The image produced by a concave mirror is _____
Answer : virtual or real
Answers
Answer:
Mostly real
Explanation:
Concave mirrors can have real images.
“ If the object is further away from the mirror than the focal point, the image will be upside-down and real meaning that the image appears on the same side of the mirror as the object.”
The image produced by a concave mirror is virtual or real.
What is concave mirror?When a hollow sphere's inside surface serves as the reflecting surface and the cut part's outside is painted, the result is a mirror. The term "concave mirror" refers to this kind of mirror.
Concave mirrors have certain characteristics.
When light hits the concave mirror's reflecting surface, it converges at a single point and reflects back. A converging mirror is another name for it as a result.A magnified, upright, virtual image can be created by placing the concave mirror very close to the object.The concave mirror creates an image that might be little or large, real or virtual.Learn more about Concave mirrors here:
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Related Questions
Olivia needs to provide a visual summary of expenses to management. She chooses a system that shows different levels for the expenses based on filled
Answers
Olivia can provide a visual summary of expenses to management using a filled bar chart or a stacked bar chart. In this type of chart, each expense category is represented by a separate bar, and the height of each bar corresponds to the total expense amount.
Here's how Olivia can create the visual summary:
Choose a horizontal or vertical bar chart: Olivia can decide whether to use a horizontal or vertical orientation based on the space available and the preference of the management. Define the expense categories: Identify the different expense categories that need to be included in the summary. These could be categories such as salaries, marketing, utilities, supplies, etc. Assign levels of expenses: Assign different levels or sections within each expense category based on the filled portion of the bar. For example, if the bar represents the total budget for a specific expense category, Olivia can divide it into sections to show different levels of expenses. Each section will be filled to represent the portion of the budget spent. Fill the sections: Color or shade the sections within each bar to represent the corresponding level of expenses. For example, if a section represents 50% of the total budget, Olivia can fill it halfway. Label the bars and sections: Clearly label each bar with the expense category it represents. Additionally, label each section within the bar to indicate the specific level of expenses it represents. Add a legend: Include a legend that explains the color or shading used to represent different levels of expenses. This will help management understand the chart at a glance.By using a filled bar chart or stacked bar chart, Olivia can provide a visual representation of the expense levels for each category. This allows management to quickly grasp the distribution and proportion of expenses across different areas.
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The SI unit for acceleration is_____
a m/s.
b m/s 2
c m/s2
d none of the above
Answers
Because SI Unit of acceleration is m/s^2
A cylindrical glass that is 10cm high is partially filled with water. You see the glass in two positions. What is the height of the water when the glass is upright
Answers
Answer:
5 cm.
Explanation:
If the glass is located upright, the height of water is about 5 cm because the height of glass is 10 cm and it is partially filled with water and we know that partial means 50 percent of something and here 50 percent of glass is 5 cm. If the glass is slightly bend, so we can't find its right height so the proper height of water is attain if it is placed on flat table and present upright.
Which statements about grades are accurate? Check all that apply.
A. Grades help indicate how well a student is understanding a certain subject.
B. Students may be required to maintain good grades to participate in certain after-school activities.
C. Colleges and employers may judge students’ potential based on their grades.
D. Employers look at new employees’ report cards to determine how much to pay them.
E. Grades are indicators of whether a student is following rules and other expectations
Answers
Answer: I believe that the answer is D
Explanation: I already done the test
Answer:
The following statements about grades are accurate:
A. Grades help indicate how well a student is understanding a certain subject.B. Students may be required to maintain good grades to participate in certain after-school activities.C. Colleges and employers may judge students’ potential based on their grades.The following statements about grades are not accurate:
D. Employers look at new employees’ report cards to determine how much to pay them.E. Grades are indicators of whether a student is following rules and other expectations.Grades are typically based on a student's performance on tests, quizzes, and assignments. They can also be based on a student's participation in class and their overall attitude toward learning. Grades are often used to determine whether a student is eligible to participate in certain activities, such as sports or clubs. They can also be used to determine whether a student is eligible for scholarships or other financial aid.
Colleges and employers may use grades as a way to screen applicants. They may also use grades to determine whether a student is eligible for certain programs or positions. However, grades are not the only factor that colleges and employers consider. They also consider a student's extracurricular activities, work experience, and letters of recommendation.
Grades can be a useful tool for measuring a student's progress and understanding. However, they are not the only measure of a student's success. It is important to remember that grades are just one piece of the puzzle. There are many other factors that contribute to a student's success, such as their work ethic, their motivation, and their support system.
the red line of a spectrum is normally at a wavelength of 656 nm. in the light of a star that is moving away from us, we might expect to see that red line at a wavelength of
Answers
When a star is moving away from us, the light it emits is subject to a phenomenon called redshift. This causes the red line of the spectrum, which is normally at a wavelength of 656 nm, to shift to a longer wavelength.
To determine the exact wavelength of the red line for the star, you would need additional information, such as the star's velocity relative to Earth. However, you can expect the red line to appear at a wavelength longer than 656 nm due to the star's motion away from us. The wavelength of a wave describes how long the wave is. The distance from the "crest" (top) of one wave to the crest of the next wave is the wavelength. Alternately, we can measure from the "trough" (bottom) of one wave to the trough of the next wave and get the same value for the wavelength.
So, the proces in which a star is moving away from us, the light it emits is subject to a phenomenon called redshift.
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conservation of momentum: on a smooth horizontal floor, an object slides into a spring which is attached to another mass that is initially stationary. when the spring is most compressed, both objects are moving at the same speed. ignoring friction, what is conserved during this interaction?
Answers
During the interaction between the sliding object and the spring, the total momentum of the system is conserved. In other words, the momentum before the interaction is equal to the momentum after the interaction. This is known as the principle of conservation of momentum.
Initially, the sliding object has momentum in the direction of its motion, while the stationary object has zero momentum. When the sliding object hits the spring, the spring compresses and the sliding object slows down. However, the momentum of the sliding object is transferred to the spring and the stationary object. As the spring expands, it exerts a force on the stationary object, causing it to start moving in the same direction as the sliding object.
At the point where the spring is most compressed, both objects are moving at the same speed. This means that they have the same momentum, and the total momentum of the system is the sum of their momenta. When the spring expands fully and both objects move away from each other, the momentum of the sliding object is transferred back to it, while the stationary object continues to move in the same direction with the momentum it gained during the interaction.
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A shopper walks westward 5.4 meters and then eastward 7.8 meters
Answers
Answer:
13.2 meters
Explanation:
(5.4) + (7.8)
Question:
How to get your voice back after screaming?
Answers
Explanation:
inhale moist air, drink plenty of fluid avoid caffeine or alcohol, avoid clearing your throat, avoid whispering and rest your voice as much as possible.
Answer:
How to get your voice back after screaming? :-Rest your voice.The best thing you can do for your irritated vocal cords is to give them a break.Staying properly hydrated. Drink plenty of water. Avoid loud environments.❁❀Thank you❀❁ :>PLEASE HELP FILL IN TWO OPTIONS I WILL MARK BRAINLIEST IF RIGHT!
Answers
Answer:
Your answers are Continental crust and Mountain range.
Explanation:
Continental crust is the first blank, and Mountain range the second.
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acontainer is filled whith mercury to alevel of 10m whit water to alevel of 8m and whit oil to alevel of 5m the densities oil ,water and mercury are 0.8g/cm³,1g/cm³ and 13.6g/cm³ calculate the total pressure exerted by the liquids at the base
Answers
Answer:
1450.4 KN\(m^{2}\)
Explanation:
Pressure = ρhg
where: ρ is the density of the liquid, h is the height and g the force of gravity.
Total pressure exerted by the liquids at the base = Pressure of oil + Pressure of water + Pressure of mercury
So that,
i. Pressure of oil = ρhg
(ρ = 0.8 g/cm³ = 800 kg/m³)
= 800 x 5 x 9.8
= 39200
Pressure of oil = 39200 N\(m^{2}\)
ii. Pressure of water = ρhg
(ρ = 1 g/cm³ = 1000 kg/m³)
= 1000 x 8 x 9.8
= 78400
Pressure of water = 78400 N\(m^{2}\)
ii. Pressure of mercury = ρhg
(ρ = 13.6 g/cm³ = 13600 kg/m³)
= 13600 x 10 x 9.8
= 1332800
Pressure of mercury = 1332800 N\(m^{2}\)
So that,
Total pressure exerted by the liquids at the base = 39200 + 78400 + 1332800
= 1450400
= 1450.4 KN\(m^{2}\)
Total pressure exerted by the liquids at the base is 1450.4 KN\(m^{2}\).
