A man walks 4 m south, continues south for 8 m, then turns around and walks 3 m north.
What is the man's total distance traveled?

The power wasted in the transmission line connecting the power house to the consumer is 2kW.

The equation Power = Potential difference*Current, or P = VI, can be used to compute the amount of energy that is wasted.

We can see that it is given,

V1 = 600 V

V2 = 580 V

Current= I = 100 A

We need to figure out how much energy is lost in the transmission line that runs from the generator to the consumer.

In physics, power is the amount of energy that is transferred or transformed in a given amount of time.

The International System of Units uses the watt, or one joule per second, as the unit of power.

The formula for the voltage across the transmission line is V = V1 - V2.

Thus, V = 600 - 580

V = 20V

We've been told that I equals 100 A.

The power loss equation is given by P = VI, where V is the potential difference and I is the current.

Power loss = VI, therefore becomes

P = 20 × 100

P = 2000 W

P = 2kW

Therefore, 2 kW of power is lost in the transmission line that connects the power source to the customer.

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Answer:

wavelength  4 cm

Explanation:

The torques produced by the force of 720 N about the ankle joints is 19.3 N.m.

Torque is the measure of the force that can cause an object to rotate about an axis.

To calculate the torque produced by the torque, we use the formula below.

Formula:

Where:

From the question,

Given:

Substitute these values into equation 1

Hence, the torques is 19.3 N.m.

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Inquiry-based pedagogy empowers students to explore, question, and construct knowledge through active engagement. It encourages curiosity, critical thinking, and independent investigation, fostering a deeper understanding of concepts and skills that extend beyond the classroom.

Inquiry-based pedagogy is an approach to teaching and learning that emphasizes the active engagement of students in the exploration of meaningful questions, problems, or phenomena. It encourages students to ask questions, investigate, and construct their own knowledge through critical thinking, problem-solving, and hands-on experiences. Here's an example to illustrate the concept of inquiry-based pedagogy:

Example: Exploring Ecosystems

In a biology class, the teacher introduces the topic of ecosystems using an inquiry-based approach. The teacher poses a driving question to the students: "How do living organisms interact with their environment to form ecosystems?"

1. Questioning and Investigation: Students begin by generating their own questions related to ecosystems. They might wonder about the roles of different organisms, energy flow, or the impact of human activities. Guided by their questions, they conduct research, gather information from various sources, and share their findings.

2. Hands-on Exploration: The teacher organizes hands-on activities to allow students to observe and explore ecosystems firsthand. For example, they could set up mini-ecosystems in terrariums or conduct field trips to local habitats. Through these experiences, students can make observations, collect data, and analyze patterns.

3. Collaborative Learning: Students work in groups or pairs to analyze the data they have collected and draw conclusions. They engage in discussions, share their ideas, and challenge each other's thinking. This collaborative learning environment promotes critical thinking, communication, and teamwork.

4. Reflection and Presentation: Students reflect on their findings and insights gained from their investigations. They are encouraged to synthesize their learning into presentations, reports, or visual representations. These presentations provide opportunities for students to articulate their understanding and demonstrate their learning outcomes.

By engaging in inquiry-based learning, students develop essential skills such as critical thinking, problem-solving, communication, and self-directed learning. They become active participants in their own education, taking ownership of their learning process and developing a deeper understanding of the subject matter.

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Answer:

ac = 204 [m/s²]

Explanation:

To solve this problem we must use the following equation that relates the tangential velocity to the radius of rotation.

ac = v²/r

where:

v = tangential velocity = 15 [m/s]

r = radius = 1.1 [m]

Now replacing we have:

ac = (15)²/1.1

ac = 204 [m/s²]

Explanation:

180 million km = 10 min

? = 1 min

180 million x 10 = 1,800,000,000 km

180 million km = 600s

? = l s

108,000,000,000km

Answer:

Wavelength?

Explanation:

Answer:

87 km/h

Explanation:

a. A high-pitch wave is characterized by a high frequency and a short wavelength. The frequency determines the pitch of the sound, with higher frequencies corresponding to higher pitches.

