1) Construct a graph showing the relationship between and independent variable and a dependent variable. 2) Demonstrate potential and kinetic energy. 3) Design a pendulum. 4) Investigate which variables influence the period of a pendulum. 5) Solve a problem using the scientific method. 6) Use graphs to characterize gow drop height responds to bounce height. (Next answer questions 1 - 6). 1) Write the goal of the lab or the question you tried to answer? 2) which observations, experiences, or lesson materials helped you form a hypothesis? 3) State your hypothesis? 4) Use the data from your experiment to complete these data tables? [Data Table 1: Period vs. Mass] Mass(g) / Time for 10 periods (s). [ Data Table 2: Period vs. String Length] String Length (cm) / Time for 10 periods (s). ( Question 5) Graph your data: A) Determine the values in seconds (s) for the y-axis based on your time data. B) Plot mass vs. time for 10 periods on the first graph. C) Plot string length vs. time for 10 periods on the second graph. ( question 6) Compare your data with your hypothesis. Explain how the data supports or does not support your hypothesis. If your data does not support your hypothesis, use the data you collected to answer the original question. { Truly Need Help and will mark brainlest} Please Please be very honest with your response. ​

Ender's initial velocity was approximately 61.43 m/s, and Shen's initial velocity was approximately -100 m/s

To solve this problem, we can use the principle of conservation of momentum, which states that the total momentum of a closed system remains constant if no external forces act on it. We can write the equation as follows:

m1v1 + m2v2 = (m1 + m2)vf

where m1 and m2 are the masses of Ender and Shen, respectively, v1 and v2 are their initial velocities, vf is their final velocity after the collision, and we assume that the collision is perfectly elastic, which means that no kinetic energy is lost.

Substituting the given values, we get:

(70 kg)(v1) + (60 kg)(-v2) = (70 kg + 60 kg)(5 m/s)

Simplifying and solving for v1, we get:

v1 = [(70 kg + 60 kg)(5 m/s) + (60 kg)(-v2)] / 70 kg

v1 = (650 m/s + 60 kg v2) / 70 kg

Since we don't know the initial velocity of Shen, we cannot solve for v2 directly. However, we can use the fact that the two hold onto each other after the collision, which means that they move with the same final velocity vf. Thus:

vf = (m1v1 + m2v2) / (m1 + m2)

5 m/s = (70 kg v1 + 60 kg v2) / (70 kg + 60 kg)

Substituting the expression we obtained for v1 in terms of v2, we get:

5 m/s = [70 kg ((650 m/s + 60 kg v2) / 70 kg) + 60 kg v2] / (70 kg + 60 kg)

Simplifying and solving for v2, we get:

v2 = -100 m/s

Substituting this value in the expression we obtained for v1, we get:

v1 = (650 m/s + 60 kg (-100 m/s)) / 70 kg

v1 = 4300 / 70 m/s

v1 = 61.43 m/s

Therefore, Ender's initial velocity was approximately 61.43 m/s, and Shen's initial velocity was approximately -100 m/s.

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ANSWER

True

EXPLANATION

The law of conservation of momentum states that:

Mathematically, we have that:

where m = mass of first body;

M = mass of the second body;

u = initial velocity of first body;

v = final velocity of first body;

U = initial velocity of the second body;

V = final velocity of the second body.

This can be rewritten as:

As we can see, the change in momentum of the first body is equal and opposite to that of the second body.

Hence, the answer is true.

Answer:

Risk rejection

Explanation:

There are several factors that contribute to the degree of driving risks and they include but not limited to the ability of the driver and the condition of a vehicle. Other factors are condition of the environment and the condition of the highway. When driving, a driver may wait until an oncoming vehicle passes before making a complete left turn as a risk rejection strategy. Left turns are more dangerous when making them because drivers tend to accelerate on to a left turn. The wider radius of a  left turn is know to led to higher speeds and greater pedestrian exposure. A driver is advised to have more mental and physical efforts when making a left turn.

Condense x₁ to get

sin(2πt) + cos(2πt) = √2 • (sin(2πt) + cos(2πt))/√2

… = √2 (cos(2πt) cos(π/4) + sin(2πt) sin(π/4))

… = √2 cos(2πt - π/4)

So the amplitude of x₁ is (5/2) • √2 = 5/√2, while the amplitude of x₂ is 5. The ratio between them is then 5/√2 : 5, or equivalently 1/√2 : 1 or 1 : √2.

Answer:

C. The robot fires the ball backward with a speed of 2 m/s.

Explanation:

The robot fires the ball backward with a speed of 2 m/s.

To find the correct statement among all the options, we need to know about the relative velocity.

Velocity is a relative physical quantity that depends on the chosen frame of reference.

Thus, we can conclude that the robot fires the ball backward with a speed of 2 m/s.

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The statement "B. Gravity exists only on Earth" and the statement "E. Gravity doesn't exist between Earth and the sun"  is not true about gravity.

Gravity is a fundamental force of nature that exists in the whole universe, not just on Earth. It is a force that acts between any two objects that have mass. This means that statement "C. Gravity is a force that pulls two objects together" and "D. Gravity exists between two objects that have mass" are both true. Gravity plays a significant role in the functioning of our solar system. The sun's gravitational force acts on the planets, including Earth, keeping them in their orbits. Similarly, Earth's gravitational force attracts objects towards its center, giving weight to objects on its surface. Gravity is the force that holds Earth in orbit around the sun and is responsible for the planets' motion in the solar system. Gravity is a universal force that exists throughout the universe, acts between objects with mass, and plays a crucial role in celestial bodies' movements, including the interaction between Earth and the sun.

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Answer:

The acceleration of the object can be calculated using the formula:

a = v^2 / r

where v is the velocity of the object and r is the radius of the circular orbit.

Substituting the given values, we get:

a = (10 m/s)^2 / 10 m

a = 100 m/s^2

Therefore, the acceleration of the object is 100 m/s^2.

Answer:Magnetic fields from two sources add up as vectors at each point, so the strength of the field is not necessarily the sum of the strengths1. Magnetic fields are vectors, which means they have direction as well as size. Therefore, the sum of two magnetic fields is not simply the sum of their magnitudes2.

Explanation:

A 90.0 kg skler glides down a slope with an incline of 17.0°. Uniform frictional force is needed for the skier to move at a constant velocity.

Friction is a force that prevents two solid objects from rolling or sliding over one another. Although frictional forces, like the traction required to walk without slipping, may be advantageous, they also pose a significant amount of resistance to motion. Automobile engines need around 20% of their output to overcome frictional forces in moving components.

The adhesion forces between the contact zones of the surfaces, which are always microscopically uneven, appear to be the primary cause of friction between metals. Shearing these "welded" joints and the action of the tougher surface's imperfections scrubbing against the softer surface cause friction. Friction is resistance tot he velocity.

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The total momentum after collision = 60 kgm/s

Before the collision:

Matt was moving 3 m/s to the east and Trey was moving 2 m/s to the west

According to the principle of momentum conservation:

The total momentum before collision = The total momentum after collision

Since the total momentum before collision = Total momentum after collision

The total momentum after collision = 60 kgm/s

Here is a draft of the worksheet for the three main plate boundary types:

Plate Boundary (Movement)      Convergent (Colliding)

Diagram

        ||

        ||

        ||

Lithosphere (Created or Destroyed)  

       Created

Geologic Process      Mountain building

Real World Example

        Himalayas (Along India-Eurasia plate boundary in Asia)

References        

APA reference for research      

Plate Boundary (Movement)        Divergent (Separating)

Diagram

          |||||

Lithosphere (Created or Destroyed)      

        Destroyed  

Geologic Process        

         Volcanic eruptions and rift valleys

Real World Example  

        Mid-Atlantic Ridge (Between North America and Europe plates)

References        

         APA reference          

Plate Boundary (Movement)     Transform (Sliding)

Diagram

          |||||||||

Lithosphere (Created or Destroyed)  

       Neither          

Geologic Process  

       Earthquakes

Real World Example        

         San Andreas Fault (California, USA along Pacific-North America plates)

References

          APA reference

The 10/90 principle can be a powerful tool for taking control of your situation and improving your life. By taking responsibility for what you can change and focusing on your reaction to the situation, you can make positive changes in your life and become the master of your own destiny.

The 10/90 principle refers to the idea that life is made up of 10% of what happens to you and 90% of how you respond to it. In other words, you may not be able to control what happens to you, but you can control your reaction to it. By taking responsibility for what you can change rather than being a victim of what you cannot change, you can take control of your situation and improve your life.One example of a situation where the 10/90 principle could be applied is losing a job. Losing a job can be a devastating experience, and it can be easy to feel like a victim in this situation. However, by applying the 10/90 principle, you can take control of your situation and make positive changes in your life.The first step in applying the 10/90 principle in this situation would be to take responsibility for what you can change. This could mean updating your resume, networking with others in your field, and applying for new jobs. By taking action and doing what you can to find a new job, you are taking control of your situation and improving your chances of finding a new job.
The second step would be to focus on your reaction to the situation. Instead of dwelling on the negative aspects of losing your job, try to focus on the positive aspects. This could mean using the extra time to pursue a new hobby or spend more time with family and friends. By focusing on the positive aspects of the situation, you are taking control of your reaction and improving your overall well-being.
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Answer:

What is the question

Explanation:

lol

The magnitude of the average impulsive force imparted to the ball if it is in contact with the bat is 6000 N

The mass of the baseball, m = 0.15 kg

The speed at which it moves, v = 30 m/s

Time at which the baseball was in contact with the bat, t = 0.75 ms

t = 0.75/1000 s

t  = 0.00075 s

The impulsive force is given by the formula:

\(F=\frac{mv}{t}\)

Substitute m = 0.15 kg, v = 30, and t = 0.00075s into the formula above:

\(F=\frac{0.15 \times 30}{0.00075} \\\\F=6000N\)

The magnitude of the average impulsive force imparted to the ball if it is in contact with the bat is 6000 N

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Answer:

that should be the right answer

The article "Sunrise, Sunset...or Not?" by ReadWorks has a more formal tone compared to "The Ever-Changing Sky" by Megan McGibney.

In "Sunrise, Sunset...or Not?" the author uses scientific and technical terms such as "counterclockwise," "Arctic Circle," and "phenomenon," and provides a detailed explanation of the scientific reasoning behind the rising and setting of the sun.

In contrast, "The Ever-Changing Sky" by Megan McGibney has a more casual tone, using more colloquial language such as "clear day," "bright and shiny," and "People have always looked up at the sky with wonder." The author also uses phrases like "guess how long" and "right!" which implies that the author is addressing a less formal audience and is being conversational.

In all, "Sunrise, Sunset...or Not?" has a more formal tone because of its use of technical language, explanation of scientific concepts, and a generally informative and explanatory writing style.

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Sunrise, Sunset...or Not?

by ReadWorks

The sun is a wonderful thing for Earth. It is a star that heats the planet and makes life on

Earth possible. In addition, its light shines onto the planet. It is Earth's ultimate source of

energy.

Summer days may be longer than winter days, but for most people, the sun seems to do the

same thing each day: it appears to come up in the east for the day, and it appears to go down

in the west for the night. The sun looks like it rises in the east and sets in the west because of

how the earth spins in space. It spins toward the east, or counterclockwise. This means that

when most people look at the sky in the morning, the sun will first appear in the east.

The earth takes 24 hours to complete one turn. For most places on Earth, there is a daytime

and nighttime every 24 hours. But in some places for many days at a time, the sun might stay

up in the sky, or it might not even come up above the horizon.

In some parts of the world, the sun can be up in the sky for months. During part of the spring

and summer in Earth's Northern Hemisphere, the Northern Hemisphere is tilted towards the

sun so much that the sun in northern Alaska, which is located in the Arctic Circle, never goes

below the horizon. The Arctic Circle is an area at the top of the earth. In Barrow, Alaska, the

sun doesn't set for almost three months! This phenomenon is called the midnight sun, when

the sun has not set at midnight. Try sleeping through that!

During parts of the fall and winter in Earth's Northern Hemisphere, the Northern Hemisphere

is tilted in such a way that the sun doesn't come over the horizon in northern Alaska for a little

over two months. Therefore, nights last more than 24 hours. This phenomenon is called the

polar night. Although the sun never rises above the horizon during parts of the fall and winter

in the Arctic Circle, enough light often shines so that people who live there don't need

The Ever-Changing Sky

The Ever-Changing Sky

by Megan McGibney

Look up at the sky on a clear day. You will see the sun. It is bright and shiny, warming much of

what its light touches. Look up at the sky again at night. You may see the stars. They are also

bright and shiny, glimmering in the dark sky. You may also see the moon. It looks bright and

shiny, reflecting light from the sun. People have always looked up at the sky with wonder.

Some have even studied the sun, moon, and stars. These people, called astronomers, have

learned that those objects in the sky do not stay in the same place all the time.

The Ever-Changing Sky

extra quarter of a day.

Let's take a closer look at the moon. The earth does not revolve around the moon. Instead,

the moon revolves around the earth. It takes the moon about four weeks to complete a

revolution around the earth. The portion of the moon we, here on Earth, see changes over

this period of about four weeks as the moon's position around the earth changes. The

moonlight we see at night is the moon's reflection of sunlight onto Earth. The different ways

the moon appears to us are known as the moon's phases. The moon's phases depend on the

moon's position in relation to the earth and the sun.

The four-week period starts and ends with the new moon. The new moon cannot be seen

because the side of the moon lit by the sun is facing away from the earth.

Use the articles "The Ever-Changing Sky" and "Sunrise, Sunset...or Not?" to answer

questions 6.

6. Which article has a more formal tone? Support your answer with details from both texts.

Answers will vary.

Explanation:

density, mass of a unit volume of a material substance. The formula for density is d = M/V, where d is density, M is mass, and V is volume. Density is commonly expressed in units of grams per cubic centimetre.

The relative density of a substance is defined as the ratio of the density of that substance to the density of water at 4oC. It is also defined as the ratio of the mass of substance to the mass of equal volume of water at 4oC. i.e., R.D. = Mass of the substance / mass of an equal volume of water at 4oC

The mathematical relationship between m₁ and m₂ is that m₁ is twice the value of m₂.

Length of the femur, L = 0.9 m

Mass of the femur, M = 10 kg

Centre of gravity = L/3

m₁ + m₂ = M

T₁ + T₂ = Mg

m₁g + m₂g = Mg

T₁ + T₂ = m₁g + m₂g

T₁(L/3) = T₂(2L/3)

m₁g(L/3) = 2m₂mg(L/3)

Therefore,

m₁ = 2m₂

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Answer:

48.9°, 29°

Explanation:

We kno that snell's law States that

( sin i / sin r ) = ( n 2 / n 1 )

And here

i = 90 - α

r = 90

n 2 = n a = 1.00029

n 1 = n = 1.52

So

( sin ( 90 - α ) / sin 90 ) = (1.00029 / 1.52 )

= 0.658

sin ( 90 - α ) = 0.658

90 - α = sin -1 ( 0.658 )

= 41.15

α = 90 - 41.15

= 48.9°

( b ) to find angle when prism immerssed in water

Using snell's law again

( sin i / sin r ) = ( n 2 / n 1 )

here i = 90 - α

r = 90

n 2 = n w = 1.33

n 1 = n = 1.52

So

( sin ( 90 - α ) / sin 90 ) = (1.33 / 1.52 )

= 0.875

sin ( 90 - α ) = 0.875

90 - α = sin -1 ( 0.875 )

= 61

α = 90 - 61

= 29°

Vector C = 15/4x - 13y

A vector is an object that has both a magnitude and a direction. Geometrically, we can picture a vector as a directed line segment, whose length is the magnitude of the vector and with an arrow indicating the direction. The direction of the vector is from its tail to its head.

Two examples of vectors are those that represent force and velocity. Both force and velocity are in a particular direction. The magnitude of the vector would indicate the strength of the force or the speed associated with the velocity.

From the question;

Vector A = 3x + 5y

Vector B = -3x + 6y

2A + 7B + 4C = 0

Substituting the vectors A and B

2(3x + 5y) + 7(-3x + 6y) + 4C = 0

6x +10y - 21x + 42y +4C = 0

Taking like terms

-15x +52y + 4C = 0

4C = 15x - 52y

Dividing both sides by 4

Vector C = 15/4x - 13y

In conclusion, our Vector C is derived by substituting in the equation given.

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A 66.1-kg boy is surfing and catches a wave which gives him an initial speed of 1.60 m/s. He then drops through a height of 1.59 m, and ends with a speed of 8.51 m/s. The nonconservative work done on the boy is approximately -42.7 kilojoules.

To find the nonconservative work done on the boy, we need to consider the change in the boy's mechanical energy during the process. Mechanical energy is the sum of the boy's kinetic energy (KE) and gravitational potential energy (PE).

The initial mechanical energy of the boy is given by the sum of his kinetic energy and potential energy when he catches the wave:

E_initial = KE_initial + PE_initial

The final mechanical energy of the boy is given by the sum of his kinetic energy and potential energy after he drops through the height:

E_final = KE_final + PE_final

The nonconservative work done on the boy is equal to the change in mechanical energy:

Work_nonconservative = E_final - E_initial

Let's calculate each term:

KE_initial = (1/2) * m * v_initial^2

= (1/2) * 66.1 kg * (1.60 m/s)^2

PE_initial = m * g * h_initial

= 66.1 kg * 9.8 m/s^2 * 1.59 m

KE_final = (1/2) * m * v_final^2

= (1/2) * 66.1 kg * (8.51 m/s)^2

PE_final = m * g * h_final

= 66.1 kg * 9.8 m/s^2 * 0

Since the boy ends at ground level, the final potential energy is zero.

Substituting the values into the equation for nonconservative work:

Work_nonconservative = (KE_final + PE_final) - (KE_initial + PE_initial)

Simplifying:

Work_nonconservative = KE_final - KE_initial - PE_initial

Calculating the values:

KE_initial = (1/2) * 66.1 kg * (1.60 m/s)^2

PE_initial = 66.1 kg * 9.8 m/s^2 * 1.59 m

KE_final = (1/2) * 66.1 kg * (8.51 m/s)^2

Substituting the values:

Work_nonconservative = [(1/2) * 66.1 kg * (8.51 m/s)^2] - [(1/2) * 66.1 kg * (1.60 m/s)^2 - 66.1 kg * 9.8 m/s^2 * 1.59 m]

Calculating the result:

Work_nonconservative ≈ -42.7 kJ

Therefore, the nonconservative work done on the boy is approximately -42.7 kilojoules. The negative sign indicates that work is done on the boy, meaning that energy is transferred away from the boy during the process.

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All points in a rigid body move with the same velocity and acceleration if the rigid body is subjected to general plane motion.

The general plane motion refers to the movement of a rigid body in two dimensions, where the body can translate (move in a straight line) and rotate about a fixed axis. When a rigid body is subjected to general plane motion, all points on the body will move with the same velocity and acceleration, as the body is rigid and does not deform.

This is in contrast to translation, which refers to movement in a straight line, and rotation about a fixed axis, which refers to rotation around a fixed point. In these cases, the points on the body will not necessarily move with the same velocity and acceleration, as the body is able to deform and rotate.

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By flowing back across the membrane, protons (H+) seek to equalize their concentration of both sides of the membrane.

The third option is correct.

The  process by which Protons (H+) flowing back across a membrane seek to equalize their concentration on both sides of the membrane is known as proton gradient equilibration or proton motive force equilibration.

During cellular respiration, protons are pumped across a membrane to create a gradient. This gradient is then used to generate ATP, the energy currency of the cell. Protons flow back across the membrane through a channel called ATP synthase, which generates ATP as the protons flow through it.

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Answer:

37500 N

Explanation:

F = ma

F = 7500 (5 m/s^2) = 37500 N

Since no work is done, the power exerted is zero. Therefore, the man exerts no power on the wall.

In physics, force is defined as any action that can change the motion of an object or cause an object to accelerate. Force is a vector quantity, meaning that it has both magnitude (size or strength) and direction. The unit of force in the International System of Units (SI) is the Newton (N), which is defined as the amount of force required to accelerate a mass of one kilogram at a rate of one meter per second squared (1 N = 1 kg × 1 m/s^2). Force can be measured using a variety of instruments, such as spring scales, strain gauges, or force plates. Some common types of forces include gravitational force, electromagnetic force, frictional force, and normal force. The study of forces and their effects on the motion of objects is known as mechanics and is a fundamental concept in physics.

Here,

a. The man does not do any work on the wall because the wall does not move. Work is only done when there is a displacement in the direction of the force applied.

b. Since no work is done, no energy is used or transferred.

c. The power exerted by the man can be calculated using the formula:

Power = Work / Time

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Explanation:

I have only 4 of them ,hope they help