What does hydrosphere and cryosphere both have in common?
Answers
Answer:
cryosphere is all those areas of earth where the surface is frozen while hydrosphere is all waters of earth, as distinguished from the land and the gasses of the atmosphere
Q9. Jacquie has a mobile phone. Energy is stored in the battery of the phone.
(a) Which energy transfer takes place in the battery as it is being charged?
A
chemical to sound
B
sound to thermal
C
electrical to chemical
D
thermal to electrical
Answers
an airplane flying at 115 m/s due east makes a gradual turn following a circular path to fly south. the turn takes 15 seconds to complete. reference: ref 5-7 what is the radius of the curve that the plane follows in making the turn?
Answers
The radius of the curve that the plane follows in making the turn is approximately 275.87 meters.
How to find radius?To find the radius of the curve that the plane follows in making the turn, use the relationship between the speed, radius, and time for an object moving in a circular path.
Given:
Velocity of the airplane (v) = 115 m/s
Time taken to complete the turn (t) = 15 seconds
The formula to calculate the radius (r) of the curve is:
r = v × t / (2 × π)
Substituting the given values into the formula:
r = 115 m/s × 15 s / (2 × π)
Calculating the value:
r ≈ 115 × 15 / (2 × 3.14159)
r ≈ 115 × 15 / 6.28318
r ≈ 275.8686 meters
Therefore, the radius of the curve that the plane follows in making the turn is approximately 275.87 meters.
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Two cars are stuck in a traffic jam and each sounds its horn at a frequency of 675 Hz. A bicyclist between the two cars, r = 4. 70 m from each horn, is disturbed to find she is at a point of constructive interference.
How far backward (in m) must she move to reach the nearest point of destructive interference? Take the speed of sound to be v = 343 m/s
Answers
To determine the distance the bicyclist needs to move backward to reach the nearest point of destructive interference, we can use the concept of path length difference.
In constructive interference, the waves from both horns reach the bicyclist in phase, resulting in a maximum amplitude. In destructive interference, the waves from the horns reach the bicyclist out of phase, resulting in a minimum amplitude.
The path length difference between the two waves at the point of constructive interference is an integral multiple of the wavelength (λ) of the sound waves. In this case, the path length difference is given by:
Δx = mλ
where Δx is the path length difference, m is an integer representing the number of complete wavelengths, and λ is the wavelength of the sound waves.
The wavelength (λ) can be calculated using the formula:
λ = \(\frac{v}{f}\)
where v is the speed of sound and f is the frequency of the sound wave.
Given:
Frequency (f) = 675 Hz
Speed of sound (v) = 343 m/s
First, let's calculate the wavelength (λ):
λ = \(\frac{v}{f}\)
λ = 343 m/s / 675 Hz
λ ≈ 0.508 m
For constructive interference, the path length difference (Δx) is zero since the waves are in phase.
For destructive interference, the path length difference (Δx) is half a wavelength (0.5λ) since the waves are out of phase.
Δx = 0.5λ
Δx = 0.5 * 0.508 m
Δx ≈ 0.254 m
Therefore, the bicyclist needs to move backward by approximately 0.254 meters to reach the nearest point of destructive interference.
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Two spherical objects have masses of 8,000 kg and 5.0 kg. Their centers are separated by a distance of 1.5 m. Find the gravitational attraction between them.
Answers
The gravitational force of attraction between them is 3.56 * 10⁻⁴ N
What is Gravitational attraction?F = G*M1M2/d²,
where G = 6.67 * 10⁻¹¹ Nm²Kg⁻²,
M1 = 8000Kg and M2 = 1500 Kg,
F = 6.67 * 10⁻¹¹ * 8000 * 1500 / (1.5)² F = 3.56 * 10⁻⁴ N
The gravitational force of attraction between them is 3.56 * 10⁻⁴ N.
The universal gravitational law of Newton. According to this law, every body in the universe is attracted to every other body with a force that is inversely proportional to the square of the distance between them and proportional to the product of their masses.
Therefore, The gravitational force of attraction between them is 3.56 * 10⁻⁴ N.
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Penetration capabilities in...
- Radio Waves
- Microwaves
- Infrared
- Visible light
- Ultraviolet
- X-rays
- Gamma rays
Answers
Ultra = X-ray
Explanation:
how are things going to paint the roof for beginners painting and decorating the whole house so I'm going away with a few sports mates for a couple nights for beginners but will have a look painting at a time and see what is going to be Strong enough
True/False? batteries can be stacked as long as they are no more than two high.
Answers
"Batteries can be stacked as long as they are no more than two high," is referred to as a false statement.
Battery is known as a charge pump, a device that stores chemical energy and transforms it into electrical energy.
As long as there is a charge flow, batteries can be stacked in any configuration and at any height without significantly affecting performance. So, it is false to say that you can stack them as long as they are no higher than two high in this kind of situation.
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Answer:false
Explanation:
because my teacher said
Waves transfer energy and the energy has the ability to do work. Why?.
Answers
Waves transfer energy and the energy has the ability to do work because they can transfer energy from one point to another
Waves are responsible for transferring energy in different forms, the energy transmitted from a source can do some work, making it essential. When waves propagate through a medium, energy is transferred from one point to another. In the process, the energy is dispersed, and the medium particles oscillate back and forth. Thus, the ability of waves to do work depends on the nature of the wave and the medium through which they propagate. A classic example is the waves of the ocean, which transport a considerable amount of energy.
When ocean waves crash against the shore, the energy transferred to the shore moves rocks, shifts sand and erodes the land. Also, waves have the ability to cause significant damage, such as tsunamis, hurricanes and tornadoes. In such cases, the work done by the waves can have catastrophic effects. Overall, waves have the potential to do work because they can transfer energy from one point to another, this transfer of energy is what gives waves the ability to do work.
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What two factors does speed depend on?
Answers
which term defines the distance from crest to crest, or from trough to trough?
Answers
The distance from crest to crest or from trough to trough of a wave is called the wavelength.
What is a wavelength?A wavelength is the distance between two consecutive points on a wave that are in phase with each other, such as two adjacent crests or two adjacent troughs. In other words, it is the distance between any two points on a wave that are at the same point in their cycle of motion.
Wavelength is an important characteristic of any wave, including electromagnetic waves (such as light and radio waves), sound waves, and water waves. It is usually denoted by the Greek letter lambda (λ) and is expressed in units of length, such as meters (m), centimeters (cm), or nanometers (nm).
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Newton's 2nd Law of Motion says that Force is equal to the Mass of an object times its Acceleration. With that in mind how would you calculate Acceleration?
Acceleration = Mass/Force
Acceleration = Force/Mass
Momentum (p) = mass x velocity
Acceleration = Accel + er + nation - the first n
Answers
Answer: Acceleration = Force/Mass
Explanation:
F = ma
a = F/m
Acceleration = Force/Mass
The neighborhood joker comes up to you and is really on a roll this morning. After several “good ones” they then say “OK so you’re taking physics, right? Here’s one – if the acceleration of gravity is 9.8 m/s2 then why isn’t everything accelerating? HAHAHA”. Being a dedicated student you give this question some real thought and come up with a reasonable response. You might say:
Answers
Make a graph of the relationship between the amplitude (x-axis) and decibel level (v-axis) of sound. Describe this relationship.
Answers
The graph of the relationship between amplitude and decibel level of sound is not a linear graph but a logarithmic graph.
It is known as the Sound Intensity Level graph, where the amplitude of the sound is plotted on the x-axis, and the decibel level of sound is plotted on the y-axis.
As the amplitude of the sound increases, the decibel level increases as well. The relationship is not directly proportional, as a small change in amplitude can result in a significant change in decibel level. For example, a sound with an amplitude of 1 Pa has a decibel level of 0 dB, whereas a sound with an amplitude of 10 Pa has a decibel level of 20 dB. This indicates that the decibel level is increasing exponentially with the increase in amplitude.
Moreover, the graph shows that the human ear has a limited range of hearing, which is between 0 dB and 140 dB. Beyond this range, sounds become too loud to hear or can cause damage to the ear. Therefore, it is important to monitor the decibel level of sound to protect our hearing.
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What does the presence of molecular bands in the spectrum of a star indicate?A. The star has a low surface temperature.B. proportional to temperature to the fourth powerC. either more electrons that protons or more protons than electronsD. They never become giants.
Answers
The presence of molecular bands in the spectrum of a star indicate, they never become giants. Hence, the correct option is (D).
The presence of molecular bands in the spectrum of a star indicates that the star has a low surface temperature. The temperature of a star affects the amount of energy that is emitted from it, and this energy is spread out over a range of wavelengths. When the temperature is low, molecules can form in the outer regions of the star, and these molecules can absorb specific wavelengths of light, resulting in dark lines or bands in the star's spectrum. These molecular bands can be used to determine the chemical composition and temperature of the star. The relationship between temperature and the amount of radiation emitted by a star is proportional to temperature to the fourth power (known as the Stefan-Boltzmann law). The presence of molecular bands is not related to the number of electrons or protons in the star, nor does it indicate whether the star will become a giant or not.
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give two reasons why biomass energy might not be a good alternative Energy source
Answers
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as for the production of biomass energy wood is mostly used source and burning of wood for the production of biomass energy can lead to the risk of deforestation in the future and emissions of carbons, pollute the surrounding. Thus this is the reason biomass energy might not be a good alternative energy source.
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PLEASE HELP
What is an archimedean screw used for?
dont just guess or i wil banned you and reprt you actually try
Answers
Archimedes screw, machine for raising water, allegedly invented by the ancient Greek scientist Archimedes for removing water from the hold of a large ship.
Answer:
To move things from a lower level to a higher level.
Explanation:
the vast majority of human behavior in society is considered prosocial behavior. state of true or false
- True
- False
Answers
Yes it is true ,A broad group of actions with the intention of assisting others includes helping, sharing, providing comfort, contributing or volunteering, and cooperating.
Research on prosocial conduct has looked at the potential causes and effects of these behaviors as well as the various reasons that might be at play. Prosocial Behavior's Type 3. The factors. Actions that "benefit other people or society as a whole," such as assisting, sharing, contributing, cooperating, and volunteering, are considered prosocial conduct, also known as "voluntary behavior intended to benefit another." Evidence demonstrates that prosociality is essential to social groupings' wellbeing on a variety of measures. Empathy has significant evolutionary roots and is a powerful motivator of prosocial action. Children benefit from the development of desirable qualities fostered by prosocial activity.
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Experiment 6Exploring Fluid Dynamics and theHagen-Poiseuille (H-P) EquationIn this lab we will be analyzing video data gathered previously, using the microscopes, forfluid flow in two different microfluidic devices. These microfluidic devices serve as excellentmodels for fluid flow in biological systems. By analyzing flow videos in ImageJ, we canexplore the effect of device geometry on the velocity,v, of the beads in the fluid. The beadsserve as "tracers" and tell us how fast the fluid itself is moving. You will be qualitativelyanalyzing both devices (see diagram below) and quantitatively analyzing videos from one ofthese devices.Figure 6.1: Microfluidic channels in series (A) and in parallel (B).Both of the devices consist of two channels connected to each other. In Device A, the wideand narrow channels are connected in sequence. In Device B, the wide and narrow channelsare next to each other, but both fed from the same inlet and outlet. In other words, the channels of Device A are in "Series" and the channels of Device B are in "Parallel." In these devices, the width, d, of the wide channel (6.0 mm) is twice the width of the narrow channel (3.0 mm), and the lengths and depths (not shown in the top view) of the wide and narrow channels on each slide are equivalent. To drive the fluid through the devices, thevideo makers used a plunger syringe and applied a force to the plunger that was as steadyand repeatable as possible.41Physics for the Life Sciences Experiment 6As the fluid (containing 5μm beads) flows from the left side to the right side of the microfluidic devices, the volumetric flow rate of the fluid,Q=v∗A, will be governed by the Hagen Poiseuille (H-P) equation:∆P∝(μLA2) Q where L is the length of the channel,μis the viscosity of the fluid, A is the area of the channel (A=d∗depth), and ∆Pis the change in pressure between the ends of a channel.For this two week lab:Your overall task for the next two weeks is to use ImageJ to measure the motion of micro beads as they travel through various microfluidic devices.1. Qualitatively analyze your videos and use the descriptions of the motion in your report.2. Make sure that you understand how to use ImageJ to analyze video.3. Measure the motion of at least ten particles in each of the videos.Part 1: Qualitative AnalysisTo start your investigation (beforeyou begin analyzing videos), look at the motion of thebeadsbothfor the slide of channels in Series (Device A)andfor the slide of channels inParallel (Device B). These videos are on your computer. For each device:•is the motion faster in the wide channel or in the narrow channel, and•is the pressure drop higher in the narrow or wide channel?•Does this pattern match for the two devices? Why or why not?Qualitatively describe what you see and justify/explain why you are seeing what you areseeing using the H-P equation. Consider what biological systems might be modeled usingthe Series and Parallel devices. This portion of the lab may take you 30 minutes or more.Be thorough!Part 2: Quantitative AnalysisFor one of these devices, analyze the videos of the motion of the beads in both the wideand the narrow channels. (These videos were collected using a 40x optic and a medium-level resolution (1024 pixels). The frame rate for each video is in the file name.) Do a quantitative analysis of these videos using ImageJ and Excel to investigate the relationship between the relative widths, d, of the channels and the relative velocities, v, of the beads in those channels. If you are unfamiliar with these tools, read Technical Documents A and D.Things you might consider including in your lab report:In addition to the standard lab report, be sure to include a thorough discussion of both the qualitative and quantitative analyses of the motion of the beads through the microfluidic devices. For both flow geome-tries, discuss a possible biological or medical consequence of the H-P equation. Some other questions you may want to consider:42Experiment 6 Physics for the Life Sciences•Is the H-P equation a good description of the relationship between d and v? Why or why not?•What assumptions are you making in our data collection and analysis? What as-sumptions are you making in comparing your results to the H-P equation? Are these assumptions valid?•Do you have enough information to calculate the depth of the channel? If not, wha tother information would you need to complete the depth calculation? Explain your reasoning.
Answers
In this two-week lab, students qualitatively analyze the motion and pressure drop in wide and narrow channels of microfluidic devices in series and parallel. They quantitatively investigate the relationship between channel widths and bead velocities using ImageJ and Excel. The lab report discusses both analyses and explores the relevance of the Hagen-Poiseuille equation to biological or medical systems.
In this two-week lab, students conduct qualitative and quantitative analyses of microbead motion in microfluidic devices. In the qualitative analysis, they compare the motion and pressure drop in wide and narrow channels of both Device A and Device B, determining which channel exhibits faster motion and higher pressure drop.
They apply the Hagen-Poiseuille equation to explain their observations. For the quantitative analysis, students select one device and analyze videos to investigate the relationship between channel width (d) and bead velocity (v). They assess whether the Hagen-Poiseuille equation accurately describes this relationship and discuss assumptions made during data collection and analysis.
The depth of the channel is also considered. The lab aims to explore fluid dynamics and the Hagen-Poiseuille equation's applicability, with the report discussing findings and the biological or medical implications of the equation in the context of the microfluidic devices used.
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how does the intensity at a given wavelength change if you increase the temperature?
Answers
Answer:
How does the wavelength at which the maximum intensity occurs change when you increase the temperature? The wavelength decreases.
Explanation:
...
Which phase of the moon occurs after a waxing gibbous?.
Answers
The next phase after the Waxing Gibbous is a primary one, the Full Moon. In this phase, the Moon is at its most massive and brighter point, as seen from the Earth. The Full Moon occurs when the Sun and the Moon are aligned on opposite sides of the Earth.
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