Coal-fired power plants generate electricity by burning coal in a boiler to create steam. The steam that is created enters a turbine, which spins a generator to produce electricity, under extremely high pressure. In this case, option A is correct
What type of energy results from burning coal to heat water into steam?
The hydrocarbon molecules in coal serve to store chemical energy. The burning of coal transforms this chemical energy into heat. Heat) Steam is produced by the combustion reaction and is transported through pipes at high pressures and speeds.
What is the name of the procedure for burning coal?
The process of combustion, in which heat is produced to create steam that powers turbines to produce electricity, is the most common and crucial use of coal.
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In a coal-fired electrical generating plant, coal is burned to heat water, which creates steam. the next step in this process is which of the following?
High PressureLow PressureHeatTemperatureA new real estate agent earns 5% of the cost of the sold house. His first sale is a $219,000 house. How much will he earn on the sale of his first house?
The new real estate agent will earn $10428.57 on the sale of his first house.
What is percentage?A percentage is a number or ratio that can be stated as a fraction of 100 in mathematics.
Let the cost price of the house = $x.
The new real estate agent earns 5% of the cost of the sold house.
Hence, the sold price is = $(x + x × 5%)
= $ (x + x × 5/100)
= $ (105x/100)
According to the question:
(105x/100) = 219000
x = (219000 × 100)/105
= 208571.43
Hence, his earning on the sale of his first house = $219000 - $208571.43
= $10428.57
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A block is dropped from a high tower and is falling freely underthe influence of gravity. Which one of the following statements istrue concerning this situation? Neglect air resistance.
The kinetic energy increases by equal amounts over equaldistances.
The true statement concerning this situation is the total energy of the block increases by equal amounts over equal distances
What is the velocity of the block at the moment it hits the ground?The velocity of the block when it hits the ground depends on several factors, such as the initial height of the tower, the mass of the block, and air resistance. In the absence of air resistance, the velocity of the block at the moment it hits the ground is equal to the square root of twice the acceleration of gravity multiplied by the height from which it was dropped. Since the acceleration of gravity is approximately 9.81 meters per second squared, the velocity of the block at the moment it hits the ground can be calculated as follows:Velocity = √2 * 9.81 * HeightFor example, if the block was initially dropped from a height of 100 meters, its velocity at the moment it hits the ground would be approximately 44.3 meters per second. However, if the block is falling through air, the velocity may be slightly lower due to air resistance. Air resistance is a force that acts in the opposite direction to the motion of the block, reducing its velocity over time. The magnitude of air resistance depends on the size and shape of the block, as well as its velocity. If the block is falling at a high velocity and has a large surface area, air resistance can be quite substantial.To learn more about acceleration of gravity refer to:
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A student walks up a hill. The student’s friend has the same mass and walks up the same hill, but completes the journey in less time. Which statement is true about the situation?
Since they both expended the same amount of energy, the statement that is true about the situation is: The student's friend developed more power than the student.
The correct option is C.
What is mechanical power?The rate at which mechanical energy can be given to a system is known as mechanical power. Remember that power is the transfer of energy over a given period of time. Although it can also be measured in watts, mechanical power is frequently expressed in horsepower.
Mathematically;
Power = work done/time taken
Since the student's friend walks up the hill at a faster rate, he developed more power than the student.
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Complete question:
A student walks up a hill. The student’s friend has the same mass and walks up the same hill, but completes the journey in less time. Which statement is true about the situation?
a. The student developed more power than the friend
b. The student expended more energy than the friend
c. The student's friend developed more power than the student
d. The student's friend expended more energy than the student
While exploring a sunken ocean liner, the principal researcher found the absolute pressure on the robot observation submarine at the level of the ship to be about 413 atmospheres. The inside of the submarine is kept at atmospheric pressure. The density of seawater is 1025 kg/m3 (a) Calculate the gauge pressure on the sunken ocean liner. . (b) Calculate the depth of the sunken ocean liner. (c) Calculate the magnitude of the net force due to the fluid pressures only on a viewing port of the submarine at this depth if the viewing port has a surface area of 0.0100 m2 (d) What prevents the ‘net force’ found in part c from accelerating and moving the viewing port. . Suppose that the ocean liner came to rest at the surface of the ocean before it started to sink. Due to the resistance of the seawater, the sinking ocean liner then reached a terminal velocity of 10.0 m/s after falling for 30.0 s. (e) Determine the magnitude of the average acceleration of the ocean liner during this period of time. (f) Assuming the acceleration was constant, calculate the distance d below the surface at which the ocean liner reached this terminal velocity. (g) Calculate the time t it took the ocean liner to sink from the surface to the bottom of the ocean.
