a tug-of-war that results in one team pulling the other across the line is an example of

A. The average drift speed of the electrons in the wire is  1.19 x \(10^{-3}\)cm/s.

B. The time it would take an electron to travel 8.84 m is 7.43 x \(10^{5}\)sec

(A) To find the average drift speed of electrons in a wire, we can use the equation:

I = nAvq

Where:
I is the current in Amperes
n is the electron density in electrons per \(cm^{3}\)
A is the cross-sectional area of the wire in \(cm^{2}\)
v is the average drift velocity of electrons in cm/s
q is the charge of an electron, which is 1.6 x \(10^{-19}\) Coulombs

First, we need to find the cross-sectional area of the wire. The formula for the area of a circle is:

A = π\(r^{2}\)

Where:
A is the area of the circle
r is the radius of the circle

Given that the wire diameter is 1.63 mm, we can find the radius by dividing it by 2:

r = 1.63 mm / 2 = 0.815 mm = 0.0815 cm

Now, we can calculate the area:

A = \(π(0.0815 cm)^{2}\) = 0.0209 \(cm^{2}\)

Next, we can rearrange the equation to solve for v:

v = I / (nAq)

Given that the current is 20 A and the electron density is 8.47 x \(10^{24}\)electrons per \(cm^{3}\), we can substitute these values into the equation:

v = 20 A / (8.47 x \(10^{24}\) electrons per cm^3 * 0.0209 cm^2 * 1.6 x \(10^{-19}\) C)

Simplifying the expression:

v = 1.19 x \(10^{-3}\) cm/s

Therefore, the average drift speed of electrons in the 14 gauge wire carrying a maximum current of 20 A is approximately 1.19 x \(10^{-3}\) cm/s.

(B) To calculate the time it would take for an electron to travel a distance of 8.84 m, we can use the formula:

t = d / v

Where:
t is the time in seconds
d is the distance in meters
v is the average drift velocity of electrons in meters per second

Given that the distance is 8.84 m and the average drift velocity is 1.19 x 10^-3 cm/s, we need to convert the velocity to meters per second:

v = 1.19 x \(10^{-3}\) cm/s * 0.01 m/cm = 1.19 x \(10^{-5}\) m/s

Now, we can substitute the values into the formula:

t = 8.84 m / 1.19 x \(10^{-5}\)m/s

Simplifying the expression:

t = 7.43 x \(10^{5}\)s

Therefore, it would take approximately 7.43 x \(10^{5}\) seconds for an electron to travel a distance of 8.84 m.

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The method would astronomers use to find the distance to a galaxy so far away that individual stars are impossible to make out (resolve) is finding the redshift .

A manifestation of the Doppler Effect is redshift. The sound or light waves that are released by an object as it moves away from us are stretched out, which lowers their pitch and causes them to migrate towards the red end of the electromagnetic spectrum, where light has a longer wavelength.

An important topic for astronomers is "red shift." The term can be taken literally; when the light's wavelength is stretched, the light is perceived as having "shifted" toward the red portion of the spectrum. When a source of sound moves in relation to an observer, sound waves experience a similar phenomenon.

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Jim Crow laws was the legal measure which allowed whites in southern states to keep blacks from voting after reconstruction ended.

These were the state and local laws which enforced racial segregation in the Southern part of the United States.

Due to this laws, whites in southern states kept blacks from voting after reconstruction ended.

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Answer:

2.5

Explanation:

A rabbit is trying to cross the street. Its velocity v as a function of time t is given in the graph below where rightwards is the positive velocity direction 2.5 m.

When an item is moving, its velocity is the rate at which its direction is changing as seen from a certain point of view and as measured by a specific unit of time.

Rabbit displacement is 2.5 m.

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The event that marks the end of a star's evolutionary life before becoming a white dwarf is a planetary nebula. So, option E is correct.

A planetary nebula is characterized by cosmic rays of gas and dust surrounding a dying star. This dying star becomes a white dwarf after the complete depletion of hydrogen in the core.

It gets its name from a scientist who described the gases to be looking like two planets around a dying star. Thus, it's called planetary nebulae. This marks the final stage of a dying star that becomes a white dwarf. It consists of the outer layers of the star.

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If the proper voltage is supplied ,the possible causes could be a defective heater or an open limit switch. The correct options are C) the heater is defective or D) the limit switch is open.

When an electric heating element does not get hot despite the proper voltage being supplied, there are a few potential reasons for this issue. Firstly, the heater itself may be defective.

There could be a problem with the heating element, such as a broken or burnt-out filament, a faulty connection, or internal damage. If the heater is defective, it will not generate heat even when the correct voltage is applied.

Alternatively, the limit switch may be open. A limit switch is a safety device designed to shut off power to the heating element if certain conditions, such as excessive temperature or pressure, are detected. If the limit switch is open, it disrupts the circuit and prevents the heating element from receiving power, resulting in no heat production.

It is important to note that the circuit breaker being reset or the fusible link melting would not directly cause the heating element to not get hot. The circuit breaker is a protective device that trips to interrupt the flow of electricity when there is an overload or a short circuit.

Resetting the circuit breaker may be necessary if it has tripped, but it is not the primary cause of the heating element not heating. Similarly, a fusible link melting is typically associated with protecting the circuit from excessive current flow, but it does not directly impact the heating element's functionality.

In summary, if the proper voltage is supplied to an electric heating element and it does not get hot, the likely causes are a defective heater or an open limit switch.

The heater may have internal issues preventing it from generating heat, while the limit switch being open interrupts the power supply to the heating element. Therefore, the correct options are C) the heater is defective or D) the limit switch is open.

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Thermometer can measure the oral temperature of a child within 25 seconds: C. Tympanic membrane thermometer

The thermometer that can measure the oral temperature of a child within 25 seconds is the tympanic membrane thermometer. This type of thermometer is designed to measure the body temperature by detecting infrared radiation emitted by the tympanic membrane (eardrum).

Tympanic membrane thermometers, also known as ear thermometers, are known for their quick and accurate readings. They have a probe that is gently inserted into the ear canal, and within seconds, the thermometer captures the infrared radiation emitted by the tympanic membrane to determine the body temperature.

Compared to other types of thermometers, such as glass thermometers or electronic thermometers with blue-tipped probes, the tympanic membrane thermometer provides a faster measurement time, making it suitable for measuring the oral temperature of a child who may not stay still for a long period.

It is important to follow the manufacturer's instructions and guidelines for proper usage and accurate readings when using a tympanic membrane thermometer or any other type of thermometer.

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In conclusion, the magnitude of the net force parallel to the ramp is m * g * sin(θ), and the magnitude of the acceleration is F / m, where F is the net force parallel to the ramp, m is the mass of the box, g is the acceleration due to gravity, and θ is the angle of the ramp.

When a box of mass m is pushed on a frictionless ramp inclined at an angle θ, the magnitude of the net force parallel to the ramp can be determined using trigonometry. The force acting parallel to the ramp is given by the equation

F = m * g * sin(θ),

where m is the mass of the box, g is the acceleration due to gravity, and θ is the angle of the ramp.
To understand this, let's break it down step-by-step. The weight of the box is given by the equation

W = m * g,

where m is the mass and g is the acceleration due to gravity. This weight can be resolved into two components: one perpendicular to the ramp and one parallel to the ramp. The component parallel to the ramp is

W * sin(θ),

where θ is the angle of the ramp.
Since the box is on a frictionless ramp, there is no friction force acting on it. Therefore, the only force parallel to the ramp is the component of the weight. Thus, the magnitude of the net force parallel to the ramp is

F = m * g * sin(θ).
Moving on to the acceleration, we can use Newton's second law, which states that the net force acting on an object is equal to the mass of the object multiplied by its acceleration. In this case, the net force parallel to the ramp is

F = m * g * sin(θ).

Therefore, the magnitude of the acceleration is given by the equation a = F / m.
In conclusion, the magnitude of the net force parallel to the ramp is m * g * sin(θ), and the magnitude of the acceleration is F / m, where F is the net force parallel to the ramp, m is the mass of the box, g is the acceleration due to gravity, and θ is the angle of the ramp.

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Answer:

The mass of object is 300g.

Its weight on earth is W×0.3kg×9.8m/s2=2.94 N

Its weight on moon is A 300 g would be 48 g on the moon

GOOD LUCK!

Answer:

1 m/s²

Explanation:

added in the picture

An elastic collision is described by the formula m1u1 + m2u2 = m1v1 + m2v2.

A collision between two particles is called an elastic collision if the system's overall kinetic energy is preserved. The kinetic energy is transmitted between the objects in this kind of collision, but no energy is lost.

where u1 and u2 are the two objects' beginning velocities, m1 and m2 are their respective masses, and v1 and v2 are their respective end velocities. If the masses and beginning velocities of the two objects are known, this equation may be used to determine their ultimate velocities.

An essential idea in physics is the elastic collision formula.

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Answer:

Lydia made a marginal decision because she is trying to save for her collage by spending less, she will have some money left over after paying for her necessary to go to her college tuition.

Explanation:

She saved part of it for her college tuition and spent the remainder for the prom dress, car insurance, and birthday gift.

Did Lydia make an all-or-nothing or a marginal decision while spending her money so that she can save some money for her college, that was why she was spending less.

Marginal decision can be regarded as the decision that can be made by  regarding one additional unit of a good.

Therefore , that was what Lydia was trying to do by by comparing the marginal cost and marginal benefit associated with her college and what she was buying.

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Machines provide various advantages, including force multiplication, force reduction, distance multiplication, and direction change.

A machine can make work easier in various ways, including the following:

a. A machine makes work easier by multiplying the force you exert. This means that when you apply a smaller force to the machine, it can amplify that force to accomplish tasks that require greater force.

b. A machine makes work easier by reducing the amount of force needed to do the job. By utilizing mechanical advantage, machines allow us to accomplish tasks with less effort. For example, using a lever or a pulley can reduce the force needed to lift a heavy object.

c. A machine makes work easier by multiplying the distance over which you exert force. This involves trading off  the force for distance, so you might need to apply a smaller force over a longer distance to achieve the same work. An example of this would be using a ramp to push an object up to a higher level.

d. A machine makes work easier by changing the direction in which you exert force. Some machines, such as pulleys and gears, help to change the direction of the applied force, making it more convenient or efficient to perform a task.

Machines provide various advantages, including force multiplication, force reduction, distance multiplication, and direction change.  By employing these principles, machines enable us to perform tasks more efficiently and with less effort

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Answer:

7/20

Explanation:

0.35 as a fraction =35/100

35/100 can b divided by 5 so =7/20

0.350 simplified as a fraction is 7/20

Answer:

7/20

Explanation:

The distance to this galaxy with a recession velocity of 17,500 km/s and hubble's constant is 70 km/s/mpc is 1225000 km

speed=distance/constant

distance=speed×constant

distance=17500×70

distance=1225000 km

Distance is the length between two points or things, and it is directionless. Since distance is a scalar property, it only takes into account the total magnitude and ignores the start and finish locations. Being a scalar attribute, distance can only be positive or zero; it cannot be the opposite. Although kilometers (km) and centimeters (cm) or millimeters (mm) can also be used to express shorter distances, the meter (m) is the most common unit of measurement for distance (mm). When calculating distance, the letter D is frequently used to denote the distance traveled.

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Answer:Qualitative

Explanation:

Answer:

5c

Explanation:

you will divide the 150c by the 30c which will give you 5c

Answer:

C.

Explanation:

Newton's 1st law states that an object at rest will stay at rest until acted upon by an external force.

Answer:

C is the answer for the question

The radius of Jupiter is 11.37 × 10^6 km (approx).

The correct answer to the given question is option D.

Jupiter is a giant planet in our solar system and takes 9.9259 hours to rotate on its axis. The tangential speed of Jupiter is given to be 12,293 m/s. We are required to find out the radius of Jupiter.

Given Data:

Rotation period of Jupiter, T = 9.9259 hours

Tangential speed of Jupiter, v = 12,293 m/s

Formula Used:

Radius of Jupiter, r = v × T / (2π)

Calculation:

We can find the radius of Jupiter using the above formula.

Substituting the given values in the formula, we get:

r = 12,293 × 9.9259 × 60 × 60 / (2π)r = 71,492,602.68 / (2π)r = 11,371,641.26 km ≈ 11.37 × 10^6 km.

Therefore, the radius of Jupiter is 11.37 × 10^6 km (approx).

Hence, the correct option is 69,912 km.

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Answer: \(0.0039\ A\)

Explanation:

Given

Diameter of the rod \(d=2.54\ cm\)

length of rod is \(l=20\ cm\)

Resistivity of silicon is \(\rho=6.4\times 10^2\ \Omega-m\)

cross-section of the rod \(A\)

\(\Rightarrow A=\dfrac{\pi d^2}{4}\\\\\Rightarrow A=\dfrac{3.142\times 2.54^2\times 10^{-4}}{4}\\\\\Rightarrow A=5.067\times 10^{-4}\ m^2\)

Resistance of rod is  R

\(\Rightarrow R=\dfrac{\rho l}{A}\)

\(\Rightarrow R=\dfrac{640\times 0.20}{5.067\times 10^{-4}}\\\\\Rightarrow R=25.26\times 10^4\ \Omega\)

Current is given by

\(\Rightarrow I=\dfrac{V}{R}\\\\\Rightarrow I=\dfrac{1000}{25.26\times 10^4}\\\\\Rightarrow I=0.0039\ A\)

Answer:

7.1 m/s

Explanation:

The fish goes 6.1 m vrtically....calc the time to fall this far

d = 1/2 a t^2

6.1 = 1/2 ( 9.81)(t^2) shows t = 1.12 sec

It flies 7.9 m in 1.12 sec   =   7.9/1.12 = 7.1 m/s

Answer: 7.1 m/s

Explanation:

No, the sun cannot explain global warming. Global warming is a phenomenon in which the temperature of the Earth's surface and atmosphere is rising continuously due to human activities such as deforestation, burning of fossil fuels, and industrialization.

This increase in temperature cannot be explained only by an increase in solar radiation.There are several factors which contribute to global warming, including greenhouse gases such as carbon dioxide, methane, and water vapor. These gases trap heat in the Earth's atmosphere, which causes the planet's temperature to rise. The sun's radiation does contribute to global warming, but it is not the main cause.

i) To calculate the increase in solar radiation that would cause the Earth to warm up by 1 K, we can use the following formula:ΔS = ΔT / αWhere ΔS is the increase in solar constant, ΔT is the increase in temperature, and α is the Earth's albedo (reflectivity).α = 0.30 is the standard value used for the Earth's albedo.ΔS = ΔT / αΔS = 1 K / 0.30ΔS = 3.33 W/m2So, to explain the increase in temperature of 1 K over the last hundred years, the solar constant would need to increase by 3.33 W/m2.

ii) The observed fluctuation of the solar constant over the past 400 years has been around 0.1% to 0.2%. This is much smaller than the 3.33 W/m2 required to explain the increase in temperature of 1 K over the last hundred years. Therefore, it is unlikely that the sun is the main cause of global warming.

The sun cannot explain global warming. While the sun's radiation does contribute to global warming, it is not the main cause. The main cause of global warming is human activities, particularly the burning of fossil fuels, which release large amounts of greenhouse gases into the atmosphere.

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More than 200 billion stars in our own Milky Way galaxy make up the combined luminosity of quasars, which can produce up to a thousand times as much energy. The sun is 27 trillion times fainter than the average quasar!

Although quasars are the most luminous objects in the known cosmos, they seem feeble when viewed from Earth yet are detectable at great distances. The brightest quasar in the sky is 3C 273, which is located in the Virgo constellation.

Therefore, while a quasar will produce more energy over the course of its extended life. The strength of gamma ray bursts is higher. They are mostly created as a result of energy released during a hypernova's gravitational collapse.

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Answer:

A. They can provide an accurate picture of someone’s personality.

C. They can be used to target employee training.

E. They may lead to lower turnover rates.

Explanation:

A. They can provide an accurate picture of someone’s personality and C. They can be used to target employee training, E. They may lead to lower turnover rates.

The phrase "assessment" refers to the broad range of techniques or instruments that educators employ to assess, gauge, and record pupils' academic preparedness, learning progress, skill development, or educational requirements.

Education professionals use a wide range of assessment tools and methods to gauge everything from a four-year-readiness old's for kindergarten to a twelfth-grade student's comprehension of advanced physics.

Despite the fact that assessments are frequently mistaken for traditional tests, particularly the standardized tests created by testing companies and given to large populations of students, educators use a variety of assessment tools and methods.

Therefore, A. They can provide an accurate picture of someone’s personality and C. They can be used to target employee training, E. They may lead to lower turnover rates.

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Answer:

power per square meter = 4.593 × 10^(6) W/m²

Wavelength of peak intensity = 9.67 × 10^(-7) m

Explanation:

From Stefan-Boltzmann law, total emitted power per square meter is given as;

P/A = eσT⁴

where;

P is power

A is surface area

σ = Stefan-Boltzmann constant = 5.67 × 10^(-8) W/m².k⁴

T = temperature of the body = 3000 K

e = emissivity of the substance (for ideal radiation, it has a value = 1)

Thus, Plugging in the relevant values we have;

P/A = 1 × 5.67 × 10^(-8) × (3000)^(4)

P/A = 4.593 × 10^(6) W/m²

Let's find the wavelength of peak intensity.

From wiens displacement law, we know that;

λ_m × T = b

where;

λ_m = maximum wavelength

T = Temperature

b is Wien's displacement constant = 2.9 × 10^(−3) m/K

thus;

λ_m = b/T = (2.9 × 10^(−3))/3000 = 9.67 × 10^(-7) m

Answer:75 ft east

Explanation:

Answer:

0.3125m/s

Explanation: