A force of 20 N is inclined at 30 degrees to the X axis. What are X and Y components of the force?

Explanation:

The force was increased

Answer:

Recoil speed of the frog and the lily pad, v₂  = 0.124 m/s

Explanation:

According to the law of conservation of linear momentum, in a closed system of colliding bodies, the momentum before collision is equal to the momentum after collision.

Momentum before collision = m₁v₁

momentum after collision = (m₁ + m₂)v₂

where m₁ = mass of the tongue; v₁ = velocity of the tongue; m₂ = mass of th frog and lily pad; v₂ = velocity of the frog and lily pad

m₁v₁ = (m₁ + m₂)v₂

v₂ = (m₁v₁)/(m₁ + m₂)

m₁ = 0.41 0 g = 0.00041 kg; v₁ = 3.90 m/s/; m₂ = 12.5 g = 0.0125 kg; v₂  = ?

v₂ = (0.00041 kg * 3.90 m/s)/(0.000410 + 0.0125 kg)

v₂ = 0.124 m/s

For a substance to change from a gas to a liquid, its particles A. must lose enough of their kinetic energy that their motion is influenced by the attractions between them.

We want to know what change takes place when the particles of a substance that goes from gas to liquid. We need to consider that:

For a substance to change from a gas to a liquid what must happen to its particles:

For a substance to change from a gas to a liquid, its particles A. must lose enough of their kinetic energy that their motion is influenced by the attractions between them.

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Answer: A

Explanation:

Answer:

at the end of its first second of fall

Explanation:

Can I have brainliest

Assuming it takes off from rest, the runway should have length x such that

(148 m/s)² - 0² = 2 (3 m/s²) x

which follows from the formula,

v² - u² = 2 a ∆x

(where u is initial speed and v is final speed; the other two's significance should be obvious)

Solve for x :

x = (148 m/s)² / (2 (3 m/s²))

x ≈ 3650.67 m

Answer:

false because they have no fee electrons

False, it is a poor conductor of heat. They are great insulators though.

Answer:

4 meters per second

Explanation:

12 divided by 3 = 4

Answer:

F= σ² L² /2ε₀

F = (L² ε₀/4π)   ΔV² / r⁴

Explanation:

a)  For this exercise we can use Coulomb's law

          F = - k Q² / r²

where the negative sign indicates that the force is attractive and the value of the charge is equal to the two plates

Capacitance is defined by

         C = Q / ΔV

        Q = C ΔV

also the capacitance for a parallel plate capacitor is related to its shape

         C = ε₀ A / r

we substitute

         Q = ε₀ A ΔV / r

we substitute in the force equation

            F = k (ε₀ A ΔV / r)² / r²

           k = 1 / 4πε₀

           F = ε₀ /4π  L² ΔV² / r⁴4

           F = L² ΔV² ε₀/ (4π r⁴)

           F = (L² ε₀/4π)   ΔV² / r⁴

b) Another way to solve the exercise is to use the relationship between the force and the electric field

          F = q E

where we can calculate the field created by a plane using Gaussian law, where we use a cylinder with a base parallel to the plate as the Gaussian surface

           Ф = ∫E .dA = [tex]q_{int}[/tex] / ε₀

the plate have two side

           2E A = q_{int} / ε₀

              E = σ / 2ε₀

               σ = q_{int} / A

substituting in force

          F = q σ / 2ε₀

the charge total on the other plate is

       q = σ A

       q = σ  L²

      F= σ² L² /2ε₀

Answer:

hello questions under analysis B are not complete hence I couldn't provide its answers

1)

2) The average expected value is 1000 k ohms

Explanation:

1) The difference between AA and AAA batteries

some of the differences are

2) The average expected value is 1000 k ohms

also it is necessary to measure the resistor because the actual value of resistance gotten from measurement is always different from the value obtained from color coding. also note that The last color band indicates the tolerance.

and the resistor given has Gold as its last color band

Answer:

B 30 M down

Explanation:

In physics we have two types of quantities:

- Scalar quantity: it is a quantity which only has a magnitude (e.g: mass and time are scalar quantities, since they only have a magnitude)

- Vector quantity: it is a quantity which has both a magnitude and a direction (e.g: velocity is a vector quantity, since it has a magnitude (the speed) and a direction)

In this problem, we have:

A. 100 ounces of water  --> scalar (this is a volume, which has only a magnitude)

B. 30 m down  --> vector (this is a displacement, which has both a magnitude (30 m) and a direction (down)

C. 88 mi/s  --> scalar (this is a speed, which has only a magnitude)

D. 45 gallons in a bucket --> scalar (this is a volume, which has only a magnitude)

So, the correct option is B.

credit to skyluke89

Answer:

Time taken = 8.25 second

Explanation:

Given:

Force = 4000 N

Force = ma

4,000 = (1100)(a)

Acceleration = 3.6363 m/s²

v = u + at

0 = 30 + (3.6363)t

Time taken = 8.25 second

The time taken by the car to stop is 8.26 s.

Given data:

The mass of car is, m = 1100 kg.

The speed of car is, u = 30 m/s.

The magnitude of braking force is, F = 4000 N.

We need to first obtain the acceleration of car to get that, apply the Newton's second law as,

F = - ma    (Negative sign shows that the force will resist the motion)

4000 = -(1100) a

[tex]a =-\dfrac{4000}{1100}\\\\a =-3.63 \;\rm m/s^{2}[/tex]

Now, apply the first kinematic equation of motion to obtain the time taken by the car to stop as,

v = u + at

Here, v is the final speed and v = 0, since car will stop finally.

So,

[tex]0=30+(-3.63)t\\\\t = \dfrac{30}{3.63}\\\\t=8.26 \;\rm s[/tex]

Thus , we can conclude that the time taken by the car to stop is 8.26 s.

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I'm pretty sure your answers are B, D, A

Answer:

In an ionic bond the valence electrons are transferred from the metal

Explanation:

Answer:

D

Explanation:

I believe its D because A wouldn't really make sense, having to see the cake doesn't have anything to do with it changing so its not B, and C doesn't make sense because the time frame doesn't matter, D makes sense because it has to do with heat energy

The last step in the direction is to put the cake batter in the oven because the heat energy from the oven causes the batter to change into the cake.

A temperature difference causes energy to flow through one body to another, known as heat. Energy is transferred, or heat flows, when two bodies of differing temperatures are brought together. The hotter body goes to the cooler.

Typically, but not always, this energy transfer causes the temperature of a colder body to rise and the heat of the region of high temperature to fall.

Shifting from one physiological body (or phase) to another, such as melting from a solid to a liquid, sublimation from a solid to a vapor, boiling from a liquid to a vapor, or changing from one solid form to another, allows a substance to absorb heat without increasing in temperature.

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Answer:

The weight of the pumpkin is 46.793 newtons.

Explanation:

We consider the string-pumpkin system as our system, in which weight of pumpkin create two distinct tensions through cords. The equations of equilibrium are now described:

[tex]\Sigma F_{x} = -T_{1}\cdot \sin \theta_{1}+T_{2}\cdot \sin \theta_{2} = 0[/tex] (Eq. 1)

[tex]\Sigma F_{y} = T_{1}\cdot \cos \theta_{1}+T_{2}\cdot \cos \theta_{2} -W = 0[/tex] (Eq. 2)

Where:

[tex]T_{1}[/tex], [tex]T_{2}[/tex] - Tension through cords, measured in Newtons.

[tex]W[/tex] - Weight of the pumpkin, measured in Newtons.

[tex]\theta_{1}[/tex], [tex]\theta_{2}[/tex] - Inclination of each cord with respect to the vertical, measured in sexagesimal degrees.

If we know that [tex]T_{1} = 55\,N[/tex], [tex]T_{2} = 58\,N[/tex], [tex]\theta_{1} = \theta[/tex] and [tex]\theta_{2} = 121^{\circ}-\theta[/tex], the system of equations becomes:

[tex]-55\cdot \sin \theta +58\cdot \sin (121^{\circ}-\theta) = 0[/tex] (Eq. 1b)

[tex]55\cdot \cos \theta + 58\cdot \cos (121^{\circ}-\theta) = W[/tex] (Eq. 2b)

From Trigonometry, we remember the following identity:

[tex]\sin (121^{\circ}-\theta) = \sin 121^{\circ}\cdot \cos \theta -\cos 121^{\circ}\cdot \sin \theta[/tex]

[tex]\sin (121^{\circ}-\theta) = 0.857\cdot \cos \theta -0.515\cdot \sin \theta[/tex] (Eq. 3)

By applying (Eq. 3) in (Eq. 1b), we get the following expression after expanding and simplifying algebraically:

[tex]-55\cdot \sin \theta + 58\cdot (0.857\cdot \cos \theta - 0.515\cdot \sin \theta) = 0[/tex]

[tex]-84.87\cdot \sin \theta +49.706\cdot \cos \theta = 0[/tex]

And we solve the equation for [tex]\theta[/tex]:

[tex]\tan \theta = \frac{49.706}{84.87}[/tex]

[tex]\theta = \tan^{-1} 0.585[/tex]

[tex]\theta \approx 30.328^{\circ}[/tex]

Then, the weight of the pumpkin is: ([tex]\theta \approx 30.328^{\circ}[/tex])

[tex]W = 55\cdot \cos 30.328^{\circ}+58\cdot \cos (121^{\circ}-30.328^{\circ})[/tex]

[tex]W = 46.793\,N[/tex]

The weight of the pumpkin is 46.793 newtons.

The weight of the pumpkin hanging from the two scales is 98.36 N.

The given parameters;

The weight of the pumpkin hanging from the two scales is equal to the resultant of the two scale readings.

The resultant of the two force is calculated as follows;

R² = a² + b² - 2abcos(θ)

R² = 55² + 58²  - 2(55)(58)cos(121)

R² = 9674.7

[tex]R = \sqrt{9674.7} \\\\R = 98.36 \ N[/tex]

Thus, the weight of the pumpkin hanging from the two scales is 98.36 N.

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Answer: Peregrine falcons are famed for their high-speed, high-altitude stoops. Hunting prey at perhaps the highest speed of any animal places a stooping falcon under extraordinary physical, physiological, and cognitive demands, yet it remains unknown how this behavioural strategy promotes catch success. Because the behavioral aspects of stooping are intimately related to its biomechanical constraints, we address this question through an embodied cognition approach. We model the falcon’s cognition using guidance laws inspired by theory and experiment, and embody this in a physics-based simulation of predator and prey flight. Stooping maximizes catch success against agile prey by minimizing roll inertia and maximizing the aerodynamic forces available for maneuvering but requires a tightly tuned guidance law, and exquisitely precise vision and control.

Explanation:

Answer:

Agility or nimbleness is an ability to change the body's position efficiently, and requires the integration of isolated movement skills using a combination of balance, coordination, speed, reflexes, strength and endurance.

Explanation:

Hope this helps I don't know if this is what you were looking for?

Answer:

Explanation:

At first glance, it looked like a group of kids-at-heart playing traditional Filipino games under the sun. But up close the games were played by public school teachers staging a unique protest to demand government to prioritize their welfare.

Some 100 members of the Teacher’ Dignity Coalition (TDC) from Metro Manila staged what they called “Palarong Pampista” at the Plaza Miranda in Manila yesterday to demand salary increases this year.

The protest is part of the “Protest de Mayo” launched by TDC earlier this month to call for a P10,000 across-the-board increase in salaries of government teachers and the scrapping of the performance-based bonus of the Aquino government which they described as “deceptive, unfair and divisive.”

During the protest, teachers played traditional fiesta games like Palo Sebo and Basagang Palayok “to demonstrate their sacrifices for the country despite the inadequate compensation from the government.”

TDC National Chairperson Benjo Basas said Palo Sebo and Basagang Palayok were symbols of how the government is treating public school teachers.

Palo Sebo, a popular fiesta game in which contestants climb a greased bamboo in order to get the money prize at the top, is the same as the government’s performance-based bonus or PBB, Basas said.

“It promises a cash prize, but teachers and employees need to fight and pull others down in order to be on top,” he explained.

The Basagang Palayok is also another popular fiesta game where the players’ objective is to hit the hanging pot with prizes. Basas said that in this game, “the player is blindfolded, and like the P10,000 salary increase demand, the prize is uncertain and the players must make all the effort and pass the obstacles.”

Earlier, Education Secretary Armin Luistro said that the Department of Education (DepEd) “recognizes the right of our teachers to raise their concerns publicly.”

“We will not object to any measure that will help public school teachers,” said Luistro. “As long as there is adequate funding, a raise in teachers’ salaries will be welcome,” he said.

However, while DepEd expressed support to the plight of public school teachers for salary increase, Luistro enjoined “certain groups not to take any action that greatly affects the delivery of basic services to our learners.”

TDC, a 30,000-strong group, has set several other unique mass actions until the resumption of classes in June 2 in all public elementary and secondary schools nationwide.

The goal of playing basang palayok is successfully smashes the palayok (clay pot)

basang palayok its a Filipino traditional fun game played during fiestas and birthday parties. For this game the following objects are necesary  

Then the palayok is filled with sweets, coins, flour, chocolates and colored paper and later suspended with the rope in the air by trying it on a branch of a tree traditionally a Mango tree.

Then a player will be blindfolded and then spins around close to ten times to disorient him/her. After that, the player will be given a bamboo pole as commonly used to hit the pot.