(a)Gauge pressure is 412 atmospheres ; (b) depth = 4.24 x 10^2 m. (c)magnitude of the net force = 4.13 x 10^2 N. (d) viewing port is made of strong material that can withstand the high pressure (e)magnitude of the average acceleration = 0.333 m/s^2 (f) d=498.5m (g) t= 29.94 s.
What is gauge pressure?Gauge pressure is the pressure of a system above the atmospheric pressure.
(a) Since the inside of the submarine is kept at atmospheric pressure, gauge pressure on the sunken ocean liner is 413 atmospheres - 1 atmosphere = 412 atmospheres.
(b) P = ρgh, where P is pressure, ρ is density of seawater, g is acceleration due to gravity, and h is depth. Given P = 413 atmospheres, ρ = 1025 kg/m3, and g = 9.8 m/s^2. Therefore, h = P/(ρg) = 413 atmospheres / (1025 kg/m3 * 9.8 m/s^2) = 4.24 x 10^2 m.
(c) As, F = PA, where F is force, P is pressure, and A is area. Given, P = 413 atmospheres and A = 0.0100 m^2. So, F = PA = 413 atmospheres * 0.0100 m^2 = 4.13 x 10^2 N.
(d) The viewing port is made of a strong material like glass or acrylic that can withstand the high pressure of the surrounding seawater.
(e) As, v = at, where v is final velocity, a is acceleration, and t is time. We know that v = 10.0 m/s and t = 30.0 s. So, a = v/t = 10.0 m/s / 30.0 s = 0.333 m/s^2
(f) d = 1/2at^2 to find the distance. d = 1/20.333*30^2 = 498.5m
(g) v^2 = u^2 + 2as, where u is initial velocity, v is final velocity, a is acceleration and s is distance. s = (10^2 - 0^2)/(2*0.333) = 299.4 m. So, time t = s/v = 299.4/10 = 29.94 s.
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the scatterplot shows five blue data points. these five points produce a regression line with slope 0. match each one of the red points (a through e) with the slope of the line after that one points is added
There will be a correlation off of the negative zero point of about 0.9 and the less steep line.
What is point line?The point's least-squares regression line. This is how it would seem, and. As a result, it is clear that the correlation coefficient for two will be around 0.75. Join the regression line using least squares. We have a positive court connection, but it isn't very strong since it will resemble this. This means that our correlation coefficient will be about 0.5 for. Check to see whether we can draw a least squares regression line connecting this point to the other locations. We're going to obtain something that approximately like this, and we see that this connection really has no directionality, Consequently, it is neither positive nor negative. As a result, for D, the correlation is zero. To add a little more interest, I'll change the colours. so that will be the case. Hey, there will be a correlation off of the negative zero point of about 0.9 and the less steep line.To learn more about scatterplot refer to:
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What is the momentum of a 0.15 kg ball moving at 4 m/s?
Answer:
mass of ball:0.5
acceration:4m/
force:?
we know that,
f:ma
:0.5×4
:2 newton
looking at the plot, i determined that the explorer 35's orbit is 11,400 km* across its long dimension. use this distance to find the orbit's semimajor axis in kilometers.
The semimajor axis of Explorer 35's orbit is 5,700 km. The semimajor axis of Explorer 35's orbit is half the long dimension of 11,400 km.
