What is a chemical change?

A. The appearance of an object changes, but its makeup remains the same.
B. One kind of matter changes into a different kind of matter with different properties. C. the process by which particles leave a liquid and become a gas.

Answer:

7572 m/s

Explanation:

The force between two masses separated by a distance r is given as:

\(F=G\frac{m_1m_2}{r^2}\)

Where F is the attractive force between 2 masses, m1 and m2, r is the distance between the centres of the masses and G is the universal gravitation constant, which is \(6.674*10^-11 Nm^2/kg^2\)

The mass of the earth (\(m_1\)) is far greater than the mass of the sputnik (\(m_2\)). Therefore \(m_1m_2=m_1\). The mass of the sputnik is neglected, therefore:

\(F=G\frac{m_1}{r^2}=\frac{(6.674*10^{-11})(5.98*10^{24})}{(6.96*10^6)^2} = 8.2389N\)

But F is actually centripetal acceleration, a = v²/r

\(8.2389 = v^2 / 6.96*10^6\\v=7572m/s\)

Answer:

3×10^6

Explanation:

frequency is the speed of light ( c) which is a constant number divided the wavelength

f = 3×10^6 / 1.0

Answer:

student's tie cause if the tie is too tight then no need of hanging to fan.

An example of an object in a classroom that has a loose end could be a frayed electrical cord on a piece of electronic equipment such as a computer or a lamp.

A classroom is an educational circumstance in an academic institution where important personalities are developed and career-building skills are learned.

A frayed electrical cord on a piece of electronic equipment, such as a computer or a lamp, is an example of a loose end in a classroom.

Over time, the cord can become worn or damaged and the outer protective layer can start to come apart, leaving exposed wires and a "loose end" that can be potentially dangerous if not addressed.

This loose end can become a safety hazard as it increases the risk of electrical shock or fire. It is important to address any loose or frayed cords as soon as they are noticed and either repair or replace the equipment to ensure a safe learning environment for students and teachers alike.

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Answer:

Frequency = 3 Hz

Explanation:

Frequency is a measure of Hertz. Recall that Hertz is the unit expressing cycles/second, where one second is the denominator of the fraction for simplicity. If there are 12 waves every four seconds, and one wave represents one cycle, dividing 12 waves by 4 seconds will give the answer of 3 waves (or cycles) per one second.

The frequency of these waves is 3 Hz. The correct option is D.

Frequency is the number of cycles or oscillations of a wave that occur in one second, measured in Hertz (Hz). It is a fundamental property of waves and is directly related to the energy and wavelength of the wave. The higher the frequency of a wave, the more energy it carries and the shorter its wavelength.

The formula for frequency (f) is:

f = 1 / T

where f is the frequency in Hertz (Hz) and T is the period of the wave in seconds (s). The period is the time it takes for one complete cycle or oscillation of the wave to occur.

Here in the Question,

The frequency of the waves can be calculated using the formula:

frequency = number of waves/time

In this case, the number of waves is 12 and the time is 4 seconds. Substituting these values into the formula, we get:

frequency = 12 waves / 4 seconds = 3 Hz

Therefore, the frequency of these waves is 3 Hz.

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Answer:

A 2 N force pulling and a 10 N force pulling left while a 12N force pulls right.

The E field associated with a ball is radial with magnitude 1x\(10^{6}\) N/C. The value of the force experienced by the test charge is 4 * \(10^{-3}\) N (newtons).

To calculate the value of the force experienced by the test charge, we can use the formula:

F = q * E

Where F is the force, q is the charge, and E is the magnitude of the electric field.

Given:

Magnitude of the electric field (E) = 1x\(10^{6}\) N/C

Test charge (q) = 4 nC (4 * \(10^{-9}\) C)

Substituting the values into the formula:

F = (4 * \(10^{-9}\)  C) * (1x\(10^{6}\) N/C)

F = 4 * \(10^{-9}\)  * 1x\(10^{6}\) N

F = 4 * \(10^{-9}\)  * \(10^{6}\) N

F = 4 * \(10^{-9}\)  * \(10^{6}\)N

F = 4 * \(10^{-3}\) N

Therefore, the value of the force experienced by the test charge is 4 * \(10^{-3}\) N (newtons).

