352 g cm/s = -278 g cm/sTo find v, we need to divide the momentum by the mass
v = -278 g cm/s / 22 g = -12.6 cm/sSo the speed of the second car after the collision is -12.6 cm/s to the left.
13. John needs to figure out the heat change in watts of a circuit with 20 ohms of resistance and that's carrying a current of 5 amps. What's his result?
A. 250
OB. 100
OC. 500
OD. 125
Three forces are acting on the ring as shown in the figure. What is the magnitude and direction of the net force acting on the ring?
Answer:
The magnitude and direction of the net force acting on the ring is equal to the vector sum of the three forces acting on it. Based on the figure, the net force acting on the ring is equal to the vector sum of F1 minus F2 plus F3, and its magnitude is equal to the square root of (F1^2 + F3^2) minus (F2^2). The direction of the net force is the same as that of F1 minus F2 plus F3. This is because the three forces, F1, F2, and F3, all act concurrently and will add up to produce a single resultant, or net force.
What is the resultant of two displacement vectors having the same direction? Question 16 options: The resultant is the sum of the two displacements having the same direction as the original vectors. The resultant is the difference of the two displacements having the same direction as the original vectors. The resultant is the sum of the two displacements having the direction opposite to the direction of the original vectors. The resultant is the sum of the two displacements having the direction perpendicular to the direction of the original vectors.
The resultant is the sum of the two displacements having the same direction as the original vectors.
What is displacement?A displacement is described as a vector whose length is the shortest distance from the initial to the final position of a point P undergoing motion.
Vectors in the same direction can be simply added to obtain the resultant vector.
We can describe vector as a term that refers colloquially to some quantities that cannot be expressed by a single number, or to elements of some vector spaces.
In conclusion, If we want to sum two vectors that are collinear and have the same sense, we can make that adding such as an algebraic sum.
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The resultant is the sum of the two displacements having the same direction as the original vectors. Option A
What are vectors?We know that there are generally two kinds of variables that we can be able to have in Physics, we have the scalars and the vectors. In the vectors we have the quantities that have both magnitude and direction while in the scalars we have the quantities that have only magnitude.
We know that when two vectors do have the same direction, we can be able to obtain the resultant vector by addition of the vectors together.
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The three of us are going to Lake Balaton. The starting meeting point is the M1-M7 MOL gas station in Budaörs.
Connor is there on time at 8 in the morning with his electric van. He hums along peacefully at 90 km/h
average speed.
You and Steve are driving an old Suzuki, you are 5 minutes late, but the average speed is 120 km/h, so
even Steve is not worried that there will be a lot of consumption.
Teacher Watson is late with the sport Seat, after a quarter of an hour he sees that there is no one at the gas station,
he's running after us. According to the km clock, its speed is 140 km/h, but it is an 8% climb.
The destination is the exit of the highway 65 in Siófok, the roundabout, right after the Sió canal bridge.
Steve and I stop at the gas station at km 83 to refuel for 10 minutes.
1. Who meets who when?
2. Who drove how long time until the meeting?
3. Who gets to Siófok first?
Distance 1: Budaörs-MOL 73.3 km
Distance 2: MOL-Siófok 22.3 km
The answer of speed are:
1. Connor meets You and Steve at the M1-M7 MOL gas station in Budaörs. Teacher Watson is running after them.
2. Connor drove 73.3 km, You and Steve drove 78.3 km, and Teacher Watson drove 95.3 km.
3. Teacher Watson gets to Siófok first due to his higher speed.
What is speed?
Speed is the rate of motion, or the rate of change in position, of an object relative to a frame of reference. It is a scalar quantity that is measured in terms of distance traveled per unit of time. It is the magnitude of the velocity vector and is thus a scalar quantity. The average speed of an object over a certain period is the total distance traveled divided by the total time taken. Speed is also known as velocity, and it is a vector quantity that includes both the magnitude and direction of motion.
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Where are you likely to find a cooling coil located in the ductwork?
A. A medium-sized office
B. A large apartment building
C. A single-family home
D. A large factory
Cooling coil is a part of air conditioner and you are likely to find it located in the ductwork of a large apartment building. Hence, option (B) is correct.
What is cooling coil?The cooling coils are a part made up of tubes made of various materials that allow a fluid to move through them. These tubes also have an exterior contact with air or another gas, which enables a heat exchange.