What is orbit's semimajor axis?The semimajor axis of an orbit is the longest radius of the ellipse that is described by the orbit. It is also half of the sum of the periapsis and apoapsis distances. The semimajor axis can be used to calculate the orbital period of an object in an orbit around a given primary body. For example, for an object in a circular orbit around a star, the orbital period can be calculated as T = 2π√a^3/μ, where a is the semimajor axis and μ is the standard gravitational parameter of the star. The semimajor axis is also used to calculate the energy of an object in orbit around a given primary body. For a two-body system, the energy of the object can be calculated as E = -μ/2a, where a is the semimajor axis and μ is the standard gravitational parameter of the primary body. The semimajor axis can also be used to calculate the angular momentum of an object in orbit around a given primary body. For a two-body system, the angular momentum of the object can be calculated as L = μa^2, where a is the semimajor axis and μ is the standard gravitational parameter of the primary body.To learn more about semimajor axis refer to:
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we have 3 liquid and we mixed them we know their density but we don't know their mass and volume how we can find the mixed of this 3 liquid density
To find the density of the mixed liquid, you will need to determine the mass and volume of each individual liquid.
How to determine mass and volume of individual liquid? One way to do this is to measure the volume of each liquid using a graduated cylinder or other measuring device, and then use that information to calculate the mass using the known density of each liquid.Once you have the mass and volume of each liquid, you can then add the masses together and divide by the total volume to find the density of the mixed liquid.Alternatively, you could use a tool such as a pycnometer to directly measure the density of each liquid, and then use that information to calculate the density of the mixed liquid.To learn more about mass of individual liquid refer:
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If the concentration of the reactants in a chemical reaction is increased, the rate of the
reaction usually
a. decreases.
B. increases.
C. remains the same.
Answer:
B. increases.
Explanation:
When the concentration of the reactants in a chemical reaction is increased, the rate of the reaction usually increases. This is because increasing the concentration of the reactants increases the number of collisions between reactant molecules, which increases the likelihood of a successful collision that leads to a reaction. This is known as the collision theory of chemical reactions.
Examine the heating curve for water in Section 12.7 (Figure 12.36 ). Explain why the curve has two segments in which heat is added to the water but the temperature does not rise.
The curve has two segments in which heat is added to the water but the temperature does not rise is because:
Horizontal lines reveal phase changes.All of the energy is used to completely change in between phases.What is heating curve?The temperature difference between the outside air temperature and the supply temperature of the heating system is known as the heating curve. According to the heating curve, the CH boiler must heat the water to a specific temperature at a specific outdoor temperature. Two parameters—the curve's slope and level—are used to describe this relationship.
The so-called "Stoker's table," which assisted in determining the required supply temperature of the heating system based on outside temperature, served as the prototype for the heating curve. Due to the weather-based control, which modifies the supply temperature in accordance with the outside temperature, a heating curve is automatically applied.
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Complete question:
Examine the heating curve for water in Section 11.7 (Figure 11.36). Explain why the curve has two segments in which heat is added to the water but the temperature does not rise.
Look at the shape of the last force vs. time graph. Is the peak value of the force significantly different from the average force? Is there a way you could deliver the same impulse with a much smaller force?
There is no method to give the same impulse with a substantially smaller maximum force, even though the peak value of the force differs significantly from the average force.
How can the average force be determined from a force vs. time graph?By dividing the area under the force vs. time curve by the time, one can determine the average force (the base of the triangle in this case). As a result, the height of a triangular profile is just the peak force, and the average force is 1/2 the height.
What is the connection between time and force?The change in momentum over time is measured by force. It can be expressed as F = mass x velocity change / time.
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Bob, Nora, and Clara are discussing a problem in which the pressure and temperature of the air in a bicycle tire were given. The question asked for the new pressure on a much warmer day when the volume of the tire was the same as before. In the book, the pressures were given in units of psi (pounds per square inch), and the solution used the equation P, =P and kept the pressure in units of psi. Part of the students dialogue is given below. Clara: This really confuses me. I thought that pressure and volume had to be in the right units. Nora: It s okay to measure pressure in units of psi because we were talking in terms of air in a tire, psi works better for the pressure unit. It s more convenient, Bob: I just assumed it was OK to use psi as units since pressure is on both sides of the constant volume equation, so the units cancel. Clara: Oh, yeah. That must be right. So the pressure could be in mm of Hg and it would still work, right? Bob: I think so. Nora: But then why did we have to convert the temperature from Celsius to Kelvin? Temperature son both sides of the equation, too. I still don t get it. In 2-3 thoughtful and complete sentences, help Nora out: Why is it OK to keep the pressure in units of psi (not m) but its not OK to keep the temperature in Celsius? If you are puzzled, please explain clearly what it is that puzzles you.
We must multiply a conversion factor to convert pressure from one unit to another and a factor of 273 must be added to convert temperature from Celsius to Kelvin.
Explain in detail how the pressure and temperature are converted?We have pressure on both sides of the equation for pressure and temperature. As a result, the conversion factor is wiped out, and we may utilise pressure in any unit. In order to convert temperature from Celsius to Kelvin, we must add a factor of 273. As a result, the answers for Celsius and Kelvin are not the same. We use Kelvin instead of Celsius since it is a standard unit.
What is the relationship between pressure and temperature?Temperature and pressure are found to be linearly related. If the temperature is on the Kelvin scale, P and T are directly proportional and increases by a particular amount, just as the gas pressure.
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Suppose you go from the earth to a planet where the acceleration of gravity is 3 m/s2. On the new planet your mass willA. be 1/3 its value on EarthB. be 9 times its value on EarthC. be 3/10 its value on EarthD. not change
If we go from Earth to a planet where the acceleration of gravity is 3 m/s2 then it does not change.
An object acted on by only the force of gravity, on or near Earth's surface, which accelerates downward at the rate of about 9.8 m/s² without air resistance.
Acceleration due to gravity can be defined as the constant acceleration which is produced in a body when a body falls freely under the effect of gravity alone.
It is represented with the letter g and has a value of 9.8 m/s^2 on the surface of the earth.
This acceleration is gained by an object due to the gravitational force.
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which of the following indicates that different rocks in the same area might weather differently? select the two correct answers. (1 point)
The weathering processes of cliffs with ridges and smooth plain in the same area might be different hence options A and D are the correct answers.
Weathering describes the process of breaking down or disintegration or dissolving of rocks and minerals on the surface of the Earth. Water, ice, plants, animals, acids, salts, and changes in temperature are all agents of the process of weathering.
Mechanical weathering, also called a physical weathering or disaggregation, causes the rocks to crumble. Water, in either in the liquid or the solid form, is often the key agent of mechanical weathering.
Chemical weathering is process of changes in the molecular structure of rocks and soil. For an instance, carbon dioxide from the air or the soil sometimes, combines with water in a process called carbonation.
Biological weathering is the process where rocks are weaken or disintegrated by plants, animals or microbes.
The weathering processes on a smooth plain and on a cliff with ridges require the Mechanical Weathering and Biological/Chemical Weathering respectively.
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The correct question should be:
Which of the following indicates that different rocks in the same area might weather differently? Select the two correct answers.
A. Cliffs with ridges
B. Rock pillars in the middle of grassy plains
C. The rock atop a newly formed Mountain
D. A smooth plain
If two cars leave from two different cities 50 miles apart and one car is going 50 mph and the other car is going 60 mph, at what time will they meet?
The relative speed of one car in relation to another changes as the cars approach one another. Therefore 150 miles
How do you calculate the time two cars meet?The relative speed of one car in relation to another changes as the cars approach one another.
On parallel roadways, two cars that are 150 miles apart begin to travel in the same direction.
The first car travels at an average speed of 60 miles per hour.
The second car is traveling at an average speed of 55 mph.
Net speed, or relative speed, is 150 miles per hour (60 + 55).
Allow 't' seconds for the automobiles to pass each other.
60 + 55 =150
Therefore, the formula will be 60t + 55t = 150.
We can resolve this if you want to.
t = 1.30
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. determine the magnitude and coordinate direction angles of the resultant of the two forces acting at point a.
The magnitude is 756.72 N and the coordinate direction angles of the resultant of the two forces acting at point A are alpha([tex]149^{0}[/tex]), beta([tex]0^{0}[/tex]), and gamma([tex]59^{0}[/tex]).
