4. You bought a block of cheddar from the grocery store. If you cut a small piece and a large piece from the same block of cheese, will they have the same density?

Answer:

increase the temperature.

Explanation:

Final answer:

Before school, examples of Newton's laws of motion include remaining seated at breakfast due to inertia, lifting a backpack which demonstrates the second law with force and acceleration, and walking to the bus stop where action and reaction forces illustrate the third law.

Explanation:

Examples of Newton's Laws Before School

Newton's laws of motion are fundamental in understanding how forces affect motion in our daily lives. To apply these laws, we start by selecting an object and listing all the forces acting on it. This approach helps us solve problems involving various forces, such as friction, the normal force, and gravitational force.

First Law (Inertia): As you sit at breakfast, your body is at rest. Unless an unbalanced force acts upon you, you will remain stationary. The force of gravity pulls you down in your chair, and the normal force from the chair supports you from falling through.

Second Law (F=ma): When you pick up your backpack, the force you exert is equal to the mass of the backpack multiplied by the acceleration you give it. If the backpack is heavy (has more mass), it requires more force to accelerate.

Third Law (Action-Reaction): As you push off the ground to walk to the bus stop, your feet apply a force to the ground, and the ground pushes back with an equal and opposite force. This reaction force propels you forward.

These everyday examples show the application of Newton's three laws of motion, from the breakfast table to the walk to the bus stop, illustrating friction, the normal force, and gravitational force at play.

Final answer:

The speed of an electron moving in a circle can be found using the centripetal force formula F = mv²/r by substituting the known values of force, mass, and radius and solving for v.

Explanation:

To calculate the speed of the electron moving in a circular path with a given radius, we can use the centripetal force formula. The centripetal force F required to keep an object of mass m moving at a speed v on a circular path of radius r is given by the equation F = mv²/r. Given that the force acting on the electron is 4.60 x 10⁻¹⁴ N, the mass of the electron is 9.11 x 10⁻³¹ kg, and the radius of the circular path is 2.00 x 10⁻² m, we can substitute these values into the centripetal force formula and solve for v.

Re-arranging the formula:

v = √(Fr/m)

Substituting the known values:

v = √((4.60 x 10⁻¹⁴ N)(2.00 x 10⁻² m) / (9.11 x 10⁻³¹ kg))

Performing the calculation will give us the speed of the electron.

The take off speed (final velocity) is:

v = 1.0 m/s

The total distance taken is:

d = 0.50 mm = 5 x 10^-4 m

To find the acceleration a, we use the formula: (vi is initial velocity = 0)

v^2 = vi^2 + 2 a d

(1.0 m/s)^2 = 2 a (5 x 10^-4 m)

a = 1,000 m/s^2

Answer:If a person has the values for an object’s density and volume, what value can be calculated?

Explanation: The answer is C

Answer: The correct answer is torque.

Explanation:

When a loop of current carrying wire turns continuously in a magnetic field then torque will act on the loop. The loop tends to rotate such that its normal becomes aligned with magnetic field. Torque is a force which rotate the object about an axis.

Torque depends on the orientation of normal to the coil to the direction of the magnetic field.

Therefore, when a loop of current-carrying wire turns continuously in a magnetic field, torque is created.  

I Honestly Think Its A, If Its Wrong Im Sorry. But Im Sure Its A

Answer:

5.0 km west

Explanation:

Velocity is the ratio between displacement and time taken for the motion:

[tex]v=\frac{d}{t}[/tex]

where d is the displacement and t the time taken.

In this problem, we know:

- velocity: [tex]v= 15.0 km/h[/tex]

- time taken: [tex]t=20 min=\frac{1}{3}h[/tex]

So, we can re-arrange the formula to calculate the displacement:

[tex]d=vt=(15.0 km/h)(\frac{1}{3}h)=5.0 km[/tex]

and the displacement has the same direction of the velocity (to the west)

Marta's study is based on how much junk food/ healthy food does boys vs. girls consume.

Answer:

Marta already thinks one group eats healthier than the other.

Marta does not clearly define “healthy foods.”

Explanation:

Answer : Density of the substance is [tex]8.9\ g/cm^3[/tex]              

Explanation :

The volume of the substance, [tex]V=10\ cm^3[/tex]

Mass of the substance, [tex]M=89\ g[/tex]

The density of a substance is defined as the mass per unit volume.

[tex]\rho=\dfrac{m}{V}[/tex]  

[tex]\rho=\dfrac{89\ g}{10\ cm^3}[/tex]

[tex]\rho=8.9\ g/cm^3[/tex]            

So, the correct option is (b).

Hence, this is the required solution.              

To solve this Physics problem, the equations of projectile motion were utilized. The flight time was calculated to be 2.27 seconds and the range was found to be 78.4 meters.

The subject of your question falls under projectile motion in Physics. If a cannonball is fired with an initial speed of 40 m/s at a launch angle of 30° from a cliff that's 25m tall, it has both horizontal and vertical components of motion.

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Final answer:

Neil has a total of 1 1/30 gallons of paint when combining three partially full cans containing 1/3, 1/5, and 1/2 gallon of paint, after converting them to a common denominator and summing them up.

Explanation:

The student is asking about the total quantity of paint Neil has when combining three partially full cans with varying amounts. To find the total, we need to add the fractional quantities together: 1/3 gallon, 1/5 gallon, and 1/2 gallon of paint.

To add these fractions, they must have a common denominator. The least common denominator for 3, 5, and 2 is 30. Converting each fraction to have a denominator of 30, we get:

Adding these together, we have:

10/30 + 6/30 + 15/30 = 31/30

This result simplifies to 1 1/30 gallons. Therefore, Neil has a little more than one gallon of paint in total.

The ratio of gravitational force of the sun to the earth's gravitational force is about 1 : 1580

[tex]\texttt{ }[/tex]

Newton's gravitational law states that the force of attraction between two objects can be formulated as follows :

[tex]\large {\boxed {F = G \frac{m_1 ~ m_2}{R^2}} }[/tex]

F = Gravitational Force ( Newton )

G = Gravitational Constant ( 6.67 × 10⁻¹¹ Nm² / kg² )

m = Object's Mass ( kg )

R = Distance Between Objects ( m )

Let us now tackle the problem !

[tex]\texttt{ }[/tex]

Given:

radius of Earth = Re = 6.4 × 10⁶ m

mass of the Earth = Me = 6.0 × 10²⁴ kg

distance from Sun to Earth = Rs = 147 × 10⁹ m

mass of the Sun = Ms = 2.0 × 10³⁰ kg

Asked:

ratio of gravitational force of the sun and the earth = ?

Solution:

[tex]F_s : F_e = G \frac{ m M_s }{R_s^2} : G \frac{ m M_e }{R_e^2}[/tex]

[tex]F_s : F_e = \frac{ M_s }{R_s^2} : \frac{ M_e }{R_e^2}[/tex]

[tex]F_s : F_e = \frac{ 2 \times 10^{30} }{(147 \times 10^9)^2} : \frac{ 6.0 \times 10^{24} }{ (6.4 \times 10^6)^2}[/tex]

[tex]F_s : F_e \approx 1 : 1580[/tex]

[tex]\texttt{ }[/tex]

[tex]\texttt{ }[/tex]

Grade: High School

Subject: Physics

Chapter: Gravitational Fields

The ratio of the Sun's gravitational force on an individual to that of Earth's can be found using Newton's Law of Universal Gravitation, which takes into account the masses of the Earth and Sun and the distances from the individual to the centers of these celestial bodies.

To calculate the ratio of the Sun's gravitational force on you to the Earth's gravitational force on you, we would use Newton's Law of Universal Gravitation, which states that the force of gravity between two masses is proportional to the product of their masses and inversely proportional to the square of the distance between their centers. For an object of mass m on the Earth's surface, the gravitational force it experiences due to the Earth (Fearth) can be calculated using the formula:

Fearth = G × (Mearth × m) / r2

where G is the gravitational constant, Mearth is the mass of the Earth, m is the mass of the object, and r is the radius of the Earth. Similarly, the gravitational force due to the Sun (FSun) is:

FSun = G × (Msun × m) / d2

where Msun is the mass of the Sun and d is the average distance from the Earth to the Sun. Given that both m and G are constants and cancel out when we take the ratio FSun/Fearth, the final ratio depends only on the masses of the Earth and Sun and the distance between the Earth and the Sun relative to the radius of the Earth.

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The problem deals with finding the initial horizontal speed of a ball thrown from a building, using kinematic equations and the principles of projectile motion.

The student is asking about the initial speed of a ball that is thrown horizontally from the roof of a building. To solve this problem, we need to use the principles of kinematics, specifically the equations of motion for uniformly accelerated bodies. Since the ball is thrown horizontally, its initial vertical speed is 0 m/s. The only vertical motion is due to gravity. We can calculate the time it takes for the ball to hit the ground using the formula for free fall distance d =  rac{1}{2}gt^2, where d is the distance fallen, g is the acceleration due to gravity (9.8 m/s^2), and t is time. Solving for t, we find that t =  rac{2d}{g}.

Answer: C

Explanation: this is called an isotope which has equal number of protons but different numbers of neutrons in the nucleus hence different atomic mass but no difference in chemical properties.

The balance is both precise and accurate, as the measurements of 498 g, 501 g, 499 g, and 500 g are all close to the true value of 500 g, and the variations are minor, indicating consistency and correctness.

When assessing the performance of your balance through multiple measurements, two concepts are of utmost importance: precision and accuracy. Precision refers to the consistency of repeated measurements, while accuracy refers to how close those measurements are to the true or accepted value.

In your case, the measurements on the balance were 498 g, 501 g, 499 g, and 500 g. Since the true mass of the standard is 500 g and your measurements are all very close to this value, your balance is both precise and accurate. The minor variations in measurement are within a reasonable range, suggesting that the balance repeatedly gives results very close to the true mass.

Therefore, the best description for your balance is option 1): precise and accurate. Your initial instinct was correct, as these results show a tight grouping around the true value (precision) and the true value itself is within the range of the measurements (accuracy).

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To learn more about the experiences of an African American pioneer in a scientific field, researching figures like Dr. Percy Julian, a chemist, or Dr. Charles Drew, a medical researcher, would be insightful. Additionally, delving into 19th-century African American inventors and the legacy of African American women journalists can broaden one's understanding of the impacts made by these trailblazers in their respective fields.

If you are interested in learning more about the experiences of an African American pioneer in a scientific field, one impactful individual to research would be Dr. Percy Julian. He was a chemist who made significant contributions to the synthesis of medical drugs such as cortisone, steroids, and birth control pills. Moreover, you might want to explore the work of Dr. Charles Drew, a surgeon and medical researcher who developed improved techniques for blood storage and established large-scale blood banks early in World War II, saving countless lives.

Looking into the contributions of African American inventors of the 19th century can provide insight into the enduring impacts of their innovations on today's society. Furthermore, understanding how pioneering African American women journalists have opened opportunities for diverse voices in media can offer a broader perspective on the intersection of race, gender, and professional progress in the field of journalism.

Delving into Black history, one realizes its significance in identifying overlooked figures who have shaped our present. This could involve investigating individuals who played key roles in impactful events, like the psychologists whose research influenced the Brown v. Board of Education civil rights case. Identifying such individuals not only honors their contributions but also fosters a more inclusive understanding of history's narrative.

Power is a measure of how quickly work is done or how quickly energy is transferred. The relationship between work and power is (P) = W ÷ t

The following equation describes how work and power are related:

Power (P) = W ÷ t

The power production is larger when the same amount of work is completed in less time. On the other hand, if the work is spread out over more time, the power production is lower.

For instance, if two people work equally hard but one does the task faster than the other, that person is exerting more power than the person who takes longer.

This relationship demonstrates how power is influenced by both the quantity and duration of work.

Therefore, The relationship between work and power is (P) = W ÷ t

To know more about the power:

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Answer: Third option; "travels slower in solids because particles are close together"

Explanation: While in the air the particles are very freely and the sound does not need to do a lot of work, in a dense material this is not the case. The particles are more close together, and this causes that in a fixed distance, the sound wave needs to move more particles in a solid than in the air. This makes the sound wave to travel slower when it is in a solid.