In that moment, the game starts and the crowd shouts out instructions to the player such as "go straigh, to the left, to the right, stop" and the player get on attempt to hit it hard enough to break the clay pot.

Finally, the player who successfully smashes the palayok is given a prize.

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Answer:

the ans will be because it has 1.672

Answer:

From the question we are told that

  The length of the rod is  [tex]L_o[/tex]

    The  speed is  v  

     The angle made by the rod is  [tex]\theta[/tex]

Generally the x-component of the rod's length is  

     [tex]L_x =  L_o cos (\theta )[/tex]

Generally the length of the rod along the x-axis  as seen by the observer, is mathematically defined by the theory of  relativity as

       [tex]L_xo  =  L_x  \sqrt{1  - \frac{v^2}{c^2} }[/tex]

=>     [tex]L_xo  =  [L_o cos (\theta )]  \sqrt{1  - \frac{v^2}{c^2} }[/tex]

Generally the y-component of the rods length  is mathematically represented as

      [tex]L_y  =  L_o  sin (\theta)[/tex]

Generally the length of the rod along the y-axis  as seen by the observer, is   also equivalent to the actual  length of the rod along the y-axis i.e [tex]L_y [/tex]

    Generally the resultant length of the rod as seen by the observer is mathematically represented as

     [tex]L_r  =  \sqrt{ L_{xo} ^2 + L_y^2}[/tex]

=>  [tex]L_r  = \sqrt{[ (L_o cos(\theta) [\sqrt{1 - \frac{v^2}{c^2} }\ \ ]^2+ L_o sin(\theta )^2)}[/tex]

=>  [tex]L_r= \sqrt{ (L_o cos(\theta)^2 * [ \sqrt{1 - \frac{v^2}{c^2} } ]^2 + (L_o sin(\theta))^2}[/tex]

=>   [tex]L_r  = \sqrt{(L_o cos(\theta) ^2 [1 - \frac{v^2}{c^2} ] +(L_o sin(\theta))^2}[/tex]

=> [tex]L_r =  \sqrt{L_o^2 * cos^2(\theta)  [1 - \frac{v^2 }{c^2} ]+ L_o^2 * sin(\theta)^2}[/tex]

=> [tex]L_r  =  \sqrt{ [cos^2\theta +sin^2\theta ]- \frac{v^2 }{c^2}cos^2 \theta }[/tex]

=> [tex]L_o \sqrt{1 - \frac{v^2}{c^2 } cos^2(\theta ) }[/tex]

Hence the length of the rod as measured by a stationary observer is

       [tex] L_r = L_o \sqrt{1 - \frac{v^2}{c^2 } cos^2(\theta ) }[/tex]

   Generally the angle made is mathematically represented

[tex]tan(\theta) =  \frac{L_y}{L_x}[/tex]

=>  [tex]tan {\theta } =  \frac{L_o sin(\theta )}{ (L_o cos(\theta ))\sqrt{ 1 -\frac{v^2}{c^2} } }[/tex]

=> [tex]tan(\theta ) =  \frac{tan\theta}{\sqrt{1 - \frac{v^2}{c^2} } }[/tex]

Explanation:

The special relativity relations allow to find the results for the questions about the measurements made by an observed at rest on the rod are:

     a) The length of the rod is: [tex]L = L_o \sqrt{1 - \frac{v^2}{c^2} \ cos^2\theta_o }[/tex]  

     b) The angle with respect to the x axis is:   [tex]tan \theta = \frac{tan \theta_o}{\sqrt{1- \frac{v^2}{c^2} } }[/tex]

Special relativity studies the motion of bodies with speeds close to the speed of light, with two fundamental assumptions.

If we assume that the two systems move in the x-axis, the relationship between the components of the length are:

        [tex]L_x = L_{ox} \ \sqrt{1- \frac{v^2}{c^2} }[/tex]  

        [tex]L_y = L_o_y \\L_z = L_{oz}[/tex]  

Where the subscript "o" is used for the fixed observed on the rod, that is, it is at rest with respect to the body, v and c are the speed of the system and light, respectively.

a) They indicate that the length of the rod is L₀ and it forms an angle θ with the horizontal.

