(a) and (b) ??Thanks
HELP
d8 =1​

Work = (force)x(distance)

Since we're lifting, the 'force' is the weight of the apple.

Weight = (mass)x(gravity)

Weight = (0.180 kg)x(9.8 m/s^2)

Weight = 1.764 Newtons

2.0 J = (1.764 N) x (distance)

Distance = 2.0J / 1.764N

Distance = 1.13 meters

An apple is lifted "1.1337 meters" far.

Given values are:

Work done,

Mass,

or,

            = 0.18 kg

and,

As we know the formula,

→ [tex]Work \ done (W)= mgh[/tex]

or,

→                       [tex]h = \frac{W}{mg}[/tex]

By substituting the values, we get

→                          [tex]= \frac{2}{0.18\times 9.8}[/tex]

→                          [tex]= \frac{2}{1.764}[/tex]

→                          [tex]= 1.1337 \ meters[/tex]

Thus the above response is correct.

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Answer:

The time needed for energy to reach 100J is 16.7s

Explanation:

Using the formula, P=V×I and P=Q/t where I is current and Q is energy :

500mA = 0.5A

P = 0.5 × 12

= 6W

6 = 100/t

t = 100/6

= 16.7s

Answer:

Battery will run for t = 90 s

Explanation:

As we know that rate of flow of charge is known as electric current

So we will have

[tex]i = \frac{Q}{t}[/tex]

[tex]i = 0.11 A[/tex]

[tex]Q = 10 C[/tex]

now we have

[tex]t = \frac{Q}{i}[/tex]

[tex]t = \frac{10}{0.11}[/tex]

[tex]t = 90 s[/tex]

Given a flashlight that draws 0.11 amps and has a battery with 10 coulombs of charge, it can run for approximately 90.9 seconds before the battery is depleted.

The duration for which a flashlight can run is determined by the charge in its battery and the current it draws. To calculate the run time, we use the formula time (seconds) = total charge (coulombs) / current (amperes). Given that the flashlight draws 0.11 amps and has a battery containing 10 coulombs of charge, the run time can be calculated as follows:

Time = Total Charge / Current
Time = 10 coulombs / 0.11 amps
Time = approximately 90.9 seconds

Therefore, the flashlight can run for about 90.9 seconds before the battery is depleted.

The energy stored in sun is solar energy.

Answer:

Hey buddy your ans. is as follows.

The 6 million degrees energy is stored in the Sun.

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Answer:

16.732 N

Explanation:

Given:

q1 = 0.00047 C = 4.7 x 10^-4 C

q2 = 0.00089 C = 8.9 x 10^-4 C

d = 15 m

k = 9 x 10^9 N m^2 / C^2

To Find:

F = ?

Solution:

F = k x q1 x q2/d^2

F = 9 x 10^9 x 4.7 x 10^-4 x 8.9 x 10^-4 / 15 x 15

F = 9 x 4.7 x 8.9 x 10^9 x 10^-4 x 10^-4 / 225

F = 9 x 4.7 x 8.9 x 10^9 x 10^-8 / 225

F = 9 x 4.7 x 8.9 x 10 / 225

F = 418.3/25

F = 1673.2/100

Therefore, F = 16.732 N

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Answer:la mayoría de las enfermedades Protista son causados por protozoos

Explanation:

Answer:Why does coil have to spin in a generator?

Explanation: because when the coil spin it creates speed  and conducts eletriced

Answer:

Nuclear energy is that released by dividing the nuclei of heavy atoms (also called under the name Nuclear Fission)

Explanation:

In this process, a large amount of heat is generated that can be used to obtain mechanical energy, which is used to generate electrical energy.

Nuclear energy is a sustainable source of energy having a low impact on the environment.

Final answer:

To determine the length of Jupiter's orbit using Kepler's third law, information needed includes Jupiter's orbital period (11.86 years) and semimajor axis (5.20 AU). Using these, you verify the relationship P² ≈ a³ and calculate the orbit size.

Explanation:

To determine the length of Jupiter's orbit using Kepler's third law, you would need two key pieces of information: the time it takes for Jupiter to complete one orbit around the Sun (its orbital period) and the average distance of Jupiter from the Sun (its semimajor axis). Kepler's third law states that the square of the orbital period (P) of a planet is directly proportional to the cube of the semimajor axis (a) of its orbit, mathematically written as P² ≈ a³.