The question is '' If the E field associated with a ball is radial with magnitude 1x\(10^{6}\) N/C, calculate the value of the force if the test charge is 4nC ''.

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Answer:

The answer is B extrapolation

The process of predicting values that extend beyond the range of data points is called extrapolation, so option B is correct.

Extrapolation is a method of estimating a variable's value outside the original observation range using the relationship between the variable and another variable.

Extrapolation is comparable to interpolation in that it yields estimates between known observations, but extrapolation is more imprecise and more likely to yield meaningless findings. If identical approaches are assumed to be applicable, extrapolation may also refer to the extension of a method.

Creating a tangent line at the end of the known data and extending it past that point is known as linear extrapolation. Only when utilized to extend the graph of a roughly linear function or not too far beyond the existing data will linear extrapolation yield good results.

Therefore, the process of predicting values that extend beyond the range of data points is called extrapolation.

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Answer:

\(\beta=B=8.05\mu T\)

Explanation:

The density of the magnetic flux is given by the following formula:

\(\beta=\frac{\Phi_B}{A}=\frac{ABcos\theta}{A}=Bcos\theta\)

The normal vector A and the vector of the magnitude of the magnetic field are perpendicular, then, the angle is zero:

The magnitude of the magnetic field is calculated by using the formula for B at a distance of x to a point in the plane of the loop:

\(B=\frac{\mu_oIR^2}{2(x^2+R^2)^{3/2}}\)

For x = 0 you have:

\(B=\frac{\mu_oIR^2}{2R^3}=\frac{\mu_oI}{2R}\)

R is the radius of the circular loop and its values is:

\(R=\sqrt{\frac{A}{\pi}}=\sqrt{\frac{0.5m^2}{\pi}}=0.39m\)

Then, you replace in the equation for B with mu_o = 4\pi*10^-7 T/A:

\(B=\frac{(4\pi*10^{-7}T/A)(5A)}{2(0.39m)}=8.05*10^{-6}T=8.05\mu T\)

and the density of the magnetic flux is

\(\beta=B=8.05\mu T\)

Explanation:

weight of the piano = mg

w = 99 x 10 =990 N

Answer: constructive interference

Explanation: plz mark Brainly

Answer:

constructive interference

Explanation:

a p e x :))

If an object is held at a distance of 19.0 cm from a convex mirror creating an image that is 1/6 the object size. then the focal length of the convex mirror is approximately 361.2 cm.

To answer this question, we can use the mirror equation: 1/f = 1/d_o + 1/d_i, where f is the focal length, d_o is the distance of the object from the mirror, and d_i is the distance of the image from the mirror. We know that d_o = 19.0 cm and the magnification (M) is -1/6 (since the image is inverted and smaller than the object).
Using the magnification formula, M = -d_i/d_o, we can solve for d_i = (-1/6) * 19.0 cm = -3.17 cm. Note that the negative sign indicates that the image is virtual (i.e., it cannot be projected on a screen).
Now, substituting the values of d_o and d_i into the mirror equation, we get: 1/f = 1/19.0 cm - 1/(-3.17 cm), which simplifies to 1/f = 0.0526 cm^-1. Solving for f, we get f = 19.0 cm / 0.0526 cm^-1 = 361.2 cm. Therefore, the focal length of the convex mirror is approximately 361.2 cm.
In conclusion, the focal length of a convex mirror can be determined using the mirror equation, which involves the distances of the object and image from the mirror. It is important to pay attention to the signs of these distances and the magnification factor to correctly interpret the nature and size of the image.

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Answer:

salt dissolving

Explanation:

hope it helps

The formula remains \(CuCO_{3}\) since atoms must combine in simple whole number ratios.

We know that according to the Dalton atomic theory, when atoms, combine, they do so in simple whole number ratios. Thus the combination of the atoms can not be fractional. This is the first thing that we must have in mind as we discuss this given issue.

Even if we have 5.3 parts copper to 4 parts oxygen to 1 part carbon, we have to ensure that a whole number ratio is maintained in the formula of the compound thus the formula remains \(CuCO_{3}\).

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The Sun is supported against the crushing force of its own gravity by thermal pressure. The Sun is a giant ball of hot gas, and the heat from the nuclear reactions at its core creates pressure that pushes outward. This pressure balances the inward pull of gravity, keeping the Sun from collapsing.So option A is correct.

The Sun is supported against the crushing force of its own gravity by the process of hydro static equilibrium. This balance is maintained between the inward gravitational force and the outward pressure gradient resulting from the high temperature and density at the Sun's core. Thermal pressure, created by the high temperature and the thermal motions of gas particles, plays a significant role in supporting the Sun against gravity. The other options are not correct. Electron degeneracy pressure is the pressure exerted by electrons in a degenerate gas, which is a gas that is so dense that the electrons are forced to occupy the same quantum states. Neutron degeneracy pressure is the pressure exerted by neutrons in a degenerate gas. The force exerted by escaping neutrinos is a very small force that is not enough to support the Sun against gravity.Therefore option A is correct.

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Answer: False

Explanation:  

Productivity increases when inputs decrease while outputs remain the same (option C).

Productivity refers to the efficiency and effectiveness of producing goods or services. It is a measure of how much output is generated per unit of input. When productivity increases, it means that more output is being produced with the same amount of input or resources.

In option C, inputs decrease while outputs remain the same. This implies that the same level of output is achieved with fewer resources or inputs. This indicates an improvement in efficiency and productivity. By reducing inputs while maintaining the same output level, a business can optimize its resource utilization and achieve higher productivity.

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The volume is 0.21 cm³.

The density of the pure diamond is: ρdiamond = 3.5g/cm³

The mass of the diamond is: m = 0.75g

Write the expression for the density of the diamond.

ρdiamond = m/V

Here, the volume is V.

Substitute the known values.

(3.5g/cm³) = 0.75gV

V = 0.75g/3.5g/cm³

V = 0.2142857143cm³

V ≃ 0.21cm³

Thus, the volume is 0.21 cm³.

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The force needed to start the crate sliding on a wooden floor when the coefficient of static friction is 0.40 is 7206.4 N. To find the force needed to start the crate sliding, we need to calculate the maximum force of static friction that can act on the crate.

This is given by the formula Fstatic = μs N where Fstatic is the maximum force of static friction, μs is the coefficient of static friction, and N is the normal force acting on the crate. The normal force is equal to the weight of the crate, which is given as 18016 N. Therefore, we can substitute these values into the formula:

Fstatic = 0.40 × 18016 N
Fstatic = 7206.4 N

This means that a force of 7206.4 N is needed to start the crate sliding on the wooden floor. If a force greater than this is applied, the crate will start to slide. Therefore, the force needed to start the crate sliding on a wooden floor is 7206.4 N.

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The forces fa is 15 and fs is 23.

In material science, a power is an impact that can change the movement of an item. A power can make an item with mass change its speed (for example moving from a condition of rest), i.e., to speed up. Power can likewise be depicted instinctively as a push or a force. A power has both size and heading, making it a vector amount. It is estimated in the SI unit of newton (N). Force is addressed by the image F (previously P).A force is a vector amount. As scholarly in a prior unit, a vector amount is an amount that has both greatness and heading. To completely depict the power following up on an item, you should portray both the extent (size or mathematical worth) and the heading. In this way, 10 Newton is definitely not a full portrayal of the power following up on an item.

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the second and third one

Answer:

27.5μC

Explanation:

Given:

m=8.5*10^-3

E=1750N/C

Fg=9.8m/s^2

θ to vertical = 30°

Find:

Q

Fg=mg=8.5*10^-3 * 9.8 = 0.0833N

Tcos(30)=mg -> T=(mg)/cos(30) = 0.096N

Fe(force of electric field on charge) = Tsin(30) = 0.096sin(30) = 0.048N

E=F/Q -> Q=Fe/E = 0.048/1750 = 27.5μC

(see attachment)

We have that the the magnitude of charge Q is mathematically given as

Q=27.5uC

Question Parameters:

a point charge q of mass 8.50 g hangs from the horizontal ceiling by a light 25.0-cm thread.

when a horizontal electric field of magnitude 1750 n/c is turned on

Generally the equation for the Tension  is mathematically given as

For Horizontal Direction

\(Tsin \tTsin \theta=Q\theta=QE\)

For Vertical Direction

\(Tcos\theta=mg\)

\(tan\theta=\frac{QE}{mg}\)

Hence

\(Sin \theta=\frac{r}{e}\\\\\theta=sin^{-1}(12.5/25)=30\\\\And\\\\tan \theta=\frac{QE}{mg}\\\\\)

\(Q=\frac{mg+tan\theta}{E}\\\\Q=\frac{8.5e-3*9.8*tan \theta 30}{1750}\)

Q=27.5uC

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The time taken for the car to decelerate is 4.5 seconds.

option B.

The acceleration of the car is calculated from Newton's second law of motion as follows;

F = ma

a = F / m

a = ( 7500 ) / ( 2250 )

a = 3.33 m/s²

The time taken for the car to slow down is calculated as follows;

v = u + at

at = v - u

t = ( v - u ) / a

where;

t = ( 20 - 5 ) / 3.33

t = 4.5 seconds

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Answer: Two objects sliding against each other.

Explanation:

The friction between the two surfaces converts kinetic energy into heat.

The development of our current model of the atom evolved over centuries, starting with the ancient Greeks' conceptualization of the atom as an indivisible particle.

Around the fifth century BCE, the Greeks became the first people to put forth the idea of the atom. Democritus and other philosophers proposed the idea that matter is made up of tiny, indivisible pieces called atoms, but there was no experimental support for this theory at the time. Although it survived for centuries, this idea did not significantly change until the 19th century.

Scientific developments in the 19th century led to a deeper comprehension of atoms. With notable contributions from Michael Faraday's work on electromagnetic induction and Benjamin Franklin's electricity tests, scientists discovered the presence of electrical charges.

Groundbreaking investigations that transformed our understanding of the atom took place in the early 20th century. The electron, a negatively charged particle inside the atom, was discovered in 1897 as a result of J.J. Thomson's cathode ray tube studies. Atoms are shown to have a small, dense, positively charged nucleus that is around by negatively charged electrons in a large empty region by Ernest Rutherford's gold foil experiment in 1911.

The Rutherford model, sometimes known as the planetary model, was created in response to the discovery of the nucleus. This model, however, encountered problems since it was unable to explain the stability of atoms and the behavior of electrons. Researchers like Werner Heisenberg and Erwin Schrödinger made significant contributions to the development of quantum mechanics in the 1920s and 1930s.

The wave-particle duality and quantum mechanical concepts are both included in the current model of the atom, also referred to as the quantum mechanical model. In orbitals, which are areas of probability where electrons are most likely to be located, it says that electrons exist. Around the nucleus, these orbitals are arranged into energy levels or shells. The behavior of subatomic particles like protons and neutrons, which make up the nucleus, is also taken into consideration by the model.

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Esteem needs are not related to basic needs, such as food, water, and shelter, but they are higher needs that must be satisfied. Therefore, the right answer is "None of these is correct basic needs."

Esteem needs are concerned with people's self-image and how they are viewed by others. Esteem needs involve feeling accomplished, respected, and acknowledged. Esteem needs are split into two types, inner and external esteem.Inner esteem is determined by self-esteem, which is how a person regards themselves. Inner esteem is related to a person's sense of worth and value.

It is a mental state in which a person feels good about themselves and their abilities. To have a positive sense of self-esteem, people must feel valued and respected for who they are. It aids in the development of self-confidence and self-worth. It is the starting point for creating meaningful friendships and relationships.External esteem, on the other hand, is the perception of the individual by others.

When we say "esteem" in a social context, we usually mean what others think of us. Esteem needs are not related to basic needs, such as food, water, and shelter, but they are higher needs that must be satisfied. Therefore, the right answer is "None of these is correct basic needs."

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Answer:

Mechanical energy :)

Explanation:

In order for energy to be conserved, the energy released must be equal to heat energy lost in the process.

The principle of conservation of energy states that, the total energy in a system is always conserved.

M = P.E + K.E

where;

Thus, in order for energy to be conserved, the energy released must be equal to heat energy lost in the process.

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The system's momentum is zero prior to the explosion since the cannon and cannonball are both at rest.. Following the explosion, the system's overall momentum is conserved. The overall momentum before and after the explosion must be the same in accordance with the law of conservation of momentum.

Between 250 and 100 m/s seems to be the most plausible range (250 m/s is equivalent to 820 feet per second).

v2 = - 2 m/s

The above equation's negative sign tells us that the gun's velocity and the bullet's velocity are diametrically opposed. Hence, the firearm will recoil.

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Answer:

a large beach ball

Explanation: