Physics College

## Answers

**Answer 1**

A student uses **motion** detector 1 to measure the speed v, of a cart with mass m before it collides with and sticks to a stationary is 2mgl.

**Speed** is defined as. The rate of change of **position** of an object in any direction. Speed is measured as the ratio of distance to the time in which the distance was covered. Speed is a scalar quantity as it has only direction and no **magnitude.**

Speed is defined as the rate of change of distance with time. It has the dimension of distance by time. Thus, the SI unit of speed is given as the combination of the basic unit of distance and the basic unit of Time. Thus, the SI unit of speed is metre per second.

Mass, in physics,** quantitative** measure of** inertia, **a fundamental property of all matter. It is, in effect, the resistance that a body of matter offers to a change in its speed or position upon the application of a force.

M/(M + m)

p=mv1

p=mv

mv1=(m+M)Vf

Vf/v1=m/m+M

Question)-n the setup shown above, a student uses motion detector 1 to measure the speed vi of a cart with mass m before it collides with and sticks to a stationary cart with mass M. Motion detector 2 measures the speed vf of the carts after the collision. The student repeats the experiment several times using different values of vi and creates a graph of vf as a function of vi. The slope of this graph is most nearly equal to?

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## Related Questions

Vector A has a magnitude of 5 meters and points west vector B has a magnitude of 5 meters pointing east what is the direction and magnitude

### Answers

The **direction **and **magnitude **of the **net vector **is:

Direction: None Magnitude: 0 meters.

How to find the resultant and magnitude of the resultant vector

When vector A with **magnitude **of 5 meters pointing west and

vector B with magnitude of 5 meters pointing east are added,

they will result in a **net vector **with a magnitude of the difference between the magnitudes of the vectors and a direction equal to the direction of the vector with the **largest magnitude**.

Since both vectors have the same magnitude (5 meters), the net vector will have a magnitude of 0 meters.

This means that the vectors completely **cancel **each other out and there is no net vector remaining.

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The sequence of Classical Conditioning

Drag each event description to the appropriate target area to form the correct sequence of events in a classically conditioned association. When all the descriptions have been placed, select the Check Answer button.

A- present the NS BY ITSELF IT PRODUCE THE response, if so learning has occurred

B- present related trials in which the NS is presented first, followed immediately by the US, which produced the response.

C- select a US and NS .veriffy that the US produces the UR, but the NS does not.

### Answers

**Correct sequence** of events in a classically conditioned association: **C, B **and** A.**

What is classical conditioning?

**Classical conditioning** is a type of **learning** in which a **neutral stimulus **(NS) is repeatedly **paired** with an** unconditioned stimulus **(US) that naturally elicits an **unconditioned respons**e (UR).

Eventually, the neutral stimulus becomes a conditioned stimulus (CS) that is able to elicit a conditioned response (CR) similar to the UR. This type of learning was first described by** Ivan Pavlov,** who famously conditioned **dogs** to** salivate** at the **sound** of a **bell** by repeatedly pairing the sound with the presentation of food.

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Suppose that an object is moving with a constant velocity. Which statement concerning its acceleration must be correct? a. The acceleration is equal to zero. b. The acceleration is constantly decreasing. c. The acceleration is a constant non-zero value. d. The acceleration is constantly increasing

### Answers

If an object is moving with a constant **velocity **the correct statement is the acceleration is equal to zero.

What is velocity?

Velocity is the rate of change of an object's position relative to a reference point. It is a vector quantity that is composed of both speed and direction. Velocity measures the rate of change of the position of an object over time. Velocity is usually expressed in terms of **distance **traveled per unit of time, such as feet per second (ft/s). In physics, velocity is defined as the rate of change of an object's position with respect to time. It is a vector quantity, which means it has both magnitude and direction. The **magnitude **of velocity is the speed at which the object is moving, while the direction is the path it is taking. For example, a car traveling at 60 miles per hour in a straight line has a magnitude of 60 mph and a direction of forward.

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59. ssm Two metal beams are joined

together by four rivets, as the drawing

indicates. Each rivet has a radius of

5.0 X 10-3 m and is to be exposed to a shearing stress of no more than

5.0 x 10* Pa. What is the maximum tension T that can be applied to each

beam, assuming that each rivet carries one-fourth of the total load?

### Answers

The **maximum tension** T that can be applied to each beam is 78.5 N.

What is the maximum tension applied on the beam?

The **maximum tension** T that can be applied to each beam, assuming that each rivet carries one-fourth of the total load is calculated as follows;

F = P x A

where;

P is the shear stressA is the area of the each beam

A = πr²

A = π x ( 5 x 10⁻³ m ) ²

A = 7.85 x 10⁻⁵ m²

**Load** of each rivet is calculated as;

F = 5 x 10⁵ Pa x 7.85 x 10⁻⁵ m²

F = 39.25 N

Load of each beam is calculated as;

F₂ = 2 F

F₂ = 2 x 39.25 N = 78.5 N

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Nitrogen and Hydrogen are fed at a 1:3 molar ratio to an ammonia synthesis reactor operating at T = 600 C and P = 100 atm, where the following reaction takes place:N2 + 3H2 -----> 2NH325% of the N2 fed is converted to ammonia and the reactor produces 1000 lbmol/hour of NH3. The reactor operates at steady state. Calculate the volumetric gas feed rate to the reactor(ft^3/hour), at the reactor temperature and pressure.

### Answers

The **volumetric gas** feed rate to the reactor, at the reactor temperature and **pressure** is 5733.864 [tex]\frac{L}{h}[/tex].

According to the reaction's **stoichiometry**, one mole of nitrogen produces two moles of **ammonia**,

[tex]N_{2} +3H_{2} - > 2NH_{3}[/tex]

from one mole of nitrogen.

Considering the reactor's 1000 lb-mol/h ammonia production.

Therefore, the amount of nitrogen being converted to the product, is only 25% of the **moles** of nitrogen that were actually delivered into the reactor.

Thus, moles of **nitrogen** feed to the reactor per hour = x

[tex]\frac{25}{100}\times x =500[/tex]

x=2000

Thus, 2000 moles of nitrogen are fed per hour to the reactor

Moles of hydrogen added per hour to the reactor = 3×2000 = 6000 mol

As a result, (2000+6000) = 8000 mol of gases are supplied into the reactor overall per hour.

The ideal gas equation can be used to get the **volumetric flow rate** of the gas into the reactor as follows:

PV = nRT

V= [tex]\frac{nRT}{P}[/tex]

V=[tex]\frac{8000 \times 0.0821 \times 873}{100}[/tex]

V=5733.864 [tex]\frac{L}{h}[/tex]

1m= 3.281 ft

Thus , [tex]1m^3= (3.281)^3 ft^3=32.52 ft^3[/tex]

Thus the volumetric flow rate and the **pressure** in [tex]ft^3/h[/tex] can be calculated as:

[tex]5733.864 L/h= 35.32 \times 10^{-3} \times 5733.864 ft^3/h=202.52 ft^3/h[/tex]

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the trough in the illustration has a cross-sectional area of 59 square inches. find the depth, d, of the trough. (hint: area of a trapezoid

### Answers

The **depth** of trough is 5.9.

**What is the depth of the trough?**

The **depth** of trough is calculated by applying the formula for **area** of a trapezoid.

Area = ¹/₂ ( a + b ) d

where;

a is one of the parallel sideb is the second parallel sided is the depth

From the given figure, the **depth** of the **trough** is calculated as follows;

59 = ¹/₂ ( 8 + 12 ) d

59 = 10d

d = 59 / 10

d = 5.9

Thus, the **depth** of trough is determined by applying the formula for the area of the trapezoid.

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A 28.0-kg block is connected to an empty 2.88-kg bucket by a cord running over a frictionless pulley. The coefficient of static friction between the table and the block is 0.42 and the coefficient of kinetic friction between the table and the block is 0.32. Sand is gradually added to the bucket until the system just begins to move. Ignore mass of cord.

Part A: Calculate the mass of sand added to the bucket.

Express your answer to two significant figures and include the appropriate units.

Part B: Calculate the acceleration of the system.

Express your answer to two significant figures and include the appropriate units.

### Answers

The simplest way to define** kinetic friction **is as the resistance to motion brought on by the contact of an object moving against a **surface.**

**What is Kinetic friction?**

When you push something ahead,** friction **forces it to move backwards because of the force of **kinetic friction,** which opposes the object's motion.

The kinetic fiction force, also known as sliding** friction, **only affects moving **objects **(thus the term "kinetic"). Pushing a box across floorboards is an example of this force opposing **sliding motion**. This sort of friction has a particular coefficient of friction (such as rolling friction).

**Static friction,** which is the resistance to motion brought on by the friction between two motionless **objects,** is the other major type of friction between** solids.**

Therefore, The simplest way to define** kinetic friction **is as the resistance to motion brought on by the contact of an object moving against a **surface.**

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A cylindrical bucket sitting on the edge of a table has a 3.35 mm diameter hole near the bottom. Water squirts out the hole as shown in the figure below. If the height of the table is H = 1.30 m, determine the height h of the water level in the bucket.