Let's use trigonometry to find the components of the length of the rod in the system at rest, with respect to it.

         sin θ = [tex]\frac{L_{oy}}{L_o}[/tex]  

         cos θ = [tex]\frac{L_{ox}}{L_o}[/tex]  

         [tex]L_{oy}[/tex] = L₀ sin θ

         L₀ₓ = L₀ cos θ

Let us use the transformation relations of the length of the special relativity rod.

x-axis

      [tex]L_x = (L_o cos \theta_o) \ \sqrt{1- \frac{v^2}{c^2} }[/tex]  

y-axis  

      [tex]L_y = L_{o} sin \theta_o[/tex]  

The length of the rod with respect to the observer using the Pythagorean theorem is:

      L² = [tex]L_x^2 + L_y^2[/tex]  

      [tex]L^2 = (L_o cos \theta_o\sqrt{1- \frac{v^2}{c^2} })^2 + (L_o sin \theta_o)^2[/tex]

      [tex]L_2 = L_o^2 ( cos^2 \theta_o - cos^2 \theta_o \frac{v^2}{c^2} + sin^2\theta_o)[/tex]  

      [tex]L^2 = L_o^2 ( 1 - \frac{v^2}{c^2} \ cos^2 \theta_o)[/tex]  

      [tex]L= Lo \sqrt{1- \frac{v^2}{c^2} cos^2 \theta_o}[/tex]  

b) the angle with the x-axis measured by the stationary observer is:

     [tex]tna \theta = \frac{L_y}{L_x}[/tex]

    [tex]tan \ theta = \frac{L_o sin \theta_o}{L_o cos \theta_o \sqrt{1- \frac{v^2}{c^2} } }[/tex]  

    [tex]tan \theta = \frac{tan \theta_o}{\sqrt{1-\frac{v^2}{c^2} } }[/tex]  

In conclusion, using the special relativity relations we can find the results for the questions about the measurements made by an observed at rest on the rod are:

      a) The length of the rod is:  [tex]L = L_o \sqrt{1- \frac{v^2}{c^2} \ cos^2\theta_o }[/tex]

      b) The angle to the x axis is:  [tex]tan \theta = \frac{tan \theta_o}{\sqrt{1- \frac{v^2}{c^2} } }[/tex]

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Answer: what characterizes moral development in mid to late childhood is

People at this level of moral development base their decisions on what their parents and/or law enforcement says is right. Stage 3 is about social conformity. ... Stage 4 is all about law and order for all. For example, someone may think, 'If I steal, I will break the law and breaking the law is wrong.Feb 17, 2016

Explanation:

The average speed of the girl is 2.26 m/s.

The average speed is calculated by dividing the total distance traveled by the total time taken. In this case, the girl traveled a total distance of 120 m + 80 m = 200 m. She took a total time of 15 s + 12 s = 27 s to travel this distance.

Therefore, the average speed is:

average speed = total distance / total time

average speed = 200 m / 27 s

average speed = 2.26 m/s

The average speed does not take into account the direction of the motion. The girl traveled in two different directions, so the average speed is not a meaningful measure of her speed.

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Newton's First Law of Motion states "An object continues to be in its state of rest or of uniform motion along a straight line unless acted upon by an unbalanced force".

Answer: Before the jump, the snowboarder would carry potential energy.

During the jump he will carry kinetic energy.

And after the jump, assuming hes at a full stop, he will carry potential energy once again.

Answer:

Before the jump, the snowboarder would carry potential energy.During the jump he will carry kinetic energy.And after the jump, assuming hes at a full stop, he will carry potential energy once again.                             Explanation:

Answer:

Explanation:

Comets are balls of ice and dust in orbit around the Sun. The orbits of comets are different from those of planets - they are elliptical. A comet's orbit takes it very close to the Sun and then far away again.

Answer:

the answer is D I believe

Answer:

Answer: D

They result in warmer air temperatures near the current.

Explanation:

i took a test with the same question and got it right

Answer:

Explanation:

1) True. The stored energy (U) is proportional to the electric field strength (E). The electric field strength decreases when a dielectric is introduced hence inserting a dielectric decreases U.

2) False. From the formula [tex]C=\frac{Q}{V}=\frac{Q}{Vd}[/tex], capacitance is inversely proportional to distance hence if the distance is doubled, capacitance decreases.

3) False. As the distance between the electric field and the object increases, its electric field decreases.

4) False. If a dielectric is inserted, the plates are further separated. Q stays the same.

5) True. The electric field strength decreases when a dielectric is introduced and  capacitance is inversely proportional to electric field hence Inserting a dielectric increases C

6) True. If a dielectric is inserted, the plates are further separated. Q stays the same.

7) True. When the distance is doubled, U increases

Answer:

the free encyclopedia. In molecular geometry, bond length or bond distance is defined as the average distance between nuclei of two bonded atoms in a molecule. It is a transferable property of a bond between atoms of fixed types, relatively independent of the rest of the molecule.

Explanation: