A student drops a rock from a bridge to the
water 14.4 m below.
With what speed does the rock strike
the water? The acceleration of gravity is
9.8 m/s².
Answer in units of m/s.

It is not safe to drive at this speed since the centrifugal force is larger than the force due to friction.

The centrifugal force on car is

F=mv²/r

F= 1600*27*27/150

F=7776N

force due to static friction is

Fst=μN

   = 0.4*1600*9.8

   =6272N

The frictional force between a washer and a metal rod is then compared to the centrifugal force necessary to overcome static friction between a washer and a rod that is experiencing rotational acceleration. This equivalence allows us to compute the theoretical velocity at which the washer starts to slip off the rod. Static friction now enters the picture to prevent slipping before it even begins. By acting radially inward to the turn, it resists the motion by acting in the opposite direction. As a result, if you think of the turn as a portion of a circle, static friction will act as the centripetal force.

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A motorbike covered a displacement of 20 kilometers West in 30 minutes. Its average velocity in km/h will be 40 km/h

Average velocity is defined as the change in position divided by the time intervals  in which that change occurs or displacement divided by time in which that displacement occurred. The SI unit of average velocity is meters per second (m/s or ms-1).

given

distance = 20 km

time = 30 minutes = 1/2 hour

average velocity = distance / time

                            = 20 / 0.5 = 40 km/h

Its average velocity in km/h will be 40 km/h

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The wavelength is: 671nm (red light).

Wavelength relates to frequency as follows:

λ=vf

in which f is the frequency, 

v is the speed of light, and

 λ is the wavelength.

Filling this in for the example:

v=3⋅108ms f=4.47⋅1014

Hz=4.47⋅1014s−1λ

=3⋅108ms4.47⋅1014s−1

=6.71⋅10−7m

from m to nm is ⋅109

So the wavelength is: 671nm (red light).

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The total distance covered by the skater is equal to 33.75m.

Equations of motion are the equations that set up the relationship between the distance, velocity, time ad acceleration of an object. For a body in motion, we can use the equations of motion to calculate these parameters.

Given, the initial velocity of the skater, u = 0

The final velocity of the skater, v = 5m/s

The distance of the skater is d₁ in the first interval t₁ and with d₂ in the second interval t₂.

d = d₁ + d₂

From the first equation of motion: v = u + at

5 = 0 + (4.5)a

a = 1.11 m/s²

The distance covered by the skater, v² = u²+ 2ad₁

(5)² = 0 + 2(1.11)d₁

d₁ = 11.25 m

In the second interval, distance: d₂= vt₂

d = (5) (4.5) = 22.5 m

The total distance covered by the skater is d = 22.5 + 11.25 = 33.75 m

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Cora rotational speed is the same as Cameron's rotational speed.

merry-go-angular round's velocity is 2n = 2x 6.06/60 =.1x radian/s

This will represent the system's overall rotating speed, including Cora and Cameron's. It is independent of where they are in relation to the merry-go-center. round's

Cora's rotating speed is equal to Cameron's rotational speed.

The number of rotations a spinning system completes within a specified amount of time can be used to measure rotational speed. Pump speed is often expressed in min-1, whereas rotational speed is measured in s-1 (rev/s) (rpm).

Therefore, the rotational speed of a pump is determined by the pump shaft's spinning frequency (n). It is never specified as a negative number and is not to be confused with particular speed (ns).The impeller's designated direction of rotation—clockwise when moving to the right with regard to the direction of inflow—is distinct from the pump's required clockwise or anti-clockwise rotation.

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The new voltage value of parallel-plate capacitor is 800 V.

We need to know about the capacitance of the parallel-plate capacitor to solve this problem. The capacitance of the parallel-plate capacitor depends on the charge and voltage. It can be written as

C = Q/V

where C is capacitance, Q is charge and V is voltage.

Capacitance also can be calculated by the area and distance between capacitor plate

C = εo . A / d

where εo is vacuum permittivity (8.85 x 10¯¹² F/m), A is area of plate and d is distance.

From the question above, we know that

V1 = 200 V

d1 = d

d2 = 4 d

By substituting the given parameters, we can calculate the voltage

εo . A / d = Q/V

The voltage is proportional to the distance of plate. Hence, the ratio of voltage will be

V1 / V2 = d1 / d2

200 / V2 = d / 4d

V2 = 4 x 200

V = 800 N

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70 N force will the ball apply to a car if it hits a parked car at the bottom of the hill.