In the fluid that flows through the cooling coils, either water or a refrigerant may be present.
The cooling coils are elements that cool or warm the air in a cooling system intended for comfort.
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Help, I have no clue what the answer is
Answer:
A. 1
B. n
C. 0
Explanation:
The numbers to the right of the symbols represent the [tex]\frac{mass\ number}{atomic\ number}[/tex]. Recall that the mass number is the sum of the number of neutrons and the number of protons in an atom's nucleus. The atomic number is the number of protons in an atom's nucleus. For this equation to be true, both sides must agree on the total number of subatomic particles. So, for the mass number:
[tex](1+235)=(99+133+4A)\\236=232+4A\\4=4A\\1=A[/tex]
This means the sum of the protons and neutrons in the particle is 1.
For the atomic number:
[tex](0+92)=(41+51+4C)\\92=92+4C\\0=4C\\0=C[/tex]
This means there are 0 protons in the particle.
The two derived values indicate that the particle is a lone neutron. So, the answer to B is n.
Two objects are accelerated equal amounts, but one object takes less force. Explain how and list a real life example of this scenario.
Answer:
A real-life example of this scenario can be seen in the operation of a car. When a car is accelerating, the engine applies a force to the wheels, which in turn apply a force to the ground. The car and its contents (including passengers) have a certain mass, and the force applied by the engine must be sufficient to accelerate this mass to a higher velocity. However, if the car is carrying a heavy load, such as a trailer, the total mass of the car and the load is greater, so it will take more force to accelerate the combined mass to the same velocity as a car without a load.
Explanation:
Two objects can be accelerated by the same amount but with different forces if they have different masses. This is because force is equal to mass times acceleration (F = ma), so if the mass of one object is greater than the other, it will take more force to accelerate it by the same amount.
Another example could be a person trying to push a boulder and a beach ball. The person will apply the same force but the boulder will move less distance than the beach ball.
Charlotte is deep water diving with a spear gun, hoping to find a tasty meal. She spots a delicious fish and fires a 2 kg spear from her spear gun toward the fish at a speed of 20 m/s . The 12 kg fish attempts to swim away at a speed of 6 m/s . After the fish is speared, how fast will it be moving through the water?
After the fish is speared, it will be moving through the water at a velocity of 9.3 m/s.
What is conservation of momentum principle?
The conservation of momentum principle states that the total momentum of a system remains constant if no external forces act on it.
Before the spear is fired, the total momentum of the system is zero (Charlotte and her spear gun are at rest). After the spear is fired, the total momentum of the system is given by the momentum of the spear (2 kg * 20 m/s = 40 kg m/s)
After the fish is speared, the total momentum of the system will be the sum of the momentum of the spear and the fish. The momentum of the fish is (12 kg * 6 m/s = 72 kg m/s). Therefore the total momentum of the system is (40 kg m/s + 72 kg m/s = 112 kg m/s)
Since the total momentum of the system remains constant, we can use the conservation of momentum principle to find the final velocity of the fish.
The final velocity of the fish is (total momentum of the system / mass of the fish) = (112 kg m/s / 12 kg) = 9.3 m/s
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A car, initially traveling 18.0m/s speeds up at a rate of 2.00m/s2 for 3.80s. Determine all unknowns and answer the following questions.
What was the car's final speed?
How far did the car travel during this time?
The final speed of the car is 25.6 m/s.
The distance travelled by the car is 82.84 m.
What is the final speed of the car?The final speed of the car is calculated by applying the first equation of motion as shown below.
v = u + at
where;
u is the initial speed of the cara is the acceleration of the cart is time of motionv = ( 18 m/s ) + ( 2 m/s² ) x ( 3.8 s )
v = 25.6 m/s
The distance travelled by the car is calculated as follows;
s = ut + ¹/₂at²
s = ( 18 x 3.8 ) + ¹/₂ ( 2 )(3.8²)
s = 82.84 m
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The tape in a videotape cassette has a total
length 200 m and can play for 2.4 h. As the
tape starts to play, the full reel has an outer
radius of 41 mm and an inner radius of 11 mm.
At some point during the play, both reels will
have the same angular speed.
What is this common angular speed?
Answer in units of rad/s.
At some point during the play, both reels will have the same angular speed. The common angular speed is 0.001389 rad/s.
What is angular speed ?
Angular speed is the rate at which an object rotates or revolves around a point, or the rate at which the angular position or orientation of an object changes with time. It is measured in radians per second or in revolutions per minute, and it is usually symbolized by the Greek letter omega (ω).
Angular speed is closely related to linear speed, or the distance an object travels in a given amount of time, because the linear speed of an object can be calculated by multiplying the angular speed by its distance from the centre of rotation.
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a rectangle has a length of (2.8+-0.2) m and a width of (1.2+-0.2) m. calculate the area and perimeter of the rectangle, and give the uncertainty in each value
Answer:
AREA = 3.6
PERIMETER = 7.2
UNCERTAINTY of Area = 3.0m
UNCERTAINTY of Perimeter = 7.0m
Explanation:
Formula for Area = length • width
(2.8 + -0.2)m • (1.2 + -0.2)m
= 2.6m^2
Formula for Perimeter:
2 • (length + width)
= 7.2m
UNCERTAINTY: round numbers to their correct significant figures.
what is the physics behind why electric parallel plates move from positive to negative
The physics behind the movement of electric charges between parallel plates is based on the principles of electrostatics. Electric charges are either positive or negative, and they are affected by electric fields.
Electric fields are created by a difference in electric potential, which is measured in volts. When a voltage is applied to a set of parallel plates, the charges within the plates will be affected by the electric field, and will move in response to it.
What are electric parallel plates?When a voltage is applied to a set of parallel plates, the positive charges in the plate connected to the positive voltage will be attracted to the negative voltage, while the negative charges in the plate connected to the negative voltage will be attracted to the positive voltage.
The movement of charges between the plates is also affected by the presence of any obstacles or resistances in the electric field, such as resistance in the wire. This can slow down the movement of charges and result in a decrease in the current flowing through the circuit.
In all, the movement of charges between electric parallel plates is the result of the electric field created by a difference in electric potential, and the movement of charges is called drift velocity. The movement is also affected by the presence of resistance.
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Which civilization was the first to use zero as a placeholder?
O Romans
O Greek
O Chinese
O Hindus of India
Explanation:
It might seem like an obvious piece of any numerical system, but the zero is a surprisingly recent development in human history. In fact, this ubiquitous symbol for “nothing” didn’t even find its way to Europe until as late as the 12th century. Zero’s origins most likely date back to the “fertile crescent” of ancient Mesopotamia. Sumerian scribes used spaces to denote absences in number columns as early as 4,000 years ago, but the first recorded use of a zero-like symbol dates to sometime around the third century B.C. in ancient Babylon. The Babylonians employed a number system based around values of 60, and they developed a specific sign—two small wedges—to differentiate between magnitudes in the same way that modern decimal-based systems use zeros to distinguish between tenths, hundreds, and thousandths. A similar type of symbol cropped up independently in the Americas sometime around 350 A.D., when the Mayans began using a zero marker in their calendars.
These early counting systems only saw the zero as a placeholder—not a number with its own unique value or properties. A full grasp of zero’s importance would not arrive until the seventh century A.D. in India. There, the mathematician Brahmagupta and others used small dots under numbers to show a zero placeholder, but they also viewed the zero as having a null value, called “sunya.” Brahmagupta was also the first to show that subtracting a number from itself results in zero. From India, the zero made its way to China and back to the Middle East, where it was taken up by the mathematician Mohammed ibn Musa al Khwarizmi around 773. It was al-Khowarizmi who first synthesized Indian arithmetic and showed how the zero could function in algebraic equations, and by the ninth century, the zero had entered the Arabic numeral system in a form resembling the oval shape we use today.
The zero continued to migrate for another few centuries before finally reaching Europe sometime around the 1100s. Thinkers like the Italian mathematician Fibonacci helped introduce zero to the mainstream, and it later figured prominently in the work of Rene Descartes along with Sir Isaac Newton and Gottfried Leibniz’s invention of calculus. Since then, the concept of “nothing” has continued to play a role in the development of everything from physics and economics to engineering and computing.
Hope it Helps and PLEASE DO NOT FORGET TO RATE-ME DOWN BELOW!Which word identifies the shaking that results from movement under Earth’s surface? earthquake fault plate stress
Answer: Earthquake
Explanation:
An earthquake is the ground shaking caused by a sudden slip on a fault. Stresses in the earth's outer layer push the sides of the fault together. Stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the earth's crust and cause the shaking that we feel during an earthquake.
Answer:The word earthquake identifies the shaking that results from movement under Earth's surface.
explanation: What is earthquake?
An earthquake is an intense shaking of Earth’s surface. The shaking is caused by movements in Earth’s outermost layer.When tectonic plates move, it also causes movements at the faults. An earthquake is the sudden movement of Earth’s crust at a fault line.
9. A block of mass m 10kg is pulled up at an angle of 600 incline as shown in Figure below with a force of 80N. (Take: Cos 60° = Sin30º = 0.5, Cos 30° = Sin 60⁰ = 0.9) b. Find the acceleration of the block if the incline is frictionless. Find the acceleration of the block if the coefficient of kinetic friction is 0.2
teds res ers tere wsed tezf
Explain how a person who weighs 500 N and is wearing high heels can exert a force of 45,000 N on the floor.
Pressure on ground is inversely proportional to the surface area in contact, more the surface area in contact, less will be the exrted pressure and vice versa.
even if small force of 500N is applied, due to extremely less surface area, the force acts as 45000 N.
A Crew Dragon with a mass of 12,519 kg is launched from the Kennedy Space Center. It is accelerating from rest to an orbital velocity to 7,800 m/s. Which of the following would be equal to the pull of Earth on the capsule?
A. The gravitational pull of the sun on the capsule
B. The gravitational pull of the capsule on Earth
C. The push of air resistance on the capsule
D. The push of air resistance on Earth
B. The gravitational pull of the capsule on Earth
The gravitational pull of the capsule on Earth is equal to the weight of the capsule, which is calculated by multiplying the mass of the capsule (12,519 kg) by the acceleration due to gravity on Earth (approximately 9.8 m/s^2). The gravitational pull of the sun and air resistance are not related to the gravitational pull of Earth on the capsule. The push of air resistance on the capsule and the push of air resistance on Earth are not related either to the gravitational pull of Earth on the capsule and they're not relevant in this scenario.
A rigid disk, of homogeneous material, mass equal to 1 kg and radius 50 cm, is kept spinning on the floor without friction around an axis with constant angular velocity. A small ball, much smaller in size than the disk and with a mass equal to one-twentieth of the disk, is initially at a radial distance from the center of the disk equal to half the radius. After 10 s the ball arrives at the end of the disk and exits.
1. To what forces is the ball subjected in the reference system integral with the floor?
2. To what forces is the ball subjected in the reference system integral with the disk and having its
origin at the center of it?
3. What kind of motion does the ball have in both of the above reference systems?
4. Calculate the rotational velocity of the disc.
5. How, if at all, would the motion of the disk vary once the ball leaves it,
assuming it is no longer kept in constant rotation? (Type of motion and angular velocity
angular)?
Un disco rigido, di materiale omogeneo, massa pari a 1 Kg e raggio 50 cm, è mantenuto in rotazione sul pavimento senza attrito attorno ad un asse con velocità angolare costante. Una pallina, di dimensioni molto più piccole del disco e massa pari a un ventesimo del disco, si trova inizialmente ad una distanza radiale dal centro del disco pari alla metà del raggio. Dopo 10 s la pallina arriva all'estremità del disco e ne fuoriesce. 1. A quali forze è soggetta la pallina nel sistema di riferimento solidale con il pavimento?
2. A quali forze è soggetta la pallina nel sistema di riferimento solidale con il disco e avente origine al centro dello stesso?
3. Che tipo di moto ha la pallina in entrambi i sopracitati sistemi di riferimento?
4. Calcolare la velocità di rotazione del disco.
5. Come varierebbe, se varierebbe il moto del disco una volta che la pallina lo abbandona, nell'ipotesi che non sia più mantenuto in rotazione costante? (Tipo di moto e velocità angolare)?
Answer:
In the reference system integral with the floor, the ball is subjected to the force of gravity pulling it downwards towards the floor and a normal force pushing it upwards to balance the force of gravity. The ball is also subjected to the centrifugal force pushing it outwards away from the center of the disk.
In the reference system integral with the disk and having its origin at the center of it, the ball is not subjected to any net force. The centrifugal force is balanced by a centripetal force pulling it towards the center of the disk.
In both reference systems, the ball has a combination of circular motion and linear motion. In the reference system integral with the floor, the ball is moving in a circular path due to the centrifugal force and is also moving away from the center of the disk. In the reference system integral with the disk, the ball is moving in a circular path with a constant speed.
To calculate the rotational velocity of the disc, we can use the formula v = r * w, where v is the rotational velocity, r is the radius of the disk and w is the angular velocity. Therefore, the rotational velocity of the disk is v = 0.5 m * w = 25m/s
Once the ball leaves the disk, the disk will no longer be balanced and will lose angular momentum, so it will slow down and eventually stop spinning. The motion of the disk will change from rotational motion to translational motion. The angular velocity of the disk will decrease to zero.
Where does the force come from to make a windmill turn?
Answer:
When wind flows across the blade, the air pressure on one side of the blade decreases. The difference in air pressure across the two sides of the blade creates both lift and drag. The force of the lift is stronger than the drag and this causes the rotor to spin.
Explanation:
The equal and opposite forces described by Newton's third law of motion will balance each other out in many cases.
True
False
Two forces are acting on the ring in figure. What is the magnitude and direction of the net force acting on the ring?
a) the net force is acting on the figure as shown is 896 N
b) The direction of this net force that is acting on the object is 44.4°
What is the net force?We know that force is a vector quantity. As such, we have that singular force that would have the same effect in magnitude and direction as the two forces acting together. We are to obtain the magnitude of this force and its direction.
We can tell that;
Vertical component = 500 sin 40 = 321.4 N
400 sin 50 = 306.4 N
= 627.8 N
Horizontal Component = 500 cos 40 = 383 N
400 cos 50 = 257 N
= 640 N
The resultant now is;
R = √(627)^2 + (640)^2
R = 896 N
The direction is; Tan-1 (627.8/640) = 44.4°
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A 5kg drone is moving through the air. If the drone has 40 J of kinetic energy, how fast is the drone moving?
____m/s
Answer:
4 m/
Explanation:
Kinetic energy = 1/2 mv²
40 = 1/2 × 5 × v²
v² = (40 × 2) ÷ 5
v = sqrt(16) [square root]
v = 4
Macmillan Learning
Steve races to the nearest taco stand at lunchtime and sees that his pedometer recorded his peak speed at 72.3 cm/s. What was
Steve's peak speed in kilometers per hour?
peak speed=
km/h
Need help with the conversion set up!!
The Steve’s peak speed after conversion from centimeter per second to kilometer per hour would be 2.6 km/h
The rate of change in distance over a certain period of time is the definition of speed. It has a distance by time dimension. You may calculate speed by multiplying the SI unit of length, which is meters, by the SI unit of time, which is seconds (seconds).
Multiplying a speed measurement in centimeters per second by the appropriate conversion ratio enables one to convert that speed measurement to kilometers per hour. You can convert using this simple method, which takes into account the fact that one centimeter per second is equivalent to 0.036 kilometers per hour:
kilometers per hour = centimeters per second × 0.036
= 72.3 × 0.036
=2.6 km/h
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The front 1.20 m of a 1,350-kg car is designed as a "crumple zone" that collapses to absorb the shock of a collision. (a) If a car traveling 27.0 m/s stops uniformly in 1.20 m, how long does the collision last?
Answer:
Explanation:(a) If a car traveling 22.0 ms stops uniformly in 1.20 m, how long does the collision last?(b) What is the magnitude of the average force on the car?(c) What is the magnitude of the acceleration of the car? Express the acceleration as a multiple of the acceleration of gravity.
A student wants to investigate the motion of a ball by conducting two different experiments, as shown in Figure 1 and Figure 2 above. In Experiment 1, the student releases a ball from rest and uses a slow-motion camera to film the ball as it falls to the ground. Using video analysis, the student is able to plot the ball’s horizontal position x and vertical position y as a function of time t . In Experiment 2, the student horizontally rolls the same ball off a table, and uses video analysis to plot the ball’s horizontal position x and vertical position y as a function of time t starting from the instant the ball leaves the table. The graphs from each experiment are shown above along with each graph’s best-fit curve line.
The student can conclude that in Experiment 1, the ball is following a parabolic path, demonstrated by the best-fit curve line. In Experiment 2, the ball is following a linear path, demonstrated by the best-fit curve line.
What is curve?
A curve is a line in a two-dimensional plane that is bent or curved. It is often used to describe the shape of objects or mathematical functions. It is often used to study changes in data over time and to understand the behavior of functions and equations. Curves can be described using a variety of mathematical equations and equations can be used to predict the behavior of a curve. Additionally, curves can be used to describe the motion of physical objects and to help visualize the relationships between the objects.
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A bullet of mass 0.02kg traveling at a speed of 100 m/s comes to rest when it has gone 0.4m into sand. Find the resisting force exerted by the sand.
Answer:
[tex]250\; {\rm N}[/tex], assuming that the sand exerts a constant force.
Explanation:
If the sand exerts a constant force, acceleration (deceleration) would be constant. Let [tex]a[/tex] denote this acceleration.
It is given that:
displacement is [tex]x = 0.4\; {\rm m}[/tex]. initial velocity is [tex]u = 100\; {\rm m\cdot s^{-1}}[/tex].Additionally, final velocity is [tex]v = 0\; {\rm m\cdot s^{-1}}[/tex] when the object is at rest.
Rearrange the SUVAT equation [tex]v^{2} - u^{2} = 2\, a\, x[/tex] to find acceleration [tex]a[/tex]:
[tex]\begin{aligned}a &= \frac{v^{2} - u^{2}}{2\, x} \\ &= \frac{{(0\; {\rm m\cdot s^{-1}})}^{2} - {(100\; {\rm m\cdot s^{-1}})}^{2}}{2\, (0.4\; {\rm m})} \\ &= (-12500)\; {\rm m\cdot s^{-2}}\end{aligned}[/tex].
Multiply acceleration by mass to find the net force:
[tex]\begin{aligned}(\text{net force}) &= m\, a \\ &= (0.02\; {\rm kg})\, (-12500\; {\rm m\cdot s^{-2}}) \\ &= (-250)\; {\rm {N}}\end{aligned}[/tex].
(Negative since velocity is decreasing.)
Assuming that all other forces are negligible. The force that the sand exerted would be equal to the net force, [tex](-250)\; {\rm N}[/tex] (negative since this force opposes the motion.)
How does the total momentum of two objects before a collision compare with the total momentum after the collision?
A brass rod is 2m long at a certain temperature. what is its length for a temperature rise of 100k, if the expansivity of brass 18x10
The length of brass rod with a thermal expansion of 100k temperature will be 2.0036m.
What is the length of brass rod?Thermal expansion refers to the tendency of matter to change shape, volume, and area in response to temperature changes. Temperature is a monotonic function of a substance's average molecular kinetic energy.
The formula to find the gain length will be:
ΔL = αL₀ ΔT
Here,
α is the expansivity = 18 x 10⁻⁶ K⁻¹
L₀ is the initial length = 2m
ΔT is the change in temperature = 100K
Therefore,
ΔL = 18 x 10⁻⁶ x 2 x 100
= 3.6 x 10⁻³
= 0.0036m
Therefore the final length is adding both lengths that is initial length and change in length,
L = L₀ + ΔL
By substituting,
L = 2m + 0.0036m
L = 2.0036m
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A basketball and a ballon are kicked with the same amount of force. However, the ball travels faster and further. Is Newtons 2nd law inaccurate? Explain
Answer:
No, Newton's second law is not inaccurate in this scenario. The second law states that the acceleration of an object is directly proportional to the net force acting on it, and inversely proportional to its mass.
Explanation:
In this scenario, the basketball and the balloon are kicked with the same amount of force, but the basketball has a greater mass than the balloon. Therefore, the basketball will experience a greater acceleration than the balloon and will travel faster and further.
In addition, the air resistance is much greater on the balloon than on the basketball, the air resistance makes the balloon to slow down faster than the basketball, so the acceleration and the final speed of the basketball will be greater than the balloon.
In summary, Newton's second law is still accurate, but it is also necessary to take into account other factors such as air resistance, friction, and mass that can affect the motion of an object.
An 1750 kg car is coasting along a level road at 30 m/s. A constant braking force is applied, such that the car is stopped in a distance of 60 meters. What is the magnitude of the braking force?
The magnitude of the constant braking force applied on the car is 13125 Newton.
What is force?The definition of force in physics is: The push or pull on a massed object changes its velocity. An external force is an agent that has the power to alter the resting or moving condition of a body. It has a direction and a magnitude.
A spring balance can be used to calculate the Force. The Newton is the SI unit of force.
The magnitude of the braking force is = 1750 kg × (30)² ÷ (2 × 60) Newton
= 13125 Newton.
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