​Two college students push a broken down, 711 kg car to a mechanic. If the first student pushes with a force of 638 N and the second student pushes with a force of 573 N, what is the magnitude of acceleration of the car?

Given three identical metallic spherical objects have individual charges of, q1 = -9.612 nC,

q2 = +3.204 nC,

and q3 = +6.408 nC.

If the three objects are brought into contact with each other at the same time and then separated, the final net charge on q1, q2, and q3 will be calculated as follows;

Initial total charge, Q = q1 + q2 + q3

Q= -9.612 nC + 3.204 nC + 6.408 nC

Q= -0.002 nC

The final net charge on q1, q2, and q3 is same as they are identical:

q1 + q2 + q3 = -0.002 nC

q1 = q2 = q3 = -0.002 nC/3

q1 = -0.0006667 nC

Therefore, the final net charge on q1, q2, and q3 is -0.0006667 nC.The charge on q1 before and after is -9.612 nC and -0.0006667 nC respectively. The difference is the number of electrons that were removed from/added to q1. The number of electrons can be calculated as follows;

Charge on an electron,

e = 1.6 ×\(10^{-19\) C

Total number of electrons removed from

q1 = [(final charge on q1) - (initial charge on q1)] / e

q1 = [-0.0006667 - (-9.612)] / 1.6 × \(10^{-19\)

q1 = 6.0075 × 1013

The number of electrons removed from q1 is 6.0075 × 1013, and electrons were removed from q1. Thus, option d is,

"The number of electrons that were removed from q1 = 6.0075 × 1013 electrons were removed from q1."

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search it up on yt lol

Explanation:

The speed with which the rock was thrown is approximately 33.1 m/s.

The distance the rock falls is 75 meters (the height of the building). Using the equation of motion,

\(y = v_y\times t + \dfrac{1}{2}at^2\)

where y is the distance the rock falls, t is the time it takes to fall, and a is the acceleration due to gravity.

\(75 = v_y\times t - \dfrac{1}{2} 9.8t^2\\\\t = \sqrt{\dfrac{15}{v_y}}\)

Using the equation of motion,

\(x = v_x\times t\)

where x is the horizontal distance the rock travels, solve for v_x:

\(v_x = \dfrac{x}{t} \\= \dfrac{60}{\sqrt{\dfrac{15}{v_y}}}\)

Finally, use the Pythagorean theorem to find the initial velocity of the rock,

\(v = \sqrt{v_x^2 + v_y^2}\\\\v = \sqrt{\dfrac{60}{\sqrt{15/v_y}}^2 + v_y^2}\)

To solve for v_y, we'll need to use trial and error or an iterative numerical method. After some trial and error, we can find that the initial vertical velocity of the rock is approximately 29.4 m/s. Plugging this value into the equation for v,

v = 33.1 m/s

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Answer:

Below

Explanation:

All we need to do for this question is to plug in our values and solve!

      Force = mass x acceleration

      Force = 10 kg x 4 m/s^2

     Force = 40 Newtons or 40 N

If your teacher requires you to round to sig figs it would be :

    F = 4 x 10^1 N

Hope this helps!

Answer:

brush

Explanation:

its correct

Answer:

B. Brush

Explanation:

Edg 2021

To repeat the same sound clip one after another, the method used is to concatenate the sound sample arrays. By concatenating the sound sample arrays, you create a new array that contains multiple copies of the original sound clip, effectively repeating it one after another. Therefore the correct option is b. Multiply the sound sample arrays by a scalar value less than 1.

When you want to repeat the same sound clip, one after another, you can achieve this by concatenating the sound sample arrays. Here's a step-by-step explanation:

1. Load the sound clip into MATLAB and convert it into a sound sample array.

2. Determine the number of times you want to repeat the sound clip.

3. Use the concatenation operator `[ ]` to join the sound sample arrays together.

4. Repeat the sound sample array as many times as desired by appending it to itself using the concatenation operator. For example, if you want to repeat the sound clip three times, you would write `[soundClip, soundClip, soundClip]`.

5. Store the concatenated sound sample array in a new variable.

6. If needed, you can then play the repeated sound clip using the `sound()` function in MATLAB.

By concatenating the sound sample arrays, you create a new array that contains multiple copies of the original sound clip, effectively repeating it one after another.

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the magnitude of the average force required to stop the sled is 16 times the velocity of the sled in meters per second.

To calculate the magnitude of the average force required to stop the sled, we can use the concept of impulse and momentum. The equation that relates these two concepts is:

FΔt = mΔvwhere F is the force, Δt is the time interval during which the force is applied, m is the mass of the object, and Δv is the change in velocity.Let's assume that the sled was initially moving with a certain velocity v and that you want to bring it to a complete stop.

The final velocity of the sled will be 0 m/s. Since the mass of the child and sled is 32 kg, we can use the following equation to calculate the average force required to stop the sled:

FΔt = mΔvF Δt = (32 kg) (- v)F Δt = -32v

To determine the value of F, we need to know the time interval Δt during which the force is applied. If we assume that it takes 2 seconds to bring the sled to a stop, then:

F (2 s) = -32vF = -16v Newtons

Therefore, the magnitude of the average force required to stop the sled is 16 times the velocity of the sled in meters per second.

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Explanation:

hopefully that makes sense. the position doesn't change over the 5 seconds, meaning it's stopped but time still continues. then when the slope is negative this shows the bear's position becoming negative (backing up, changing direction).

Answer:

The number of freely moving neutrons decreases over time.

Explanation:

During a fission reaction, the total number of protons remains the same. In other words, the charge is conserved. It is the neutron number that decreases during a fission reaction.

Therefore, 'The number of freely moving neutrons decreases over time' is the correct answer.

Answer:

1 : 2 (30 : 60)

Explanation:

The rate of increase of the Earth's gravity field at latitudes 30° and 60° are in the ratio 1 : 2 because 30 : 60 simplified is 1 : 2.

If the answer does not ask for the ratio to be simplified leave its as 30 : 60.

The time taken for temperature to fall from  45°C to 35°C is 6.21 minutes when a liquid cools from 65°C to 55°C in 5 mins.

We can utilize Newton's Law of Cooling to tackle this issue. It expresses that the pace of progress of temperature of an article is corresponding to the distinction in temperature between the item and its environmental elements.

Utilizing this regulation, we can compose:

(dT/dt) = - k(T - Ts)

where dT/dt is the pace of progress of temperature, k is the cooling steady, T is the temperature of the fluid, and Ts is the temperature of the environmental elements.

To begin with, how about we track down the cooling steady. From the given data, we know that the fluid cools from 65°C to 55°C in 5 mins. Subsequently, we can compose:

-10 = - k(65 - 35)

k = 0.5

Presently, we can utilize this worth of k to make the opportunity taken for temperature to decrease from 45°C to 35°C. We want to tackle:

(dT/dt) = - 0.5(T - 35)

with introductory condition T(0) = 45.

Isolating factors and coordinating the two sides, we get:

ln|T - 35| = - 0.5t + C

Utilizing the underlying condition T(0) = 45, we get:

ln|10| = C

C = 2.303

Subbing this worth of C, we get:

ln|T - 35| = - 0.5t + 2.303

Taking dramatic on the two sides, we get:

|T - 35| = e^(- 0.5t+2.303)

Settling for T = 35°C, we get:

t = 6.21 minutes.

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The complete question is:

A liquid cools from 65°C to 55°C in 5 mins. If the surrounding temperature is 35℃, calculate the time taken for temperature to fall from 45°C to 35°C.

Jane's rate along the summit was 25 mph.

Let's assume that Jane's rate along the summit is represented by the variable "x" in miles per hour. We know that she rode 72 miles uphill at a rate that was 5 mph slower than her rate along the summit. Therefore, her rate uphill would be (x - 5) mph.

To find her average rate for the entire journey, we can calculate the total time taken for each segment and divide it by the total distance covered.

Time taken to ride uphill = Distance / Rate

Time taken to ride uphill = 72 miles / (x - 5) mph

Time taken to ride along the summit = Distance / Rate

Time taken to ride along the summit = 21 miles / x mph

Since the total time taken for the entire journey is 3 hours, we can write the equation:

Time taken to ride uphill + Time taken to ride along the summit = Total time

72 / (x - 5) + 21 / x = 3

By solving this equation, we find that x = 25 mph. Therefore, Jane's rate along the summit was 25 mph.

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10% of more girls are likely to work than boys.

option A.

The percentage of girls who are more likely to work than boys are calculated as follows;

Total number of boys = 18 + 12 = 30

Number of boys who works = 18

Percentage = 18/30 x 100% = 60%

Total number of girls = 14 + 6 = 20

Number of girls who works = 14

Percentage = 14/20 x 100% = 70%

Difference = 70% - 60% = 10%

So 10% of more girls are likely to work than boys.

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Answer:

λ=hc/E

Explanation:

E=hc/λ

Eλ=hc

λ=hc/E

It is true that the spongy bone is composed of osteocytes

The spongy bone is also called as cancellous bone or trabecular bone. It is commonly found in animals. It is porous and vascularized. It contains red bone marrow. It is commonly located at the end of a long bone and is surrounded by a compact bone.

The functions of spongy bone is as follows:

Therefore, it is true that the spongy bone is composed of osteocytes

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The process which involves plants to cause weathering to a seed that falls into a crack in a rock therefore, breaking apart the rock is called Mechanical weathering.

This is defined as the set of weathering processes that break apart rocks into particles (sediment) through physical processes. The most common form of mechanical weathering is the freeze-thaw cycle. Water seeps into holes and cracks in rocks then the water freezes and expands, therefore making the holes larger eventually making the rock split apart.

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Answer:

root-pry

Explanation:

i took the test

Answer:

-18 Nm

Explanation:

Impulse = Change of Momentum

I = ∆p

I = mv2 - mv1

I = 3 x 3 - 3 x 9

I = 9 - 27

I = -18 Nm

Answer:

\(m = \frac{-2}{3}\)

Explanation:

Given

Points: (1,-1) and (-5,3)

Required

Determine the slope

The slope of a line is represented by m and is calculated as thus;

\(m = \frac{y_1 - y_2}{x_1 - x_2}\)

Where

\((x_1,y_1) = (1,-1)\)

\((x_2,y_2) = (-5,3)\)

Substitute these values in the given formula

\(m = \frac{-1 - 3}{1 - (-5)}\)

\(m = \frac{-1 - 3}{1 +5}\)

\(m = \frac{-4}{6}\)

Simplify fraction

\(m = \frac{-2}{3}\)

Hence, the slope of the line is \(m = \frac{-2}{3}\)

Answer:

The answer is 1/3

Explanation:

Change in y/Change in x

-2/-6=1/3

The intermolecular forces present in water include hydrogen bonding and dipole-dipole interactions.

Water is a polar molecule, meaning it has a positive and a negative end due to an uneven distribution of electron density. This polarity gives rise to intermolecular forces that hold water molecules together.

One of the intermolecular forces present in water is hydrogen bonding. Hydrogen bonding occurs when a hydrogen atom, which is covalently bonded to an electronegative atom (in this case, oxygen), is attracted to another electronegative atom (such as oxygen or nitrogen) in a different molecule. In water, the oxygen atom of one water molecule forms a hydrogen bond with a hydrogen atom of a neighboring water molecule. Hydrogen bonding is a strong intermolecular force and contributes to many of the unique properties of water, such as its high boiling point and surface tension.

In addition to hydrogen bonding, water also exhibits dipole-dipole interactions. Dipole-dipole interactions occur between the positive end of one polar molecule and the negative end of another polar molecule. In water, the positive hydrogen end of one water molecule is attracted to the negative oxygen end of a neighboring water molecule. These dipole-dipole interactions are weaker than hydrogen bonds but still contribute to the overall intermolecular forces present in water.

Other intermolecular forces, such as ion-dipole interactions and London dispersion forces, are not as significant in water compared to hydrogen bonding and dipole-dipole interactions. Ion-dipole interactions occur between an ion and the charged end of a polar molecule, while London dispersion forces arise from temporary fluctuations in electron distribution. While these forces may exist in other substances, they play a relatively minor role in the intermolecular forces of water.

In conclusion, the intermolecular forces present in water are primarily hydrogen bonding and dipole-dipole interactions. These forces contribute to the unique properties and behavior of water as a liquid.

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Answer:

\(F=9.06*10^{-8} N\)

Explanation:

We can use the Coulomb force

\(F=k\frac{q_{e}q_{p}}{r^{2}}\)

\(F=9*10^{9}\frac{|-(1.6*10^{-19})^{2}|}{(5.29*10^{11})^{2}}\)

\(F=9.06*10^{-8} N\)

The direction of the force is toward proton with respect to the electron reference coordinate and is in the direction of the electron in the proton system reference.

I hope it helps you!

The next step in the scientist's discovery of the answer would be to (b) Hypothesize. After observing the new phenomenon, the scientist would need to formulate potential explanations or hypotheses about how it happens. Hypotheses are educated guesses or proposed explanations that can be tested through further experimentation and observation.

Once the scientist has observed the new phenomenon, they would need to move beyond simple observation and start thinking about potential explanations or mechanisms that could account for what they observed. This step is crucial in the scientific process as it allows the scientist to generate testable hypotheses that can guide further investigation.

By hypothesizing, the scientist proposes possible mechanisms, factors, or relationships that could explain the observed phenomenon. This step allows the scientist to generate specific predictions and design experiments or gather additional data to test the validity of each hypothesis.

The hypothesis serves as a starting point for further exploration and guides the scientist's investigative efforts. It helps to focus the research process and provides a basis for developing experimental designs, collecting data, and drawing conclusions.

After, observing a new phenomenon, the next step in the scientist's discovery of the answer is to formulate hypotheses that offer potential explanations for the observed phenomenon. This step is essential for guiding further experimentation and investigation into understanding the underlying mechanisms behind the phenomenon.

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The merry-go-round takes approximately 29.41 seconds to complete 2.00 rotations.

Given data:

Acceleration (α) = 0.135 rad/\(s^2\)

Number of rotations (θ) = 2.00

To find the time taken (t) for 2.00 rotations, we need to use the formula:

θ = 0.5 * α * \(t^2\)

Rearranging the formula, we get:

\(t^2\) = (2 * θ) / α

Plugging in the given values, we have:

\(t^2\) = (2 * 2.00) / 0.135

\(t^2\) = 29.63

Taking the square root of both sides, we find:

t ≈ √29.63

t ≈ 5.439

Therefore, the time taken for the merry-go-round to complete 2.00 rotations is approximately 5.439 seconds.

Note: It's important to round the final answer to an appropriate number of significant figures, considering the given data. In this case, we have used four significant figures in the final answer.

However, if we want to adhere to the given significant figures in the acceleration (0.135 rad/\(s^2\)), the answer should be rounded to three significant figures. In that case, the final answer would be approximately 5.44 seconds.

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Answer:

P = I * V        definition of power

a)   P = V^2 / R        since  = I = V / R

R = V^2 / P = 120^2 / 100 = 144 ohms

b)     R = 120^2 / 60 = 240 ohms

c)     I = P / V       from top equation

I1 = 100 W/ 120  V = .833 amps          (P = 120^2 / 144 = 100 W)

I2 = 60 W / 120 V = .5 amps              ( P = 120^2 / 240 = 60 W

Option D, the sentence that best describes the object is the material of the object can be magnetized.​

The direction of the magnetic fields of the atoms that make up an object is always aligned towards the north pole or south of the material.

Objects that are made of unmagnetised  materials such iron, cobalt and nickel are attracted to either pole of a magnet, but not repelled.

The diagram given shows unmagnetised material, and hence the material of the object can be magnetized.​

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The magnitude of the current's magnetic field at radial distances (a) 0, (b) 1cm, (c) 2cm (wire's surface), and (d) 4cm are undefined, 1.7 * 10^-3 Tesla, 1.7 * 10^-3 Tesla, and 8.5 * 10^-4 Tesla, respectively. 

The question is about finding the magnitude of magnetic fields at different radial distances across a diameter of a long cylindrical conductor of radius a=2 cm carrying uniform current 170A.

Let's solve it step by step.

(a) At radial distance 0:

At the center of the conductor, r = 0, the magnetic field is zero.

It can be found by using the formula for the magnetic field at the center of the wire: 

B = (μ_0 * I) / (2 * π * r)

= (4π * 10^-7 * 170) / (2π * 0)

= undefined.

Therefore, the magnetic field at r = 0 is undefined. 

(b) At radial distance 1cm:

Using the formula for the magnetic field at a point P located at a radial distance r from the center of the wire: 

B = (μ_0 * I) / (2 * π * r)

= (4π * 10^-7 * 170) / (2π * 0.01)

= 1.7 * 10^-3 Tesla.

(c) At radial distance 2cm:

The magnetic field at r = a (i.e., the surface of the wire) can be determined by substituting the value of r = 2cm into the magnetic field formula:

B = (μ_0 * I) / (2 * π * r)

= (4π * 10^-7 * 170) / (2π * 0.02)

= 1.7 * 10^-3 Tesla.

(d) At radial distance 4cm:

Again, we use the formula for the magnetic field at a point P located at a radial distance r from the center of the wire:

B = (μ_0 * I) / (2 * π * r)

= (4π * 10^-7 * 170) / (2π * 0.04)

= 8.5 * 10^-4 Tesla.

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On average, rural communities in the US have higher poverty rates, higher average age, and higher unemployment is true.

These factors can increase their vulnerability to climate change. Higher poverty rates can limit the resources available for adaptation measures and recovery efforts. Additionally, a higher average age can affect the resilience of these communities, as older individuals may have less mobility and capacity to cope with climate change impacts.

Lastly, higher unemployment rates can exacerbate financial struggles, making it more challenging for these communities to invest in infrastructure and other protective measures. Therefore, the combination of these factors can make rural communities more vulnerable to the effects of climate change.

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Answer:

so, why we have to find here..