From this relationship, if you know one of the values (P or a), you can calculate the other. For Jupiter, its orbital period is approximately 11.86 Earth years, and its semimajor axis is about 5.20 Astronomical Units (AU). Using these values, you can confirm that its period squared is proportional to its semimajor axis cubed, which is consistent with Kepler's law. This law is valid for any two objects orbiting each other and does not depend on the masses of the planets or the Sun.

Thus, by knowing the values of Jupiter's orbital period or semimajor axis, Kepler's third law allows us to calculate and verify the expected size of its orbit around the Sun.

To determine the length of Jupiter's orbit using Kepler's third law, you need to know Jupiter's orbital period and the semi-major axis of its orbit.

Kepler's third law states that the square of the period of revolution (P) is proportional to the cube of the semi-major axis (a):

The formula can be written as:

For objects orbiting the sun, k is approximately equal to 1 when P is in years and a is in astronomical units (AU).

Given Jupiter's orbital period (P) is 11.86 years and the semi-major axis (a) is 5.20 AU, you can verify the relationship by calculating:

Since 140.83 ≈ 140.61, Kepler's third law holds true.

Answer:

Hello there use something that looks like this

Explanation:

This is an accurate representation of something you are working on!

As you can see the wire and the core are represented on the left and is showing how it can be represented on your right hand and how they are similar!

a) 10 m/s

b) 25 m

Explanation:

a)

The body is moving with a constant acceleration, therefore we can solve the problem by using the following suvat equation:

[tex]v=u+at[/tex]

where

u is the initial velocity

v is the final velocity

a is the acceleration

t is the time

For the body in this problem:

u = 0 (the body starts from rest)

[tex]a=2 m/s^2[/tex] is the acceleration

t = 5 s is the time

So, the final velocity is

[tex]v=0+(2)(5)=10 m/s[/tex]

b)

In this second part, we want to calculate the distance travelled by the body.

We can do it by using another suvat equation:

[tex]v^2-u^2=2as[/tex]

where

u is the initial velocity

v is the final velocity

a is the acceleration

s is the distance travelled

Here we have

u = 0 (the body starts from rest)

[tex]a=2 m/s^2[/tex] is the acceleration

v = 10 m/s is the final velocity

Solving for s,

[tex]s=\frac{10^2-0^2}{2(2)}=25 m[/tex]

Answer:

750 kN

Explanation:

Pressure = force / area

P = F / A

1,150,000 Pa = F / 0.65 m²

F = 747,500 N

Rounded to two significant figures, the force is 750,000 N, or 750 kN.

Answer:

Answer is the explanation.

Explanation:

A light microscope (LM) is an instrument which uses the visible light and magnifying glasses to examine small objects that are invisible to the naked eye or have finer details than the naked eye allows. However, magnification is not the main problem in microscopy.

Electron microscopy (EM) is a technique for obtaining high-resolution images of biological and non-biological samples. It is used in biomedical research to study the detailed structure of tissues, cells, organelles and macromolecular complexes.

An atomic force microscope is a type of high-resolution scanning probe microscope with a resolution that can be measured in fractions of a nanometer. It was launched in 1986 by Nobel Prize winners Gerd Binnig, Calvin Quate and Christoph Gerber.

Light microscopes, electron microscopes, and atomic force microscopes each offer unique advantages and limitations. Light microscopes are suitable for live specimens, electron microscopes provide higher resolution but kill the specimen, and atomic force microscopes achieve atomic-level detail without needing a vacuum.

Comparison of Light Microscopes, Electron Microscopes, and Atomic Force Microscopes

Microscopes are essential tools in biology, allowing us to view details not visible to the eye. There are three main types of microscopes: light microscopes, electron microscopes, and atomic force microscopes, each with unique features and applications.

Light Microscopes

Light microscopes use visible light to illuminate specimens and achieve magnification through a series of optical lenses. Some common types include:

Light microscopes can view living organisms, but their resolution is limited by the wavelength of light.

Electron Microscopes

Electron microscopes utilize beams of electrons for imaging, resulting in higher magnification and resolving power than light microscopes. Common types include:

Specimen preparation for electron microscopy kills the specimen, making it unsuitable for observing live cells.

Atomic Force Microscopes

Atomic force microscopes (AFM) use a mechanical probe to scan the surface of a specimen at the atomic level, providing high-resolution images without requiring a vacuum. This allows for the observation of samples in various environments, including aqueous solutions.

In summary, while light microscopes are suitable for live specimens and basic imaging, electron microscopes offer higher detail at the cost of sample viability. Atomic force microscopes provide the highest resolution without the need for a vacuum, useful for studying live samples in different environments.

Answer: The planet, named after the Roman goddess of art and beauty, can actually be bright enough to cast shadows on a moonless night. It appears so close to the sun because its orbital radius is smaller than the Earth's, and because it also moves faster than Earth, its orbital period is shorter.

The two reasons the period of Venus is shorter than the period of earth are

Venus is the second planet from the Sun and is Earth's closest planetary neighbor. It is a terrestrial planet, meaning that it is rocky like Earth. Venus is similar to Earth in size and mass, and is often described as Earth's "sister" or "twin". However, Venus is a very different planet from Earth in many ways.

The combination of these two factors mentioned above results in Venus having a shorter period than Earth. Venus completes one orbit around the Sun in 224.7 Earth days, while Earth completes one orbit around the Sun in 365.25 Earth days.

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Answer:

- 2/5

Explanation:

Data obtained from the question include

x1 (x coordinate 1)= 5c

x2 (x coordinate 2) = 8

Δx (change in x coordinate) = x2 - x1 = 8 - 5c

y1 (y coordinate 1) = 10

y2 (coordinate 2) = 40

Δy (change in y coordinate) = y2 - y1 = 40 - 10 = 30

m (gradient) = 3

The gradient is also called the slope and it is represented mathematically as:

Gradient = (change in y coordinate)/(change in x coordinate)

M = Δy/Δx

3 = 30/ 8 - 5c

Cross multiply to express in linear form as shown below:

3(8 - 5c) = 30

Clear the bracket

24 - 15c = 30

Collect like terms

- 15c = 30 - 24

- 15c = 6

Divide both side by - 15

c = 6/-15

c = - 2/5

Therefore, the value of c is - 2/5

Answer:

Explanation:

Length if the bar is 1m=100cm

The tip of the bar serves as fulcrum

A force of 20N (upward) is applied at the tip of the other end. Then, the force is 100cm from the fulcrum

The crate lid is 2cm from the fulcrum, let the force (downward) acting on the crate be F.

Using moment

Sum of the moments of all forces about any point in the plane must be zero.

Let take moment about the fulcrum

100×20-F×2=0

2000-2F=0

2F=2000

Then, F=1000N

The force acting in the crate lid is 1000N

Option D is correct

Final answer:

The force applied on the crate lid when a 20-N force is applied perpendicularly at the end of a 1-m long pry bar, with the pivot point 2 cm from the crate lid, is 1000 N. This is calculated using the principle of levers.

Explanation:

The question is asking to determine the force applied on the crate lid when using a pry bar as a lever. The system can be analyzed using the principle of moments (or the lever principle), where the force exerted by the lever is calculated based on the force applied and the distances from the fulcrum (the point of rotation).

In the given scenario, a 20-N force is applied perpendicular to the pry bar at a distance of 1 meter from the fulcrum. The fulcrum is inserted 2 cm (0.02 m) away from where the force is applied to the crate lid. To find the force applied on the crate lid (F_crate), we can set up the following proportion based on the principle of levers:

F_applied x distance_from_fulcrum_to_F_applied = F_crate x distance_from_fulcrum_to_F_crate

Using the values from the question
20 N x 1 m =  F_crate x 0.02 m

Solving for F_crate:

F_crate = (20 N x 1 m) / 0.02 m

F_crate = 1000 N

Therefore, the force applied on the crate lid is 1000 N, which corresponds to option (D).

Answer:  Scattering reflection

Sunlight reaches earth's atmosphere and is scattered in all directions by all the gasses and particles in the air. Blue light is seen more than others because it travels as shorter, smaller waves. This is why we see a blue sky most of the time.

Explanation:

Answer:

Scattering...

Answer: a= 50 m/s²

Explanation: Acceleration is force per unit mass.

a= F/ m

= 10 N / 0.2 kg

= 50 m/s²

Current in the circuit is 0.8 A

Explanation:

Charge = Current × Time

⇒ Q = I × t

Given, charge, Q = 240 C and time = 5 mins = 5 × 60 = 300 seconds

⇒ I = Q/t = 240/300 = 0.8 A

Answer:wave motion is a process of transferring a disturbance from one point to another in a medium without any transfer of particles of the medium

Explanation:

Wave motion is a process of transferring a disturbance (in form of kinetic energy) from one point to another in the medium without any transfer of particles of the medium

While the boy is sitting on the chair it creates a force downward on the chair and therefore the chair takes it and gives off the equal amount of force. So while he is putting force downward the chair is putting the same force upward.

Answer: While the boy is sitting on the chair it creates a force downward on the chair and therefore the chair takes it and gives off the equal amount of force. So while he is putting force downward the chair is putting the same force upward.

Explanation:

Is it possible to make an animal go to sleep. Null hypothesis is, yes you can. Alternate hypothesis is no you can't.This has been tested on parrots,rabbit and pigeon and dog. Normally, It sometimes gets really hard for an infant or child to sleep, In order to sleep is you got to do slow blinks which mean you close your eyes or keep semi closed for 10 seconds at you do this couple of time a child does sleep. Same was tested with few animals go in front of the animal dont touch them keep them at least half a feet away from you and slow blink several time you would see the animal connecting with you several times.Does it sleep No it doesn't but it does connect with you if you do this several time.

Explanation:

Final answer:

To answer a question about the impact of human presence on urban wildlife foraging behavior, a hypothesis could be established, and an experiment involving observational techniques and motion-activated cameras could be conducted in areas of varying human activity to collect and analyze behavior data.

Explanation:

If I were to answer a question about human or animal behavior, a topic of interest might be: Does the presence of humans affect the foraging behavior of urban wildlife? To investigate this, I would generate a hypothesis such as: Urban wildlife species forage less efficiently in areas with high human activity compared to areas with low human activity.

To test this hypothesis, I would design an experiment with two key locations: one with high human traffic and one with minimal human activity. Using motion-activated cameras to record foraging behavior, along with direct observational techniques, I would monitor selected wildlife species, such as urban foxes or squirrels, over a predetermined period. The data collected would be analyzed to compare the time spent foraging and the success rate in both locations. Variations in foraging patterns could offer significant insight into how human presence influences animal behavior.

The experiment would be informed by the scientific method, involving observation, background research, and data analysis, to arrive at a conclusion. The results might also be of interest to those studying ecology, conservation biology, and urban planning, making this study holistic in nature.

Explanation:

Wegener's argument for continental drift would have been stronger if he had knowledge of seafloor spreading, plate tectonics, and a detailed mechanism for how continents move.

Alfred Wegener did not have certain pieces of geological and geophysical evidence to support his theory of continental drift, which could have strengthened his argument. Some of the missing evidence includes a detailed mechanism for how the continents moved, a mechanism for how the Earth's crust could move through the denser underlying mantle, and direct evidence of seafloor spreading and plate tectonics.

If Wegener had these additional pieces of evidence, his argument for continental drift would have been much stronger. For example, the discovery of seafloor spreading and plate tectonics in the mid-20th century provided a mechanism for how continents could move and explained the distribution of earthquakes and volcanoes along plate boundaries. The mapping of the Earth's magnetic field also later provided evidence for plate tectonics.

In summary, Wegener's argument for continental drift would have been significantly strengthened if he had knowledge of seafloor spreading, plate tectonics, and a detailed mechanism explaining how the continents move.

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Answer: The answer is B :) !

Explanation:

You will get it correct loves !

Final answer:

The strength of an electromagnet can be increased by using more coils of wire around the iron core, which concentrates the magnetic field and enhances it through the electric current passing through the additional coils. So the correct option is B.

Explanation:

The strength of an electromagnet can be increased by a few different methods. One way is to use more coils of wire around the iron core, as the amount of current flowing through these additional coils will result in a stronger magnetic field. This is because the magnetic field produced by each coil of wire adds together to create a more concentrated field inside the core. In fact, the strength of the magnetic field in a solenoid is directly proportional to the number of turns in the coil and the electric current passing through it. Using a ferromagnetic core, such as iron, also increases the strength of the electromagnet because the ferromagnetic material enhances the magnetic field within the coil.

Therefore, the correct answer to the question, 'How could the strength of an electromagnet be increased?' is B) Use more coils of wire around the nail.

Answer: True

Explanation:

Answer:

E = 7231.2 [kWh]

Explanation:

All systems that produce work in the mechanical form of movement or heat, they have an efficiency that depends on the construction technology, ideally in each of these equipments is that their efficiencies are as high as possible, that is, its efficiency is close to 100%. For this case we have an equipment with 60% efficiency, this heating system is characterized since of the 12,052 kWh, it uses 60% of this value only to heat the house, the rest of energy is known as lost.

E = 12,052 * (60/100)

E = 7231.2 [kWh]

This amount of energy 7231.2 [kWh] is used for heating purposes.

Answer:

They all travel ??In waves??

i think

(～￣▽￣)～

In physics, there is a close relationship between energy, matter, and waves. Matter can be modeled as waves under certain conditions, and electromagnetic radiation can be described as waves that transfer energy to matter. Matter waves exhibit wave-particle duality and have a wavelength inversely proportional to momentum.

In the field of physics, there is a close relationship between energy, matter, and waves. Matter can be modeled as waves under certain regimes of energy or distance, according to the principles of quantum mechanics. Electromagnetic radiation, which is a form of energy, can be described as waves with a specific frequency and wavelength. These waves of electricity and magnetism, also known as photons, can interact with matter and transfer energy to it.

Furthermore, matter waves, proposed by Louis de Broglie, reflect the wave-particle duality of matter. All types of matter, including protons, electrons, and neutrons, exhibit wave-like properties. The wavelength of a matter wave is inversely proportional to the momentum of the particle. In addition, the energy and momentum of photons, derived from Einstein's theory of special relativity, have a relationship defined by the equation E = pc, where E represents energy, p represents momentum, and c represents the speed of light.

Therefore, the concepts of energy, matter, and waves are closely intertwined in physics, with waves providing a mathematical model for the transfer of energy and momentum without the permanent transfer of mass.

Answer:Correct Answers are Mid ocean ridges are sites of seafloor spreading and Younger ocean floor is created

Explanation : Hess was a geophysicist. In 1960, he proposed a theory which is later became known as 'Sea Floor Spreading'. Hess discovered that the oceans were shallower in the middle. According to Hess, From Earth's mantle molten material is continuously flowing along the crests of the mid-ocean ridges . As soon as temperature of  magma decreases, it is pushed away from the flanks of the ridges. Due to this process a younger ocean floor is created.Hess also proposed that due to light weight of continental crust, it didn't sink back into the deep earth at trenches as did the oceanic crust.

Final answer:

Hess's law states that the enthalpy change of a reaction is equal to the sum of the enthalpy changes of its individual steps. This reflects the nature of enthalpy as a state function and allows for the calculation of enthalpy changes for complex reactions, such as using the Born-Haber cycle for lattice energies.

Explanation:

The concept described in the theory proposed by Hess is Hess's law, which states the enthalpy change of a reaction is the sum of the enthalpy changes of the individual steps that make up the reaction. In other words, the total enthalpy change for a reaction does not depend on the pathway taken from reactants to products but is the same for any series of steps leading from the initial state to the final state. This principle is particularly useful for calculating the enthalpy changes for reactions where direct measurement is challenging.

Hess's law is a reflection of the fact that enthalpy (H) is a state function, meaning that its value is determined by the initial and final states of a system, irrespective of the path taken to get there. Hess's law allows chemists to use established enthalpy changes of known reactions (like those listed in thermochemical tables) to calculate the enthalpy change for a complex reaction. For instance, the Born-Haber cycle utilizes Hess's law to determine the lattice energy of ionic compounds.

Answer:

Albert Einstein and issac Newton

Explanation:

Answer:

a and d

Explanation:

edge 2021