Push or pull on an object is called force and is unit is kg/ms⁻² or newton and is shown as N.

Force, F = ma

m = mass of an object, given = 10 kg

a = acceleration of an object, given = 7 ms⁻²

Put these values in the formula, F = ma

F = 10 × 7

F = 70 N

Hence, 70 N force will the ball apply to a car if it hits a parked car at the bottom of the hill.

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The change in gpe ( gravitational potential energy ) of trophy of mass 3 kg that is lifted 2 m up in the air is 58.8 J

ΔPE = m g h

ΔPE = Change in potential energy

m = Mass

g = Acceleration due to gravity

h = Height

m = 3 kg

h = 2 m

g = 9.8 m / s²

ΔPE = 3 * 9.8 * 2

ΔPE = 58.8 J

Gravitational potential energy of an object is due to the presence of gravity. The higher the object is from the point of surface from which the gravity is exerted, higher will be its potential energy.

The change in gpe of the trophy is 58.8 J

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The speed of the n-th observer relative to the first observer is n time the number of observers.

The relative velocity is described as the velocity of an item with appreciation to some other observer. it's miles the time fee of change of relative role of one object with recognize to some other item.

Absolutely the speed of an item is its velocity with appreciation to a hard and fast coordinate system, while the relative velocity of two objects is the difference among their velocities with appreciation to every other. The concept of relative movement speed in a plane is pretty much just to the entire idea of relative pace in an immediate line. considering various events, we take in more than one object moving in a body which is non-stationary in admiration to another viewer.

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The carbon dioxide cartridge will propel a lighter car to a higher speed because a car with small mass experience a larger change in velocity and a car with large mass experience smaller change in velocity.

In this experiment, gas cartridge provides a certain impulse. Consequently, the mass of gas in cartridge is much less than than the mass of car. We therefore treat it as a constant and write it using this equation below:

Impulse J=Δp=mΔv

Change in velocity (Δv)=Impulse/mass

From the above expressions then clearly a car with small mass experience a larger change in velocity, and a car with large mass experience smaller change in velocity, as we know:

Change in velocity=Impulse/mass

                           Δv=J/m

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Answer:

The answers are red bone marrow and blood vessels.

Explanation:

Bone marrow is made of stem cells. These stem cells make red bone marrow, which creates blood cells and platelets for your blood.

energy at first = mg (3) J = 29.4J

Energy after bouncing: mg(2) = 19.6 J

Energy changed by the ball: 29.4J - 19.6J = 9.8J

Heat energy or sound energy are two ways that this energy is lost.

Work performed during the bounce equals 9.8J.

d. Momentum change = mvf-mvi

29.4 = 1/2mvi2

vf =7.668m/s

19.6J =1/2mvf2

vf=6.261m/s

Change of momentum is equal to 1kg x (-1.407m/s)/1kg = -1.407 kg/s (m(vf-vi)).

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a)current through a battery I=ΔVJR b) emf of the battery using is e=I(r+R).

c) emf in terms of r. R and ΔV is e=ΔV/R(R+r).

Electricity, which is the flow of electrons, or current, over a wire, creates electric and magnetic fields, which are imperceptible zones of energy (also known as radiation).

Voltage is the force used to force the electrons through the wire, much like water is pushed through a pipe, creating an electric field. The electric field gets stronger as the voltage rises. Volts per metre (V/m) is a unit of measurement for electric fields. EMF, or electromagnetic fields, are the collective term for electric and magnetic fields. Radiation from electromagnetic sources produces the electric and magnetic forces found in EMFs. EMFs can be divided into two primary groups:

X-rays and gamma rays are examples of higher-frequency EMFs. These electromagnetic fields (EMFs) fall within the category of ionising radiation.

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The impulse of the two skaters is the same but the speed of Jason is only half that of Megan.

We define the impulse as the product of the force and the time. We know that two objects are taking of at the same time. Given the fact the they are taking off from the same kind of surface at the same time, the impulse of the two are the same.

We know that the speed of the object would depend on the mass of the object. The greater the mass, the lesser the speed of the object hence Jason would have a lesser speed than Mason.

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A cooperative method for combining the knowledge and skills of professionals in two or more professions

The integration of concepts and traits from several fields is made possible by interdisciplinary study. In addition, it helps kids gain critical, adaptable abilities while addressing their unique individual differences.

Interdisciplinary research integrates information, data, methodologies, methods, viewpoints, concepts, or theories from two or more fields of study.

Interdisciplinary science is the collaborative process of fusing the knowledge/expertise of trained people from two or more disciplines, utilizing multiple viewpoints, approaches, and research methods/methodologies, to produce progress beyond the capacity of one discipline.

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Answer:

1.Environmental science is a discipline in the sciences that deals with the relationship between living and non-living things and the effects they have on one another, whether positive or negative. It focuses specifically on the effects of humans on the environment. Environmental science is a highly interdisciplinary field that includes both basic and applied aspects

2.An applied science is a science that seeks to solve an immediate problem.

3.The main feature of an interdisciplinary science is its collaboration across differing disciplines. Experts from different fields use their skills to piece together complex answers from a variety of perspectives.

4.c

5.a

6.f

7.e

8.b

9d

Explanation:

PF

Each ball had a momentum of 3 kg m/s before the collision, and

the system of two balls had a total momentum of 0 kg m/s after the collision.

Given,

Each ball has a mass (m) of 1.0 kg.

Each ball moves at a speed (v) of 3.0 m/s.

Momentum (P) = Mass(m) x Velocity (v)

As a result of the identical mass and speed of both balls, the momentum of each ball before the collision would be:

P = mv

P = 1 * 3 kg m/s

P = 3 kg m/s

The momentum of each ball before the collision is 3 kg m/s.

When two identical balls roll in the opposite direction at the same speed with the same mass, their combined momentum would be as follows:

P = m₁v₁ - m₂v₂

P = 1 * 3 - 1 * 3

P = 3 - 3

P = 0 kg m/s

The collision is elastic, thus. The entire momentum before and after the collision is zero (0).

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Answer:

F = m a = K M m / R^2         force on mass on moon

a = K M / R^2

a = 6.67E-11 * 7.36E22 / (1.74E6)^2

a = 6.67 * 7.36 / 1.74^2 * 10^-1 = 1.62 m/s^2      about 1/6 of earth

If the distance between us and a star is doubled, with everything else remaining the same, the luminosity, but the apparent brightness is decreased by a factor of four.

Luminosity is the term used to describe the total energy produced by various celestial bodies (stars, galaxies) in a certain amount of time. It is primarily measured in joules per second or watts in SI units. The radiant power emitted by a light-emitting item is defined as luminosity, which is the absolute measure of electromagnetic power (light).

The absolute bolometric magnitude of an object, also known as luminosity, is the unit used to describe the rate of total energy emission and is expressed in terms of the luminosity of the sun. By using the absorption method and heating measurement, a bolometer can be utilized to quantify radiant energy.

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Answer:

it will decrease

Explanation:

because the ice will melt

A fluid is buried beneath a gas-filled balloon. The balloon is therefore vulnerable to internal forces coming from all directions. The object's volume diminishes.

Volume is a measurement of three-dimensional space that is occupied. Numerous imperial units or SI-derived units, such as the cubic meter and liter, are frequently used to quantify it numerically (such as the gallon, quart, and cubic inch).

Motion is described in physics as a change in position with respect to time. Motion, to put it simply, is the movement of a body. Motion is typically characterized as:

Here are some of the consequences that the Force can have.

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Answer:

yes

Explanation:

A lunar month is the period of time during which the Moon's phases repeat. There are around 29 days in a lunar month. There are therefore twelve lunar months Every two or three years, there is a lunar year with 13 full moons, which is used to adjust the days to the calendar like we do with leap years.

The Moon is a satellite that may have been created when the Earth was struck by the enormous planet Theia 4.5 billion (4500 million) years ago. A portion of the Earth broke off and was retained by gravity in an orbit around the planet.

The Moon has a 1738 km average radius. While the Moon travels around 4 cm away from Earth year, the average distance between them is 384400 km.

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The magnitude and direction of Ima's resultant displacement is 83.86 m and  30.8⁰ respectively.

The magnitude of Ima's resultant displacement is calculated as follows;

When she returns, her new position, a = 43 m east

Final position, b = 72 m north

Resultant displacement, d = √a² + b²

d = √(43² + 72²)

d = 83.86 m

The direction of the resultant displacement is calculated as follows;

tan θ = 43 / 72

where;

tan θ = 0.597

θ  = arc tan(0.597)

θ  = 30.8⁰

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Answer:

Helen Keller was born on June 27, 1880 in the small town of Tuscumbia, Alabama. When she was a year old, she was stricken with an illness that left her without sight or hearing. In the early years after her illness, it was difficult for her to communicate, even with her family; she lived her life entirely in the dark, often angry and frustrated with the fact that no one could understand her. Everything changed in March of 1887, when Helen's teacher, Anne Sullivan, came to live with the family in Alabama and turned Helen's world around.

Miss Sullivan taught Helen the names of objects by giving them to her and then spelling out the letters of their name in her hand. Helen learned to spell these words through imitation, without understanding what she was doing, but eventually had a breakthrough and realized that everything had a name, and that Miss Sullivan was teaching them to her. From this point on, Helen acquired language rapidly; she particularly enjoyed learning out in nature, where she and her teacher would take walks and she would ask questions about her surroundings. Soon after this, Helen learned how to read; Miss Sullivan taught her this by giving her strips of cardboard with raised letters on them, and then having her act out the sentence with objects. Soon, Helen could read entire books.

In May 1888, Helen went north to visit Boston with her mother and teacher. She spent some time studying at the Perkins Institute for the Blind, and quickly befriended the other blind girls who were her age. They spent a vacation at Brewster in Cape Cod, where Helen experienced the ocean for the first time. Following this, they spent nearly every winter up north.

Once she had learned to read, Helen was determined next to learn how to speak. Her teacher and many others believed it would be impossible for her to ever speak normally, but she resolved to reach that point. Miss Sullivan took her to the Horace Mann School in 1890 to begin learning with Miss Sarah Fuller, and Helen learned by feeling the position of Miss Fuller's lips and tongue when she spoke. The moment she spoke her first words, "It is warm," was a powerful memory for her: she was thrilled that she might be able to speak to her family and friends at last.

The winter of 1892 was a troubling time for Helen. Seemingly inspired by the beautiful fall foliage around her, she wrote a story called "The Frost King," and sent it up to her teacher at the Perkins Institute as a gift. It soon came out that Helen's story was quite like another in a published book, called "The Frost Fairies." Helen had been read the original story as a child, and the words had remained so ingrained in her mind that she'd unwittingly plagiarized them when she wrote her own story. This tainted Helen's relationship with her Perkins Institute teacher, Mr. Anagnos, and made her distrust her own mind and the originality of her thoughts for a long time.

In 1894 Helen attended the Wright-Humanson School for the Deaf in New York City, and began studying formal subjects like history, Latin, French, German, and arithmetic. In 1896, she began her studies at the Cambridge School for Young Ladies in Massachusetts, which would prepare her to eventually attend Radcliffe College, the women's college affiliated with Harvard University. This was her first time attending school with girls who could see or hear, rather than other students who were also deaf or blind. Though it was a challenge, she persevered; however, her mother eventually withdrew her from the Cambridge School to finish her Radcliffe preparation with a private tutor, because they did not agree with the Cambridge School principal's wish to lighten Helen's course load. She successfully qualified for Radcliffe in 1899, and entered college in the fall of 1900. Though college presented unique obstacles for Helen to overcome, she deeply appreciated her opportunity to attend.

Helen uses the final chapters of her memoir to discuss certain things that are particularly important to her, like her love of books, her favorite pastimes, and the friends she made who shaped her life. Two additional sections of the autobiography include Helen's personal letters written throughout her youth, as well as supplementary commentary by her editor, with a first-hand account by 

or

The Story of My Life (1903) chronicles the early years of Helen Keller, a young woman who became both deaf and blind at a young age. The book explores the challenges she faced growing up as a child with disabilities, and introduces the amazing people who helped her along the way.

Explanation:

here

The friction that is necessary to keep her from falling off the merry go round is 280.16N, the distance travelled in one revolution is 28.28 meters and the time period T after in revolution is 6.89 seconds.

The mass of the worker is 75 kg, the radius of merry go round is 4.5m and the linear velocity of the merry go round is 4.1m.s.

a) The diagram is attached below.

b) The friction force while rotation will be equal to the centrifugal force, this is the reason why he will be able to go round,

So, we can write,

Friction force Fr = Centrifugal force

Fr = MV²/R

Where Fr is the friction force,

M is the mass of the worker,

V is the velocity of the merry go round,

r is the distance at which the worker is standing.

Putting all the values,

Fr = 75 x 4.1 x 4.1/4.5

Fr = 280.16N.

The friction required is 280.16N.

c) The distance she travelled by her after the first round will be equal to the circumference of the circle,

Distance = 2Πr

D = 2 x 22 x 4.5/7

D = 28.28m

d) time period T after one revolution,

T = Distance/velocity

T = 28.28/4.1

T = 6.89 seconds.

The time period is 6.89 seconds.

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It takes 2.916s for the bicyclist to catch the runner and the runner had ran 17.2m with constant velocity of 3.5m/s

How quickly or slowly an object is moving can be determined by its velocity and speed. The need to determine which of two or more moving objects is moving faster arises frequently in our daily lives.

If both vehicles are traveling down the same road in the same direction, it is simple to determine which is moving more quickly.

To tell who is moving faster, though, is challenging if they are moving in the opposite direction. The idea of velocity is valuable in such circumstances

Lets say runner and bicyclist start at a point vi

The distance bicyclist cover to catch runner  is [tex]S = (v_i)t = \frac{1}{2} at^2[/tex]

As the initial velocity is zero distance [tex]S = \frac{1}{2} at^2[/tex]

For the runner, distance he could run before bicyclist overpassed him is

S = vt

Now as athletes was 7m ahead so

= (athlete)S  = (bicyclist)S

= (athlete)S = (bicyclist)S - 7

Substitute the values

= vt = [tex]\frac{1}{2} at^2[/tex]

= 3.5t = [tex]\frac{1}{2} (2.4)t^2[/tex]

= 3.5t = 1.2t²

= 3.5 = 1.2t

= t = 2.916s

Distance of runner = 3.5 × 2.916s

                                = 10.206 + 7m

                                = 17.2m

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From Newton's 2nd law, we get the acceleration on the ball is 32.5 m/s².

Explain Newton's laws of motion?

The three fundamental rules of classical mechanics known as Newton's laws of motion describe how an object's motion and the forces acting on it interact. The following is a paraphrasing of these laws:

Newton's 1st law - Unless acted upon by a force, a body remains at rest or in motion in a straight line at a constant pace.

Newton's 2nd law - When a body is subject to a force, the force is equal to the time rate at which the body's momentum changes.

Newton's 3rd law - When two bodies exert force on one another, the forces are equal in size but directed in different directions.

Isaac Newton initially identified the three principles of motion in his 1687 book Philosophiae Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy).

From Newton's 2nd law of motion, F = ma

where, F = Force (N), m = Mass (kg), a = Acceleration (m/s²)

Given, F = 18.2 N, m = 0.56 kg

So, a = F/m = 18.2/0.56 = 32.5 m/s²

Hence, the acceleration on the ball is 32.5 m/s².

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Tidal forces depends on the masses and distance between the objects which are connected by gravitational force. The microtidal force generated on our body is higher from earth itself then from moon and last from the sun.

Tidal forces is an effect of gravitational pull or more scientifically the change in gravitational potential energy which creates periodic movements  in the sea and changes in water level.

Tidal force are generated on earth by the gravitational pull from sun and moon. This force is cyclical and and repeats in a regular manner. Tide force is directly proportional to mass and inversely proportional to the cube of the distance.

Tidal force ∝ mass / (distance)³

Thus, if the force is solely based on the mass we can clearly say that the tidal force from the sun is greater than that from the moon. But when considering the distance, sun is 390 times farther than moon.

Hence, when taking its cube that much lower will the tidal force from sun compare to moon. Therefore, the microtidal forces that we can affect is greater from the earth itself and then from the moon and last from the sun.

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Answer: They are bigger

Explanation: They are the biggest planets in our Solar System and attract more to them so they would obviously have more moons than all of the other planets.

Answer:

Explanation:

Because of the huge mass of these planets.