The wavelength is the distance between two consecutive peaks or troughs of the wave and is inversely proportional to the frequency. Therefore, a high-pitch wave has a shorter wavelength.

The amplitude of the wave, which is the height of the peak or the depth of the trough, is not directly related to the pitch of the sound, but it does determine the volume or intensity of the sound.

b. A high-volume wave is characterized by a high amplitude and a relatively long wavelength. The amplitude determines the volume or intensity of the sound, with higher amplitudes corresponding to louder sounds.

The wavelength of the wave does not directly affect the volume of the sound, but it can affect how the sound is perceived in different environments.

In general, longer wavelengths are more effective at traveling through obstacles such as walls and are better at penetrating long distances, whereas shorter wavelengths are more easily scattered and attenuated in the atmosphere.

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Answer: the poet is expressing her belief that the second, more natural option is far more desirable than the first option

Explanation:

Answer:

a-The poet is expressing her belief that the second, more natural option is far more desirable than the first option.

Explanation:

Let the circumference of the circle be 10L.

A moves at 10L/2 = 5L per hour

B moves at 10L/5 = 2L per hour

Therefore it takes 10L/(5L+2L) = 10/7 hours

Simple harmonic motion a loaded spring undergoes simple harmonic motion whose period is proportional to the mass and inversely proportional to the spring constant.

Simple harmonic motion is the periodic motion of an object along a straight line, such that the acceleration of the object is directed towards a fixed point on that line and is proportional to its distance from that point.

Example of a simple harmonic motion is the motion of a loaded spiral spring.

The restoring force on the spring is directly proportional to the extension of the spring and the spring constant.

The period of motion, T when a mass, m is attached to a spring with  spring constant k,is given as:

T = 2π√(m/k)

Therefore, a loaded spring undergoes simple harmonic motion whose period is proportional to the mass and inversely proportional to the spring constant.

Periodic motion, in physics, motion repeated in equal intervals of time. Periodic motion is performed, for example, by a rocking chair, a bouncing ball, a vibrating tuning fork, a swing in motion, the Earth in its orbit around the Sun, and a water wave

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Answer:524 Hz

Explanation:

Approximate frequency, heard in other car, when two car approaches each other, before they cross each other is 524 Hz.

Frequency of wave is the number of waves, which is passed thorough a particular point at a unit time.

For the two cars approaching each other the Doppler formula to find the frequency of second car is given as,

\(f_2=\dfrac{V_s+V_2}{V_s-V_1}f_1\)

Here, \(V_s\) is the speed of the sound.

Two cars approach each other from opposite directions.The velocity of car one is 54 km/h and the velocity of the car two is also 54 km/h.

Convert the unit of velocity of the car as,

\(\rm 54km/s=54\times\dfrac{5}{18}m/s\\\rm 54km/s=15m/s\)

As we know that the speed of the sound is 340 m/s and one of the cars emits a note of frequency 480 Hz.

Thus, putting the values in the above formula to find out the frequency heard in the other car before they cross each other as,

\(f_2=\dfrac{340+15}{340-15}480\\f_2=524.3\rm Hz\)

The approximate frequency heard in the other car before they cross each other is 524 Hz.

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Answer:

\(a=-8.89\ m/s^2\)

Explanation:

Initial velocity, u = 85 m/s

Final velocity, v = 45 m/s

Time, t = 4.5 s

We need to find the acceleration of the dragster. The rate at which the velocity of an object changes is called the acceleration of an object. It can be given by :

\(a=\dfrac{v-u}{t}\\\\a=\dfrac{45-85}{4.5}\\\\a=-8.89\ m/s^2\)

So, the acceleration of the dragster is \(8.89\ m/s^2\) and it is deaccelerating.

Answer:

2as=v2-u2

2000=v2

V=44

V=u+at

44/10=t

T=4.4seconds

Answer:

The answer is 2.5 m/s^2.

Explanation:

Average acceleration is (final velocity - Initial velocity) ÷ time.

To determine the magnetic force on a straight wire carrying a current in a uniform magnetic field, we can use the formula for the magnetic force:

F = I * L * B * sin(θ)

where:

F is the magnetic force,

I is the current in the wire,

L is the length of the wire,

B is the magnitude of the magnetic field, and

θ is the angle between the wire and the magnetic field.

In this case, the values are:

I = 30 A (current in the wire)

L = 2.0 m (length of the wire)

B = 55 mT = 0.055 T (magnitude of the magnetic field)

θ = 20° (angle between the wire and the magnetic field)

Substituting the values into the formula:

F = 30 A * 2.0 m * 0.055 T * sin(20°)

Calculating sin(20°):

F = 30 A * 2.0 m * 0.055 T * 0.3420

F ≈ 1.5714 N

Therefore, the magnetic force on the 2.0-meter length of wire carrying a current of 30 A in a region with a uniform magnetic field of magnitude 55 mT and at an angle of 20° away from the wire is approximately 1.5714 N.

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The centripetal force in Newtons provided by the friction between the blade of the skate and the ice is 490 N

The following data were obtained from the question:

The centripetal force can be obtained as illustrated below:

F = mv²/r

= (50 × 7²) / 5

= (50 × 49) / 5

= 2450 / 5

= 490 N

Thus, we can concluded that the centripetal force is 490 N

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The density of a thing is determined by the spacing between its constituent molecules. Less dense materials are those in which their molecules are dispersed and spaced farther apart.

On the reverse hand, items with molecules arranged closely together have higher densities.

The ability to float or sink is caused by this disparity in densities.

Because it has a lower density than liquid B, liquid A will be floating on top of it since it's lighter.

The mass-to-volume ratio is known as density. Due to the fact that they contain less debris, low population materials have a low mass cubic per centi meter.   Density can be defined as a substance's weight for a given quantity. Ground water has a density of 1 gram per millilitre, however this can vary.

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The magnitude of the electric flux through the sheet is 4.05 N m² C⁻¹ (Option E).

The electric flux through a surface is given by the product of the electric field strength and the area of the surface projected perpendicular to the electric field.

In this case, the electric field strength is 18 N C⁻¹, and the area of the sheet projected perpendicular to the electric field is 0.450 m²

(since the normal to the sheet makes an angle of 60° with the electric field). Multiplying these values gives the electric flux:

Electric flux = Electric field strength × Area

Electric flux = 18 N C⁻¹ × 0.450 m²

Electric flux = 8.1 N m² C⁻¹

In summary, the magnitude of the electric flux through the sheet is 4.05 N m² C⁻¹. This value is obtained by multiplying the given electric field strength by the projected area of the sheet perpendicular to the electric field.

The angle of 60° is taken into account to determine the effective area for calculating the flux.(Option E).

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To increase the strength of an electromagnet, the following method would be effective:

Coil the wire around something made of iron.

When an electric current passes through a wire, it creates a magnetic field around it. By coiling the wire around a material with high magnetic permeability, such as iron, the magnetic field is concentrated and strengthened. Iron is a ferromagnetic material, meaning it can be easily magnetized, and it enhances the magnetic properties of the electromagnet. The more turns of wire around the iron core, the stronger the magnetic field produced by the electromagnet.

So, the correct response is:

- Coil the wire around something made of iron.

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If star Cluster A has O and B main sequence stars, while Cluster B only has G spectral type and cooler main sequence stars, then the younger cluster is Cluster A.

An astronomic star cluster is a group of stars that may be recognized to have a common origin, which is also associated with the age of the stars, and they are gravitationally linked in the universe space due to physical forces that maintain connected them.

The age of a given astronomic star cluster may be measured by determining the spectral type and the temperature (spectral light) of the main sequence.

Therefore, with this data, we can see that an astronomic star cluster is composed of different stars that have a common origin and whose age can be determined by the emission spectra which are indicative of the temperature.

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Angular acceleration of the wheel, θ = 783.67 πrad and no. of revolutions made by the wheel, n = 391.8revolution.

From given data

We should use ω = ω₀+αt

ω₀ = initial angular speed in rad/s

​= 2π× angular speed in rev/s

= 2π×angular speed in rev/min /  60s/min

= ​2π x 45 / 60 rad/s

= 1.5π rad/s

Similarly ω = final angular speed in rad/s

​= 2π× angular speed in rev/s

= 2π× angular speed in rev/min /  60s/min

= ​2π x 80 / 60 rad/s

= 2.66π rad/s

ω = ω₂ - ω₁ / t

ω = (2.66 - 1.5)π / 30

ω = 1.16πrad/s / 30se

ω = 0.0387πrad/s²

Angle, θ = ω₁ t + 1/2 αt²

θ =  1.5π x 30 + 1/2 0.0387π x 900

θ =  45π x 17.415πrad

θ = 783.67 πrad

Thus, number of revolutions, n

n = 783.67 π / 2π

n = 391.8revolution

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Answer:

Answer:

When you rub a balloon on your head, electrons move from the atoms and molecules in your hair onto the balloon. Electrons have a negative charge, so the balloon becomes negatively charged, and your hair is left with a positive charge.

Explanation:

The black mamba travels a distance of 2.0828 m, which is less than its length of 4.50 m.

The first equation of motion states:

vf = at + vi

A top speed is _f.

Initial or lowest speed is v i, and acceleration is a.

2.60 = 4.50 t

t +0 = 1.28571sec

The snake needs 1.28571 seconds to attain its peak speed.

Part B:

The second equation of motion states:

S=0.5(4.50) S=vit+at2 w i=0 (1.28571)

2 S = 2.0828m

In that period, the snake moves 2.0828 metres.

Part C:

The black mamba travels a distance of 2.0828 m, which is less than its length of 3.12 m.

2.0828 m<3.12 m

A potential exists for monkeys to capture a black mamba.

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Answer:

Ammonium perchlorate NH4ClO4

Ammonium Nitrate

Calcium Cyanamide

When detonated, the reaction products are all gases, such as water vapor, nitrogen gas, and oxides of nitrogen.

Hopefully this helps :)

Answer:

Astronomers use computer models to simulate the process of galactic evolution through mergers and collisions. These models are based on our current understanding of the physical laws that govern the behavior of matter and energy in the universe. By running simulations of galactic mergers and collisions, astronomers can test their understanding of how these physical processes work in practice and how they contribute to the formation and evolution of galaxies.

One way that astronomers might test their understanding of the physical processes of the universe is by comparing the predictions of their models to observations of real galaxies. For example, if a model predicts that a particular type of galaxy should have a certain shape, size, or distribution of stars, astronomers can compare these predictions to observations of actual galaxies to see if they match up. If there is a discrepancy between the model's predictions and the observations, this can indicate that there are some physical processes that are not well understood or included in the model.

Another way that astronomers might test their understanding is by looking for patterns or trends in the properties of galaxies that are consistent with the predictions of their models. For example, if a model predicts that galaxies that have undergone a recent merger should have a particular distribution of gas and dust, astronomers can look for evidence of this pattern in observations of real galaxies. If they find that the predicted pattern is consistently observed in a large sample of galaxies, this can provide support for the model's predictions and the physical processes that it includes.

Overall, computer models of galactic evolution through mergers and collisions provide a powerful tool for astronomers to test their understanding of the physical processes of the universe. By comparing the predictions of their models to observations of real galaxies and looking for consistent patterns and trends, astronomers can refine their understanding of how galaxies form and evolve over time.

First, we will find the area of the base of the stilts given by:

A = l^2 =  0.05 m * 0.05 m

A = 0.0025 m^2

The pressure applied to the ground is given by: P = F/A

P = 1029.05 N / 0.0025 m^2

P = 411620 Pa

Therefore, the pressure applied to the ground by a 105 kg man standing on square stilts that measure 0.05 m on each edge is 411620 Pa.

Yes, pressure does depend on the surface area. Pressure is defined as the force per unit area, which means that the pressure exerted on a surface is directly proportional to the force applied and inversely proportional to the area over which the force is distributed.

The force of gravity is a fundamental force that can give rise to pressure differentials in fluids and gases. The pressure within a fluid or gas is related to the weight of the fluid or gas above a point, which is related to the force of gravity acting on the fluid or gas.

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Answer:

Explanation:

The force acting on an object given it's mass and acceleration can be found by using the formula

force = mass × acceleration

From the question we have

force = 50 × 0.85

We have the final answer as

Hope this helps you