A particle is moving with a constant speed of 25 m/s in 90 m radius circle what is the angular speed in radian per second about the center of a circle

Answer: The dissipative component of evolution is in a direction of steepest entropy ascent

Explanation:

According to our definition, every non-equilibrium state of a system or local subsystem for which entropy is well defined must be equipped with a metric in state space with respect to which the irreversible component of its time evolution is in the direction of the steepest entropy ascent permissible under the conservation constraints. We derive (nonlinear) expansions of Onsager reciprocity and fluctuation-dissipation relations to the far-non-equilibrium world inside the rate-controlled constrained-equilibrium approximation to demonstrate the force of the fourth law (also known as the quasi-equilibrium approximation).

The molten steel is the or melted

Explanation:

Newton's first law of motion

state If a body is at rest it remain at reast and if it is in a motion it continue it's motion unless a net external force acting on it.

This law also called law of inertia

Newton's second law motion

states that acceleration to the force acting on the body and inversely proportional to the mass of the body

Newton's third law motion It is not to exert a force abody without the body exerting a forces in the opposite direction

These forces are called action and reaction force.

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A spectrometer (c) is used by astronomers to separate light into its individual colours.

A spectrometer is a tool used in science to examine the characteristics of light. It functions by dividing light into its many wavelengths or colours, enabling astronomers to examine the spectra of celestial objects' emissions and absorptions. Spectrometers can be made to work in the visible, ultraviolet, and infrared wavelength ranges, among others. A slit to let light through, a dispersion component such a prism or diffraction grating, and a detector to assess the intensity of the various wavelengths are the standard components of such devices.

Astronomers can create a spectrum—a graph depicting the intensity of light at each wavelength—by passing light through a spectrometer. This spectrum offers important details regarding the makeup, temperature, and motion of celestial objects. Astronomers can identify elements that are present, ascertain their abundances, and investigate a variety of physical processes taking place in celestial objects by carefully examining the distinct patterns and features in the spectrum.

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The steps to follow are;

1) Explain the purpose of the experiment or the scientific principle that you will investigate.

You should just need one or two sentences for this.

2) Tell what you know about the scientific notion.

Simple labs may accomplish this in a paragraph after the learning context statement.

Complex labs may need additional background paragraphs.

This is further explained below.

Generally,Explain the purpose of the lab, or the scientific theory, principle, process, etc. that you will be exploring.

You should just need one or two sentences for this.

To start your lab report, you may say something like,

In conclusion, provide context for the scientific idea by explaining what you already know about it (the main references you can use are the lab manual, the textbook, lecture notes, and other sources recommended by the lab manual or lab instructor; in more advanced labs you may also be expected to cite the findings of previous scientific studies related to the lab).

This may usually be accomplished in a single paragraph after the first presentation of the lab's learning environment in more straightforward experiments.

However, more paragraphs may be needed to provide enough context for more involved laboratories.

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Scientists can obtain information about water levels, temperatures, and ocean salinity from fossils that provide evidence of changes in Earth's climate over time.

By examining the types of organisms found in different layers of rock, scientists can determine what the climate was like during that time period. For example, the presence of coral reefs in rocks that are now located in a desert environment suggests that the area was once covered by water.

Similarly, the presence of fossils of cold-water organisms in rocks that are now located in a warm climate suggests that the temperature has changed over time. Scientists can also use fossils to track the movement of continents and understand the causes of mass extinctions, which can be linked to climate change. Overall, fossils provide valuable insights into the history of Earth's climate and how it has evolved over millions of years.

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Answer:

There are many different systems involved in when we exercise, the three main ones are the Respiratory system which is involved in breathing the circulatory system which is about circulation of blood around the body and finally the muscular system and finally the Muscular system which is about how we move.

Explanation:

If the data consistently do not support the hypothesis, then CLEARLY, the hypothesis is NOT a reasonable explanation of what you are investigating. The hypothesis is rejected, and we search for a new interpretation, an new hypothesis that supports the experimental data

Respiratory and circulatory systems are the two systems within the human body that work together during exercise.

The respiratory system:

The circulatory system:

During exercise:

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The most appropriate term used for the amount of energy transferred every second by an electrical appliance would be electric power.

The rate of doing work is known as power. The Si unit of power is the watt.

Power =work/time

The mathematical expression for the power is as follows,

P = VI

where P is the power

V is the voltage

As given in the problem we have to find out the name of the term used for the amount of energy transferred every second by an electrical appliance,

The electric power = The amount of energy transferred / time for use of appliances

Thus, Electric power would be the most appropriate term to describe the quantity of energy transferred by an electrical item per second.

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The magnitude of the net torque on the wheel due to these three forces for an axis perpendicular to the wheel and passing through its center is

¹/₂MR³a.

The net torque on the wheel is determined from the moment of inertia of the pulley and the angular acceleration.

∑τ = Iα

where;

the moment of inertia of the axis perpendicular to the wheel and passing through its center is calculated as;

where;

a is the acceleration due to the applied force.

Thus, the magnitude of the net torque on the wheel due to these three forces for an axis perpendicular to the wheel and passing through its center is ¹/₂MR³a.

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The ostringstream member function "str" returns the contents of an ostringstream buffer as a string. Here's how you can use it:
1. Create an ostringstream object:
  ostringstream oss;
2. Write data to the ostringstream buffer using the insertion operator (<<):
  oss << "Hello";
  oss << " World";
3. Retrieve the contents of the buffer as a string using the "str" member function:
  string result = oss.str();
  The variable "result" will now contain the string "Hello World".

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When the pole is lifted, it could be able to supply energy to the pole - vaulter much like that of a spring that launches the pole vaulter upwards.

We know that the pole vault is one of the popular sports especially in the Unites States. It is a competition that takes place even at the Olympic level and has a lot of athletes that do compete in the competition.

We know that as the pole unbends, it creates force that launches the pole-vaulter up and over the bar using your knowledge of potential and kinetic energy.

This implies that there are a series of energy conversions that do take place in the pole vault as it is in operation as we can see here. Thus, it is the series of the energy conversions that takes place in the pole vaulting that enables the athlete to be able to launch high in the game as we see.

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Answer:

2N₂(g) + 2O₂(g) ----> 2NO(g)

Explanation:

Gaseous nitrogen and gaseous oxygen reacts in a molar volume ratio of 1 : 1 to produce nitrogen (ii) oxide.

In the reaction, two molecules of nitrogen gas combines with two molecules of oxygen gas in the cylinder to form two molecules of nitrogen (ii) oxide. The equation of the reaction is given below:

2N₂(g) + 2O₂(g) ----> 2NO(g)

Nitrogen (ii) oxide is formed naturally during lightning bolts. The heat released the lightning flashes causes the nitrogen and oxygen in air to combine to form nitrogen (ii) oxide. The nitrogen (ii) oxide formed however, quickly reacts with more oxygen to form nitrogen(ii) oxide.

Nitrogen (ii) oxide is a colorless, poisonous gas. It is slightly denser than air and almost insoluble in water. it is also neutral to litmus.

The balanced chemical equation for the reaction between nitrogen and oxygen is:

2N₂(g) + 2O₂(g) —> 4NO(g)

The equation between nitrogen and oxygen can be written as follow:

N₂(g) + O₂(g) —> NO(g)

The above equation can be balance as illustrated below:

There are 2 atoms of O on the left side and 1 atom on the right side. It can be balance by writing 2 before NO as shown below:

N₂(g) + O₂(g) —> 2NO(g)

Multiply the equation by 2, we have:

The equation is balanced!

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The amount of heat transfer that is required when the process is done during a constant - volume process is 64, 921. 00 Joules

To find the amount of heat transfer during a constant-volume process, for a diatomic gas, the formula is :

= 5 / 2 x R

Expanded, this is:

Heat transfer = n Cv Δ T

The amount of heat transfer is therefore :

= ( 1, 000 / 32 ) x ( 5 / 2 R ) x ( 120 - 20 )

= ( 1, 000 / 32) x ( 5 / 2 x 0. 31) x 100

= 64, 921. 00 Joules

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The full question is:

1 kg of oxygen is heated from 20 to 120°C. Determine the amount of heat transfer required when this is done during a constant-volume process.

Answer:

False

Explanation:

Just took the test

False, because hypochondriacs think they have a significant, undetected medical ailment even when testing reveal they are healthy.

A hypochondriac is someone who, despite diagnostic testing showing they have no health issues, lives in constant anxiety that they have a terrible, undetected medical illness. They are obsessed with the concept that they suffer from a major illness that has gone untreated.

In adults, hypochondriasis often begins to manifest. Among the symptoms are a persistent, strong anxiety of developing a major illness and concern that seemingly little symptoms portend a larger problem. A patient may change physicians or see them regularly.

Medication and counselling could be helpful.

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The difference in momentum is zero. This is consistent with the law of conservation of momentum, which states that the total momentum of a closed system remains constant if no external forces act on it.

The momentum of a system is conserved, which means that the total momentum of the system before firing is equal to the total momentum of the system after firing. Before firing, the cannon and cannonball are stationary, so their momenta are zero. Therefore, the momentum of the system before firing is also zero.

After firing, the cannonball has a momentum of:

p_cannonball = m_cannonball * v_cannonball

where m_cannonball is the mass of the cannonball and v_cannonball is its velocity. Substituting the given values, we get:

p_cannonball = 10 kg * 93.5 m/s = 935 kg·m/s

The cannon has a momentum of:

p_cannon = m_cannon * v_cannon

where m_cannon is the mass of the cannon and v_cannon is its velocity. Substituting the given values, we get:

p_cannon = 850 kg * (-1.1 m/s) = -935 kg·m/s

Note that the velocity of the cannon is negative because it is moving in the opposite direction to the cannonball.

The total momentum of the system after firing is the sum of the momenta of the cannon and cannonball:

p_total = p_cannon + p_cannonball = (-935 kg·m/s) + (935 kg·m/s) = 0 kg·m/s

The difference between the momentum of the system before and after firing is therefore:

Δp = p_total - p_initial = 0 kg·m/s - 0 kg·m/s = 0 kg·m/s

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The differences in the rate of activity between fast and slow ligand-gated channels is caused by the time it takes for the ligand to bind to the receptor and open the channel. Fast channels have a quicker binding process and therefore a faster rate of activity, while slow channels have a slower binding process and a slower rate of activity.

Additionally, the properties of the channel, such as its structure and the type of ion that passes through it, can also affect its rate of activity.

The differences in the rate of activity between fast and slow ligand-gated channels are caused by several factors, including:

1. Channel structure: Fast and slow channels have different protein subunit compositions, which influence their response time to ligand binding.

2. Type of ligand: The chemical properties and structure of the ligand can affect the rate of activity in the channels. Fast channels typically respond to small neurotransmitters like acetylcholine, while slow channels respond to larger molecules like neuropeptides.

3. Channel kinetics: Fast channels have quicker activation and deactivation rates, allowing for rapid signal transmission. Slow channels have slower activation and deactivation rates, leading to a more prolonged response.

4. Receptor desensitization: The degree to which the receptor becomes less responsive to the ligand over time varies between fast and slow channels, affecting their activity rates.

By understanding these factors, we can better comprehend the differences in the rate of activity between fast and slow ligand-gated channels.

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The kid's total displacement is 66m.

The formula for calculating distance, d = st, or "distance equals speed times time," can be used. Because they both refer to the amount of movement per unit of time, such as miles per hour or kilometers per hour, speed and rate are comparable. The equation r = s = d/t holds if speed s = rate r.

In first case

Distance = speed × time

Distance = 3×7

Distance = 21m

In second case

Distance = speed × time

Distance = 9×5

Distance = 45m

Total displacement = 21+45

Total displacement = 66m.

So, the kid's total displacement is 66m.

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Answer:

square metre is the answer

Explanation:

Hope this helps u

Crown me as brainliest:)

The standard reaction free energy is the total energy change of a chemical reaction that occurs at standard conditions. The standard reaction free energy is calculated by subtracting the heat of formation from the enthalpy of formation.

standard reaction free energy = -Hf-Hf

The standard Gibbs free energy, on the other hand, is the total of the enthalpy and the entropy. The Gibbs free energy is a thermodynamic potential that depends on the enthalpy and entropy of a system. The change in the Gibbs free energy is equal to ΔG=ΔH-TΔS.

The enthalpy of formation is a measure of how much heat must be put in to break down a compound into its constituent elements. The heat of formation is an estimate of how much heat will be released when the same compound is formed from its constituent elements.

The standard reaction free energy is the change in Gibbs free energy, which is the enthalpy minus the entropy. This can be calculated by using E=ΔH-TΔS. The ΔG \((298K,1 atm)\) for a reaction with a standard state change from \(1\) atm to \(298\) K (the most common atmospheric pressure and temperature), and 1 mol of reactants is equal to 0. The ΔG\((298K,1 atm)\) for a reaction with standard state changes from 1 atm to 298 K and from \(298 K\) to \(1\) atm are equal to \(0\).

The standard reaction free energy can be calculated by using the following equation:

E=ΔH-TΔS, where E is the standard free energy of the reaction.

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The amount of charge needed to create this situation is approximately 8.9876 x 10⁹ Coulombs.

It should be noted that 5.6104 x 10²⁸ elementary charges are needed to create this charge.

According to Coulomb's Law, the force of attraction or repulsion between two charges is proportional to the product of their magnitudes and inversely proportional to the square of their distance.

q = 1/4πε₀ ≈ 8.9876 x 10⁹ C

The amount of charge needed to create this situation is approximately 8.9876 x 10⁹ Coulombs.

Also, the number of elementary charges needed to create the charge calculated in the previous question is:

n = q/e = (8.9876 x 10⁹ C) / (1.6022 x 10^-¹⁹ C) ≈ 5.6104 x 10²⁸

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Answer:

statement not given greater mass has greater potential energy at same height

Equipment: Power supply, Ammeter (0-1A), Voltmeter (0-10V), Rheostat, Connecting wires, Wire of known length and diameter, Crocodile clips, Meter ruler, Micrometer screw gauge, and a Switch,

Method:

Set up the circuit with the wire of known length and diameter connected to the circuit.

Use the micrometer screw gauge to measure the diameter of the wire at several points along its length, and take an average of these values.

Measure the length of the wire using the meter ruler.

Set the rheostat to maximum resistance, and close the switch.

Gradually decrease the resistance using the rheostat until the ammeter reads approximately 0.5A.

Record the voltmeter reading.

Increase the current to approximately 1A and record the voltmeter and ammeter readings.

Repeat the measurements two more times, ensuring that the wire has cooled down between measurements to avoid any heating effects on the wire resistance.

Calculate the resistance of the wire for each set of readings using the formula R=V/I.

Take an average of the three values obtained for the resistance of the wire.

Calculate the cross-sectional area of the wire using the formula A=πr².

Use the resistance and cross-sectional area of the wire to calculate the resistivity of the material using the formula ρ = RA/L, where R is the resistance, A is the cross-sectional area, and L is the length of the wire.

Note: It's important to make sure that the wire is not heated up during the experiment, as this can affect the resistance and give inaccurate readings. Also, be careful when handling the wires and equipment to avoid electric shocks.

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When the soccer player heads the ball, the initial momentum of the ball (which is moving downwards) is given by m₁u₁, where m₁ is the mass of the ball, and u₁ is the velocity of the ball before collision.

The player's momentum is given by m₂u₂,

where m₂ is the mass of the soccer player, and u₂ is the velocity of the soccer player before the collision.

In this case, m₁ = 0.45 kg, u₁ = -25 m/s, m₂ = 60 kg, u₂ = 4 m/s.

Immediately after the collision, the ball rebounds vertically upwards, so its velocity is v₁ = - u₁.

The soccer player will be moving upwards with a velocity of u₂' = u₂ - v₂,

where v₂ is the velocity of the soccer player just after the collision. H

m₁u₁ + m₂u₂ = m₁v₁ + m₂v₂.

Substituting the values of the masses and velocities, we get 0.45 × (-25) + 60 × 4 = 0.45 × (-(-25)) + 60 × v₂

⇒ -11.25 + 240 = 11.25 + 60v₂

⇒ v₂ = (240 + 11.25)/60 m/s

= 4.02 m/s(approx).

The contact time between the ball and the soccer player is 20 ms, or 0.02 s.

The average acceleration of the ball is given by a = Δv/Δt,

where Δv is the change in the velocity of the ball, and Δt is the time taken for the change.

Since the ball is initially moving downwards and then rebounds upwards, the change in velocity is twice the initial velocity, i.e., 2u₁.

 a = (2u₁)/Δt = (2 × 25)/0.02 m/s² = 2500 m/s².

the average acceleration of the ball is 2500 m/s².

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Answer:

1,110,114.6 J

Explanation:

The height is 1857m, the mass is 61 kg, and the accelaration is 9.8 m/s^2. Plug in the equation GPE=h*m*a and you get 1,110,114.6.

h= height

m= mass

a= accelaration

GPE= gravitational potential energy

If you are at the grand canyon standing at the edge of a ledge 1857 meters high you have a mass of 61 kilograms, then your gravitational potential energy at the edge of the cliff would be 1111247.37 Joules.

Mechanical energy is the combination of all the energy in motion represented by total kinetic energy and the total potential energy stored energy in the system which is represented by total potential energy.

As total mechanical energy is the sum of all the kinetic as well as potential energy stored in the system.

ME = KE + PE

The total gravitational potential energy at the edge of the cliff would be

PE = m × g × h

PE =61 × 9.81 × 1857

PE =1111247.37 Joules

Thus, the total gravitational potential energy at the edge of the cliff would be  1111247.37 Joules.

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Answer:

Particles are squeezed together and pushed apart by P waves. Particles slide past each other in a crosswise direction as S waves pass through them.

Answer:

t = 0.97 s

Explanation:

Given that,

height, h = 4.7 m

We need to find the time taken by the object to fall 4.7 m.

Let it is t. Using second equation of kinematics to solve it such that,

\(h=ut+\dfrac{1}{2}gt^2\)

u is initial velocity, u = 0

So,

\(h=\dfrac{1}{2}gt^2\\\\t=\sqrt{\dfrac{2h}{g}}\\\\t=\sqrt{\dfrac{2\times 4.7}{9.8}}\\\\t=0.97\ s\)

So, the required time is equal to 0.97 seconds.

The time it would take the object is 0.98 secs

From the question,

We are to determine how much time it would take for an object to fall 4.7 meters. That is, the time it would take the object to fall from a height 4.7 meters.

From one of the equations of motions for free falling object.

\(h = ut + \frac{1}{2} gt^{2}\)

Where h is the height

u is the initial velocity

t is the time

and g is the acceleration due to gravity (Take g = 9.8 m/s²)

Since, the object is dropped from rest, the initial velocity, u, is 0 m/s

From the given information,

h = 4.7 m

Putting the parameters into the equation, we get

\(4.7 = 0(t) +\frac{1}{2} (9.8)t^{2}\)

\(4.7 = 0 + 4.9t^{2}\)

\(4.7 = 4.9t^{2}\)

∴ \(t^{2} = \frac{4.7}{4.9}\)

\(t^{2}= 0.9592\)

\(t = \sqrt{0.9592}\)

t = 0.98 secs

Hence, the time it would take the object is 0.98 secs

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When the two magnets are made to move, the energy of the system in the system tends to change potential energy into the kinetic energy

Potential energy is the energy stored in the body while is at rest which would turn into kinetic energy when the object will initiate motion. This conversion of potential energy to kinetic energy is understood by the Work-Energy theorem. The kinetic energy is formulated as,

K.E. = 1/2 mv²

where K.E = Kinetic energy

m = mass of an object

v = velocity of the object

The work-energy theorem is stated as the products of all the forces acting on the system are equal to the difference in kinetic energies.

∑W = ΔK.E

where W = Work done on the system

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