A 0.350 kg iron horseshoe that is initially at 465°C is dropped into a bucket containing 21.4 kgof water at 21.2°C. What is the final equilibrium temperature (in °C)? Neglect any heat transferto or from the surroundings

Answer:

the baseball is not movin

(i) The work done on the point charge by the electric force when moved from A to B is 2.1 x 10⁻⁶ J.

(ii) The work done on the point charge by the electric force when moved from A to C is -5.5 x 10⁻⁶ J.

The work done by an electric force is equal to the negative of the change in potential energy, which is given by the product of the charge and the change in potential. The change in potential between two points is equal to the potential difference between those points.

For (i), the potential difference between A and B is 6 V, so the work done is (3.9 x 10⁻⁷ C) x (-6 V) = -2.1 x 10⁻⁶ J (negative because the charge moves from higher to lower potential).

For (ii), the potential difference between A and C is -15 V, so the work done is (3.9 x 10⁻⁷ C) x (-(-15 V)) = -5.5 x 10⁻⁶ J (negative because the charge moves from lower to higher potential).

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The elongation of the rod beyond its original length would be 2.5 mm.

To elongation of the rod can be deduced using the formula:

ΔL = FL / AE

where:

The cross-sectional area of the steel rod is given by:

The force applied to the rod:

Thus:

ΔL = (98.1 x 2) / ((7.85 x \(10^{-7\)) x (200 x \(10^9\) ))

ΔL = 0.0025 m = 2.5 mm

In other words, the elongation of the steel rod beyond its original length is 2.5 mm.

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Answer:

The car starts moving in the positive direction at x = 0.2 seconds. Initially it moves very little, but it covers a greater distance with each time increment.

Explanation:

Answer:  The car starts moving in the positive direction at x = 0.2 seconds. Initially it moves very little, but it covers a greater distance with each time increment.

Explanation: edmentum sample answer

When an excited electron from a higher energy level returns to a lower energy level by releasing energy in the form of light, a bright-line spectrum of sodium is created.

In physics, energy is the quantitative quality that is imparted to a body or a physical system and is visible in the form of heat and light. The law of conservation of energy holds that energy can be transformed in form but cannot be generated or destroyed. Energy is defined by scientists as the ability to do tasks. People have learnt how to convert energy from one form to another and then utilize it to conduct labor, which makes modern civilization feasible. Energy is the ability to do tasks. It can take the form of a potential, kinetic, thermal, electrical, chemical, nuclear, or other energy.

Here,

The sodium bright-line spectrum is formed when an excited electron from a higher energy level returns to the lower energy level by releasing energy in the form of light, resulting in a sodium bright-light spectrum.

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The coefficient of kinetic friction between the skis and the snow covering the slope is 0.7.

The coefficient of kinetic friction is the ratio of the kinetic friction force of contacting surfaces to the normal force.

The coefficient of kinetic friction between the skis and the snow covering the slope is calculated by applying the following formula.

μ = Ff/N

μ = mgsinθ/mg cosθ

μ = tanθ

where;

μ = tan(35)

μ = 0.7

Thus, the coefficient of friction is determined from the ratio of kinetic friction and normal force.

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Answer:

The magnitude of the free-fall acceleration at the orbit of the Moon is \(2.728\times 10^{-3}\,\frac{m}{s^{2}}\) (\(\frac{2.784}{10000}\cdot g\), where \(g = 9.8\,\frac{m}{s^{2}}\)).

Explanation:

According to the Newton's Law of Gravitation, free fall acceleration (\(g\)), in meters per square second, is directly proportional to the mass of the Earth (\(M\)), in kilograms, and inversely proportional to the distance from the center of the Earth (\(r\)), in meters:

\(g = \frac{G\cdot M}{r^{2}}\) (1)

Where:

\(G\) - Gravitational constant, in cubic meters per kilogram-square second.

\(M\) - Mass of the Earth, in kilograms.

\(r\) - Distance from the center of the Earth, in meters.

If we know that \(G = 6.674\times 10^{-11}\,\frac{m^{3}}{kg\cdot s^{2}}\), \(M = 5.972\times 10^{24}\,kg\) and \(r = 382.26\times 10^{6}\,m\), then the free-fall acceleration at the orbit of the Moon is:

\(g = \frac{\left(6.674\times 10^{-11}\,\frac{m^{3}}{kg\cdot s^{2}} \right)\cdot (5.972\times 10^{24}\,kg)}{(382.26\times 10^{6}\,m)^{2}}\)

\(g = 2.728\times 10^{-3}\,\frac{m}{s^{2}}\)

Atom A has 10 protons, 12 neutrons, and 10 electrons, while Atom B has 10 protons, 10 neutrons, and 12 electrons.

Atom A and Atom B are not isotopes of each other. Isotopes are atoms of the same element that differ in the number of neutrons but have the same number of protons. In this case, Atom A and Atom B have different numbers of protons, which means they are not isotopes of each other.

The number of protons determines the element, and since Atom A and Atom B have different numbers of protons, they belong to different elements.

Isotopes, on the other hand, have the same number of protons but differ in the number of neutrons.

This variation in the number of neutrons gives isotopes different atomic masses while retaining the same chemical properties.

However, Atom A and Atom B do not fulfill this criterion, so they cannot be considered isotopes of each other.

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Answer:

Speed = 100 km/h

Explanation:

Given:

Speedometer reading = 100 kph for one lap

Assume;

Time taken to complete one lap = 1 hour

Computation:

Speed =  Distance / Time

Speed =  100 / 1

Speed = 100 km/h

Answer:

50+20=70

70÷5=14

Explanation:

50×20=1000

1000÷5=200

Answer:

Approximately \(20\; {\rm s}\), assuming no energy loss and that \(g = 10\; {\rm N \cdot kg^{-1}}\).

Explanation:

If the gravitational field strength is constantly \(g\), lifting an object of mass \(m\)  by a height of \(\Delta h\) would increase the gravitational potential energy (\(\text{GPE}\)) of that object by \(m\, g\, \Delta h\).

In this question, \(m = 20\; {\rm kg}\) and \(\Delta h = 5\; {\rm m}\). Assume that \(g = 10\; {\rm N \cdot kg^{-1}}\). Hence, the \(\text{GPE}\) that this object would eventual gain would be:

\(\begin{aligned}m\, g\, \Delta h &= 20\; {\rm kg} \times 10\; {\rm N \cdot kg^{-1}} \times 5\; {\rm m} \\ &= 1000\; {\rm N \cdot m} \\ &= 1000\; {\rm J}\end{aligned}\).

Thus, this motor would need to do (at least) \(1000\; {\rm J}\) of work to lift this object up by \(5\; {\rm m}\). The power rating of this motor, \(P = 50\; {\rm W} = 50\; {\rm J \cdot s^{-1}}\), means that (assuming no energy loss) this motor could do \(50\; {\rm J}\) of work every second.

The time it would take for this motor to do \(1000\; {\rm J}\) of work under these assumptions would be:

\(\begin{aligned}t &= \frac{\text{work}}{\text{power}} \\ &= \frac{1000\; {\rm J}}{50\; {\rm J \cdot s^{-1}}} \\ &= 20\; {\rm s}\end{aligned}\).

Answer:

The ball has a velocity upwards but the acceleration is downwards. Gravity is giving the ball a downwards acceleration from the moment the ball leaves the hands.

Answer:

awful

Explanation:

can you help me with my question Which of the themes of Hawthorne's "Dr. Heidegger's Experiment" is illustrated by this passage? Paragraph 36: The most singular effect of their gayety was an impulse to mock the infirmity and decrepitude of which they had so lately been the victims. A. Gayety produces an impulse to mock. B. It is a great release to look back on our problems happily C It is human nature to mock or make light of problems we have been delivered from

Answer:

192.6N

Explanation:

Let's consider the forces acting on the beam:

Weight of the beam (W): It acts vertically downward and has a magnitude of W = mass * gravitational acceleration = 39.4 kg * 9.8 m/s^2.

Force exerted by the link on the beam (F_link): It acts at an angle of 90 degrees with respect to the beam and has two components: the vertical component and the horizontal component.

Tension in the cable (T): It supports the far end of the beam and acts at an angle of 90 degrees with respect to the beam. Since the angle between the beam and the cable is 90 degrees, the tension in the cable only has a vertical component.

Let's break down the forces acting on the beam:

Vertical forces:

W (weight of the beam) - T (vertical component of tension) = 0

T = W

Horizontal forces:

F_link (horizontal component of the force exerted by the link) = ?

To find the magnitude of the horizontal component of the force exerted by the link on the beam (F_link), we need to consider the equilibrium of forces in the horizontal direction.

Since the beam is inclined at an angle of θ = 33.1 degrees with respect to the horizontal, the horizontal equilibrium equation can be written as:

F_link = W * sin(θ)

Let's substitute the given values:

W = 39.4 kg * 9.8 m/s^2

θ = 33.1 degrees

F_link ≈ (39.4 kg * 9.8 m/s^2) * sin(33.1 degrees)

Using a calculator, we find that the magnitude of the horizontal component of the force exerted by the link on the beam (F_link) is approximately 192.6 N.

Answer:

A, 1.25m/s^2

Explanation:

use formula v=v0+at to solve for a

a= v-v0/t

Plug in givens

30-15/12 to get 15/12 = 1.25m/s^2

The angular speed is decreasing and direction of rotation clockwise of the rod immediately after time t.

The rate of change of angular displacement is defined as angular speed.  It is stated as follows:

ω = θ t

Where,

θ is the angle of rotation,

t is the time

ω is the angular velocity

The torque is found as;l

\(\rm T = F \times r\)

If the force is acting on the rod  from the three point is the same, the value of the torque is depends upon the radius or the perpendicular distance.

The perpendicular distance of the right force is grater. Hence, the force acting on the right side is more, and the rod will rotate clockwise.

Both the forces are acting downwards. Thus, the resultant force is the less due to which the speed is increasing.

Hence, the angular speed is decreasing and direction of rotation clockwise of the rod immediately after time t.

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Answer:

920000

Explanation:

Each kg contains 1,000 grams

Answer:

At the top of the waterfall, the water is higher in the gravitational field of the Earth and has gravitational potential energy. When it falls, the potential energy turns into kinetic energy. So energy is not created, it was there at the beginning, stored as potential energy.                    

I hope this helps :)

Answer:

0.5

Explanation:

Answer:

0.539

Explanation:

The velocities of the two balls after the collision are +70.0 cm/s to the right for both balls.

Velocity is described as  the directional speed of an object in motion as an indication of its rate of change in position as observed from a particular frame of reference and as measured by a particular standard of time.

The  initial momenta of the two balls are:

p1 = mv1 = m(+40.0 cm/s) = +40m

p2 = mv2 = m(-30.0 cm/s) = -30m

m=  mass of each ball.

We know that by the conservation of momentum, the total momentum before the collision is equal to the total momentum after the collision.

p1 + p2 = mv1' + mv2'

mv1 + m(-v2) = mv1' + mv2'

We then Substitute the values for the momenta and solving for v1 and v2

v1 = (-v2) + v1 = (-(-30.0 cm/s)) + (+40.0 cm/s) = +70.0 cm/s

v2 = v1 - v2 = (+40.0 cm/s) - (-30.0 cm/s) = +70.0 cm/s

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Answer:

Explanation:

1. First draw a free body diagram of the scenerio (a block sliding down a a slant surface).
2. Then we analyze the forces and write equations that satisfy Fnet = ma. This will give us the acceleration as the block slides down the surface.

3. Last, we can use the kinematic equation (vf^2 = vi^2 + 2as) and to solve the final speed of the block.

The minimum value of h is 3.75 meters.

To determine the minimum value of h, we need to consider the geometry of the situation.

From the given information, we know that the observer's eye is 1 m from the wall and 1.5 m above the ground. The vertical post-PQ is 3 m tall and located 4 m behind the observer. The observer can see the whole image of the post in the mirror.

Since the observer can see the entire image of the post, we can conclude that the line of sight from the top of the post to the observer's eye must be parallel to the line of sight from the bottom of the post to the observer's eye. This is because the mirror reflects light rays at equal angles of incidence and reflection.

Let's denote the height of the observer's eye from the ground as x. We can set up a proportion to find the height of the image of the post in the mirror:

(Height of post-PQ) / (Distance from observer to post) = (Height of the image in the mirror) / (Distance from mirror to image)

Using the given values, we have:

3 m / 4 m = h / (4 m + 1 m)

Simplifying the equation:

3/4 = h/5

Cross-multiplying:

4h = 15

h = 15/4 = 3.75 m

Therefore, the minimum value of h is 3.75 meters.

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The amount of a radioactive element over time can be written as:

So, considering that we know the time of its half life, we know how long it takes to get to half the original amount. This is (usint the amount of days in microseconds):

Thus, lambda=3.82*10^(-11)/microseconds

Answer:

The two methods will yield different results as one is subject to experimental errors that us the Archimedes method of measurement, the the density measurement method will be more accurate

Explanation:

This is because the density method using the calculated volume will huve room for less errors that's occur in practical method i.e Archimedes method due to human error

The earthquake would occur 13 minutes before 10:05 a.m. which will be at 9.52 am.

The p-waves travel with a constant velocity of 7 km/s

The time can be calculated by using the formula

t = d / v

where

T1 =  10:05 a.m

d is the distance they take to travel from the epicenter

v is the speed of the p-waves

On average, the speed of p-waves is

v = 7 km/s

d = 5600 km (given)

Substituting the values in the formula;

t = d / v

t = 5600 ÷ 7

t = 800 seconds

Converting into minutes,

t = 800 ÷ 60

t = 13.3

≈ 13 mins

T1 -  13 mins = T2

10:05 - 13 mins = 9.52 am

It means the earthquake occurred prior 13 minutes, that is at 9.52 am.

Therefore, the earthquake occurred at 9.52 am.

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The initial temperature of the water was 0°C and the original temperature of the ice was -78.8°C.

First, we need to determine how much heat was transferred from the water to the ice to melt the ice and raise its temperature to 0°C.

The heat is required to melt the ice will be;

Q₁ = m_ice x Lf

where m_ice is the mass of the ice and\(L_{f}\) is the latent heat of fusion of ice.

Q₁ = 1.0 kg x 3.3 x 10⁵ J/kg

= 3.3 x 10⁵ J

The heat required to raise the temperature of the melted ice from -x°C to 0°C is;

Q₂ = m_ice x c_ice x ΔT

where c_ice is the specific heat capacity of ice and ΔT is the change in temperature.

Q₂ = 1.0 kg x 2093 J/kg.°C x (0 - (-x))°C

= 2093x J

The heat lost by the water will be equal to the heat gained by the ice;

Q₁ + Q₂ = m_water x Cw x ΔT

where m_water is the mass of the water and Cw is the specific heat capacity of water.

3.3 x 10⁵ J + 2093x J = 1.0 kg x 4186 J/kg.°C x (0 - T)°C

Solving for T, we get;

T = -[(3.3 x 10⁵ J + 2093x J)/(4186 J/kg.°C)]

= -78.8°C

Therefore, the original temperature of the ice was -78.8°C.

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The velocity of the wind with respect to the cyclist is 9.173 m/s its direction is 67.33⁰ from the southeast.

It states that "when two vectors are represented in a direction and magnitude by two sides of a triangle in the same order then its results will be represented in magnitude and direction of the closing side of the triangle in the opposite order."

then the resultant will be calculated as:

R= \(\sqrt{F1^{2} +F2^{2} +2F1F2cos\alpha }\)

Here in the given question

F1= -12m/s because the wind is opposing the cyclist who is moving with 12m/s so its direction is now east to west.

F2=5m/s

here angle between the two vectors is =45 degrees

now resultant of the vectors are

Vwc=\(\sqrt{(-12^{2}+5^{2} -2*12*5cos(45) }\)

=9.173km/h

Its direction will be applying sine the law

\(\frac{sin(45)}{9.173} =\frac{sine(\alpha) }{12}\)

\(\alpha =\)67.67⁰

now \(\beta =180-75-67.67\)

=67.33⁰

Hence the velocity of wind w.r.t. cyclist is 9.173m/s and its direction is towards the southeast.

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Answer:

After you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able toAfter you analyze current research on existing theories in child development (e.g., Piaget, Erikson, and prior findings

versus new brain development research). Please also work toward incorporating a "Development of Mind" theory Inin

children by whichever theorist you like.

YOU may use any medium you wish for a presentation and identify practices that develop a child's imagination and

creativity from reading and writing skills through children's literature.

This active learning assignment will answer the same question that Piaget had, "Do children and adults think the same

way?" You will also be able to

Explanation:

Answer:

Explanation:

Velocity of train 130 km /hr

distance of crossing s = 500 m = .5 km

Time taken by train to reach crossing = .5 / 130 = .003846 hr = 13.85 s

Time taken by gangster to reach the crossing = t

initial velocity u = 100km/h = 27.77 m /s

distance of crossing s = 750 m

acceleration a = 4 m /s

s = ut + .5 a t²

750 = 27.77 t + .5 x 4 x t²

2 t² + 27.77 t - 750 = 0

t = - 27.77 ± √(27.77² + 4 x 2 x 750) / 2 x 2

= - 27.77 ±√ ( 771.17 + 6000) / 4

= - 27.77 ±82.28 / 4

= 13.62 s

So this time is less than time taken by train so it will be able to cross the crossing before train arrives .

Answer:

p=mv , m1*v1 = m2*v2 , 2.2*38 = 68*v2 -> v2=1.23 , vf=vi+v2 -> vi=vf-v2 -> vi=5.5-1.23=4.27

my apologies if it's wrong

let the child jump, do ur work~~~

hope helpz~