What do you mean by resultant force?The resultant force is the overall force acting on an object, which is the vector sum of all the individual forces acting on the object. It is the net force that determines the motion of an object. In other words, it is the force that would have the same effect on the object's motion as all the individual forces combined. The direction of the resultant force is the direction of the net force and the magnitude is the sum of the magnitudes of the individual forces.
Given,
A = (5, 0, 0) m
B = (0, 2, 3) m
C = (0, -2, 3) m
AB = B - A = -5i + 2j + 3k
[tex]AB_{cap}[/tex] = [tex]\frac{-5i+2j+3k}{\sqrt{5^{2}+2^{2}+3^{2} } } =\frac{-5i+2j+3k}{6.16}[/tex]
AC = C - A = -5i - 2j + 3k
[tex]AC_{cap} =\frac{-5i+2j+3k}{6.16}[/tex]
Fb = 400 (-5i + 2j + 3k ) / 6.16[tex]F_{b} =\frac{400(-5i+2j+3k)}{6.16} =-324.44i+129.78j+194.67k \\F_{c}=\frac{400(-5i+2j+3k)}{6.16}= -324.44i-129.78j+194.67k[/tex]
[tex]F_{net} =F_{b} +F_{c}[/tex]= - 648.88i + 389.33k N
Magnitude = |[tex]F_{net}[/tex]| = [tex]\sqrt{648.88^{2}+389.33^{2} } =756.72N[/tex] .......Ans
Coordination angles,
alpha = [tex]cos^{-1} \frac{F_{net} x}{|F_{net}| } =149^{0}[/tex]
beta = [tex]cos^{-1}\frac{F_{net}y }{|F_{net} |} =0^{0}[/tex]
gamma = [tex]cos^{-1}=\frac{F_{net}z }{|F_{net} |} =59^{0}[/tex]
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The complete question is given below:
at one instant, a 15.0-kg sled is moving over a horizontal surface of snow at 4.50 m/s. after 8.70 s have elapsed, the sled stops. use a momentum approach to find the magnitude of the average friction force acting on the sled while it was moving.
The force acting on the moving sled is equal to F = 7.76 N while it was moving.
What are momentum and speed?Momentum and velocity are different in that momentum is a measurement of an object's amount of motion, whereas velocity is a measurement of an object's speed with direction. Velocity is one of the components of momentum since momentum is equal to an object's mass multiplied by its speed.
What, for instance, is friction force?Walking - When we walk on the ground or a surface, our feet are kept firmly planted by frictional force. We frequently slip on icy or slippery surfaces because there is less friction present.
Given,
Mass of sled = 15.0 Kg
speed of snow on horizontal surface = 4.50 m/s
time taken to stop = 8.70 s
initial momentum
= m U
= 15.0 x 4.50 = 67.5 Kg.m/s
final momentum
final velocity = 0 m/s
final momentum = 0
impulse = change in momentum
impulse = force x time
equating both the formula of impulse
F x t = 67.5 - 0
F x 8.70 = 67.5
F = 7.76 N
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FILL IN THE BLANK The first step you should take to decelerate is to _______.
Answer:
If you are reffering to a manual transmission, the first step would be to press the clutch.
Answer: Release pressure on the accelerator
Explanation:
Justin, with a mass of 45 kg, is going down an 8.0 m high water slide. He takes a running start, giving him an initial speed of 3.0 m/s at the top of the water slide. If his speed at the bottom is 12 m/s, how much thermal energy is created by friction as he slides down the water slide?
Frictional heat generated as he descends the water slide is measured to be 490.5 J.
What causes that to be converted into heat energy by friction?
Sand that is moving will stop when it comes into contact with an obstruction due to the friction created by the contact, converting its kinetic energy to thermal energy, or heat.
m= 45Kg;
h= 8m;
vi = 3m/s
vf= 12m/s
Energy loss resulting from friction:
Final kinetic energy= Total initial energy
mgh plus 1/2mvi = - [ 1/2 m vf^2]
=> [45x9.8x8 + 1/2 x 45 x (3)^2] - 1/2 x 45 x (12)^2
=> 490.5J
What four different ways are there to transfer thermal energy?
There are several ways to transfer heat, including conduction, thermal radiation, convection, and evaporation cooling.
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A rectangular container measuring 17 cm ⨯ 52 cm ⨯ 67 cm is filled with water. What is the mass of this volume of water in kilograms and grams?
The mass of the water in the rectangular container measuring 17 cm x 52 cm x 67 cm is approximately 4,849.8 kg or 4,849,800 g.
What is the volume of the container in cubic centimeters?The volume of the container in cubic centimeters is calculated by multiplying its length, width and height together. In this case, the dimensions of the container are 17 cm, 52 cm and 67 cm. To find the volume, we multiply these three numbers together: 17 cm x 52 cm x 67 cm = 62876 cm^3. This is the total volume of the container in cubic centimeters. We can use this information to calculate the mass of the water in the container, by multiplying the volume by the density of water.
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In class, we discussed angular acceleration and tangential acceleration. Describe how the simulation can be used to find each for the bugs in Ladybug Revolution.
The simulation can be used to find both angular and tangential acceleration for the bugs in Ladybug Revolution.
Describe how the simulation can be used to find each for the bugs in Ladybug Revolution?Angular acceleration can be found by calculating the change in angular velocity over time.This can be done by measuring the angle that the bug rotates and the time it takes for the bug to rotate that angle.Tangential acceleration can be found by measuring the change in velocity over time, which can be done by measuring the distance the bug travels and the time it takes for the bug to travel that distance.In the Ladybug Revolution simulation, angular acceleration and tangential acceleration can be calculated for the bugs by observing their motion in the simulation. Angular acceleration is a measure of the rate of change in angular velocity and is calculated by observing the bug’s angular velocity over time. To calculate angular acceleration, the angular velocity of the bug at two different points in time is recorded and then the difference between these velocities is divided by the time interval between the two points.Tangential acceleration is a measure of the rate of change in linear velocity and is the product of the angular acceleration and the radius of the bug’s path. To calculate tangential acceleration, the angular acceleration of the bug is multiplied by the radius of its path. This will give the tangential acceleration of the bug as it moves around the Ladybug Revolution simulation. By recording both angular acceleration and tangential acceleration over time, one can observe the bug’s motion in the simulation and analyze its motion more accurately.To learn more about angular acceleration and tangential acceleration refer to:
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assume there is negligible friction between each block and the surface. (a) indicate whether the speed of the center of mass of the two-block system is either constant or not constant during the time interval from t1 to t2, and explain why.
The speed of the center of mass of the two-block system is not constant during the time interval from t1 to t2. Since the block system experience external force by a spring causes acceleration of block A.
When a system is subjected to an external force, the centre of mass shifts as if?The centre of mass of a system remains stationary or moves at constant speed if it has already moving if there is no external force that acts on the system. The centre of mass accelerates in the presence of an external force in accordance with the formula F = ma.
Can the centre of mass be moved without an outside force?The centre of mass of a system of particles will not move if there is no external force that acts on them.
What variables affect the centre of mass?The mass of the rigid body, the distance of the mass from an axis, the system's axis, and the distribution of mass all influence where the centre of mass is located.
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The figure above shows Case 1 of an experiment. Initially, block A is held in place while in contact with a horizontal spring with spring constant that is compressed a distance and fixed to a wall.
The following events occur.
At time t1, the block A released from restAt time t2, the ideal spring reaches it uncompressed length, and block A leaves the springAt time t3, Block A colloid with and sticks to ideal block B, which is initially at restAt time t4, Block A and Block B slides together along the surface.assume there is negligible friction between each block and the surface.
A) Indicate whether the speed of the center of mass of the two-block system is either constant or not constant during the time interval from t1 to t2, and explain why.
an object of mass 0.5kg is given an initial velocity and then slides across a horizontal surface. the object experiences a resistive force that is a function of velocity. the velocity v of the object as a function of time t is given by v(t) = ae-B, where a = 2 m/s and B = 35?.. Which of the following is a correct expression for the net force, in newtons, exerted on the object as a function of time? (A) -6e-3 (B) -3e-34 (C) (D) 2e- 2 (E 3(1-2-4)
The correct expression for the net force, in Newtons, exerted on the object as a function of time is (D) 2e-2.
Which of the following is a correct expression for the net force, in newtons, exerted on the object as a function of time?The net force experienced by the object as a function of time is given by F(t) = ma + f(v).Here, m is the mass of the object and a is its initial acceleration.The resistive force is given by f(v) = -Bv, where B is a constant.Therefore, the net force, in newtons, exerted on the object as a function of time is F(t) = ma - Be-Bt.Simplifying the equation, we get F(t) = -(mB + a)e-Bt.Substituting the given values of m, a, and B, we get F(t) = -3e-35.Thus, the correct expression for the net force, in newtons, exerted on the object as a function of time is -3e-35.To learn more about The correct expression for the net force, in Newtons refer to:
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if a boiler has a stack temperature of 475 degrees f and the temperature of the air entering the furnace is 84 degrees f, how much heat is being lost to the atmosphere per pound of fuel burned? (note: the specific heat of the gases of combustion is .24 btu/lb.)
The heat that is being lost to the atmosphere per pound of fuel burned is 93.84[tex]\frac{btu}{lb}[/tex].
The amount of thermal energy required to raise a sample's temperature by 1 K when it weighs 1 kg is known as its specific heat.
When a substance, especially a gas, is heated while being allowed to expand (specific heat capacity at constant pressure) as opposed to being heated in a closed vessel that forbids expansion, its specific heat capacity may be much larger (specific heat capacity at constant volume).
Now, the formula that has to be used is
[tex]Q=mc\triangle T[/tex]
here we have to found heat per pound so mass is not needed
C is given 0.24
and temperature difference is 475-84 =391
So just put all the variable in formula
[tex]Q=391\times 0.24=93.84[/tex]
So, the heat loss is 93.84[tex]\frac{btu}{lb}[/tex].
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Reflecting on what we learn
a. How does the acceleration you measured compare with the acceleration you calculated from the graph of speed vs. time? If there are differences, try to think where they might have come from.
b. Give the car a gentle push up the ramp from the bottom. The car will go up, slow down, and come down again. Is there a place in the motion where the speed of the car is zero? Is there a place where the acceleration is zero?
c. Can you think up tow configurations of ramps and cars that show the following properties:
(1) Higher speed but lower acceleration.
(2) Lower speed but higher acceleration
You will use your data to find the car's rate of acceleration in two different ways: by using an equation to calculate it and a graph to take the slope.
What does acceleration mean in layman's terms?The pace at which speed changes is known as acceleration.So because direction of an object's velocity is shifting even while it follows a circular course, it continues to accelerate.
How do you determine acceleration?According to the formula a = v/t, kinetic energy (a) is the product of the shift in velocity (v) and the shift in time (t). In terms of meters per minute squared (m/s2), this enables you to calculate how quickly velocity varies.
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use the relationships you found to determine the velocity that would be obtained if your apparatus had 40 washers.
The velocity for 40 washers would be 40 x 0.4 = 16 m/s.
Newton's Second Law of Motion
Newton's Second Law of Motion states that the acceleration of an object is proportional to the net force acting upon it and inversely proportional to its mass.
This question uses the concept of Newton's Second Law of Motion,
In this case, the acceleration is caused by the force of gravity acting on the washers, and the mass of the washers remains constant.
As the number of washers increases, the force of gravity increases as well, resulting in a higher acceleration and thus a higher velocity.
Steps are given below
1. Calculate the velocity for each number of washers: Start by calculating the velocity for each number of washers.
To do this, multiply the number of washers by the slope of the linear regression line (0.4 m/s/washer).
2. Find the velocity for 40 washers: Once you have the velocities for each number of washers, you can use this to determine the velocity for 40 washers.
To do this, multiply the number of washers (40) by the slope of the linear regression line (0.4 m/s/washer).
This gives us 40 x 0.4 = 16 m/s.
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How could electrical energy and kinetic energy be
used to cool your tree house?
Which of the following is a possible set of quantum numbers for a 4f orbital? a) n = 4,1 = 2, m = 0 b) n = 4,1 = 1, m = 2 c) n = 4,7 = 1, m = -1 d) n = 4,1 = 3, mı = 0 e) n = 4,1 = 3, m = 4
The set of quantum numbers for a 4f orbital is n=4,l=3,m=−3to3, s=±1/2. Hence, the answer to the question would be Option D.
The three quantum numbers are described below:
The principal quantum number (n) - describes the size of the given orbital. Orbitals for which n = 2, are larger in size than those for which n = 1, for example. This is because they have opposite electrical charges, electrons (negatively charged) are attracted to the nucleus (positively charged) of the atom. Energy must therefore be absorbed to excite/move an electron from the lower orbital in which the electron is close to the nucleus (n = 1) into a upper orbital in which that electron is further from the nucleus (n = 2). The principal quantum number thus, indirectly describes the energy of an orbital.
The angular quantum number (l) - describes the shape of an orbital. Orbitals have shapes that are generally described as spherical (l = 0), polar (l = 1), or cloverleaf (l = 2). They can even take on even more complex shapes as the value of the angular quantum number (l) becomes larger.
The magnetic quantum number (m) - there is only a single way in which a sphere (l = 0) can be oriented in space. However, orbitals that have polar (l = 1) or cloverleaf (l = 2) shapes, can point in different directions. Therefore, we need a third quantum number to describe the orientation in space of a particular orbital. (It is called by the name magnetic quantum number because the effect of different orientations of the orbitals was first observed in the presence of a magnetic field.)
For 4f orbitals : n = 4,
l = 3,
m = −3 to 3, and
s = ±1/2
Hence, after checking for the values, we get option D as the answer.
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laws of motion notes
Newton's Laws of motion are: an object at rest remains at rest, and an object in motion remains in motion at constant speed and in a straight line. The acceleration of an object is determined by its mass and the amount of force applied. When one object applies a force to another, the second object applies an equal and opposite force to the first.
What are Newton’s Laws of Motion?Sir Isaac Newton contributed to physics and mathematics in a variety of ways. At the age of just 23, he created the theories of gravitation in 1666. In the "Principia Mathematica Philosophiae Naturalis," published in 1686, he presented his three laws of motion.
Newton revolutionised science by formulating his three laws of motion. Planets move in elliptical orbits as opposed to circles because of Newton's laws and Kepler's laws.
Newton's Laws of motion are
An object at rest remains at rest, and an object in motion continues to move in a straight line at a constant speed unless it is affected by an unbalanced force. The mass of an object and the strength of the applied force determine its acceleration. When one object exerts force on another, the second object exerts a force that is equal to and opposing that exerted by the first object.Learn more about Laws of motion
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a class of physics students is investigating projectile motion using a variety of equipment assumer air resistance can be ignored in all cases. onge group constructs a long ramp as showin ramp 1 below
A group of physics students investigating projectile motion using a long ramp as shown in ramp 1 (below) may be able to study the following aspects of projectile motion
What are the equipment used to assume air resistance for investigating projectile motion?The effect of launch angle on the range of a projectile: By adjusting the launch angle of the projectile, the students can study how the range of the projectile is affected.The effect of launch velocity on the range of a projectile: By adjusting the launch velocity of the projectile, the students can study how the range of the projectile is affected.The effect of launch angle and launch velocity on the maximum height of a projectile: By adjusting both the launch angle and launch velocity of the projectile, the students can study how the maximum height of the projectile is affected.The relationship between the range and maximum height of a projectile: By measuring the range and maximum height of a projectile for different launch angles and launch velocities, the students can study the relationship between these two variables.The time of flight of a projectile: By measuring the time it takes for a projectile to travel from the top of the ramp to the ground, the students can study the time of flight of a projectile.In summary, a group of physics students investigating projectile motion using a long ramp as shown in ramp 1 may be able to study the effect of launch angle and launch velocity on the range and maximum height of a projectile, the relationship between the range and maximum height of a projectile, and the time of flight of a projectile.To learn more about projectile motion refer:
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