### Answers

**------------------------------------------------------------------------------------------------------------- **

The **height **h of the **water **level in the **bucket**. is 12.31 cm.

What is acceleration?

**Acceleration **is rate of change of velocity with time. Due to having both direction and magnitude, it is a vector quantity. Si unit of **acceleration **is meter/second² (m/s²).

Time **taken **to reach H = 1.30 m is = √(2H/g)

= √( 2 × 1.30/9.8) second

= 0.515 second

Hence, time × horizontal velocity = **horizontal **distance

0.515 × √(2gh) = 0.800

2 × 9.8 × h = 2.413

h = 0.1231

Hence, the **height **h of the water level in the bucket. is 12.31 cm.

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Mourning doves have a small patch of iridescent feathers. The color is produced by a 330-nm

-thick layer of keratin (n

= 1.56) with air on both sides that is found around the edge of the feather barbules.

For what wavelength or wavelengths in the visible spectrum would this structure produce constructive interference?

### Answers

This **structure **produces **constructive interference** at a wavelength of 5.148 x 10⁻⁷/m.

How to calculate the wavelengths?

The **color **produced by the **iridescent feathers **of mourning **doves **is due to constructive interference of light within the 330-nm-thick layer of keratin. The specific wavelength(s) of the visible spectrum that would produce constructive interference depend on the refractive index of the keratin and the thickness of the layer.

In general, for a layer of material with **refractive index** n and thickness t, constructive interference occurs for light with a wavelength that satisfies the equation n * t = m * λ, where m is an integer (m = 1, 2, 3, ...).

Plugging in the values of n = 1.56 and t = 330 nm, calculate the wavelengths for which constructive interference occurs:

n x t = m x λ

1.56 x 330 x 10⁻⁹ = m x λ

λ = (1.56 x 330 x 10⁻⁹) / m = 5.148 x 10⁻⁷/m

The specific **wavelengths **that would produce constructive interference depend on the value of **m**. However, without more information, it is not possible to determine the exact wavelengths for constructive interference.

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you come upon a serioud crash. there is quite a lot of blood on and around the injured person. which of the following could clearly be a fear or concern that might cause you to hesitate to respond in thid situation?

### Answers

A fear or **concern **that might cause someone to hesitate to **respond **in a serious crash with an injured **person **and a lot of blood present could include:

Fear of infection or disease transmission from the blood

Fear of being injured oneself while attempting to help the injured person

Fear of making the situation worse by providing incorrect or harmful first aid

Fear of liability or legal consequences for actions taken while attempting to help

Emotional distress or trauma from the sight of blood and injury

What is collision?

A **collision **occurs in physics when particles, groupings of particles, or solid entities move toward one other and get close enough to interact and exert mutual effect. When two bodies come into **direct **touch with each other, this is referred to as a collision. The two bodies exert pressures on each other in this **situation **in a brief period of time. As a result of the collision, the energy and momentum of the bodies involved change.

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**Complete question:**

you come upon a serioud crash. there is quite a lot of blood on and around the injured person. which of the following could clearly be a fear or concern that might cause you to hesitate to respond in this situation?

Fear of infection or disease transmission from the blood

Fear of being injured oneself while attempting to help the injured person

Fear of making the situation worse by providing incorrect or harmful first aid

Fear of liability or legal consequences for actions taken while attempting to help

Emotional distress or trauma from the sight of blood and injury

Two point charges are located on the y-axis, one, of 3.0 x 10^-9 C, is at the origin, and the second, of 6.0 x 10^-9 C, is at the point (0.0 cm, 30.0 cm).

a. What is the electrical potential energy associated with the arrangement of charges if a third charge of 4.0 x 10^-9 C is at the point (0.0 cm, 60.0 cm)?

b. What if the third charge is at the point (0.0 cm,-60.0 cm)?

c. What if a -6.0 x 10^-9 C charge placed at (0.0 cm, -60.0 cm) is the third charge?

(Hint: There are three pairs of interacting charges.)

### Answers

a. The **electrical potential energy** associated with the arrangement of charges if a third charge of 4.0 x 10^-9 C is at the point (0.0 cm, 60.0 cm) **2.20 x 10^-15 J**

b. The third charge is at the point (0.0 cm,-60.0 cm) is **2.20 x 10^-15 J**

c. The **electrical potential energy** associated with the third charge of -6.0 x 10^-9 C at the point (0.0 cm, -60.0 cm) **-4.40 x 10^-15 J**

What is **electrical potential energy?**

**Electric potential energy** is described as a potential energy that results from conservative Coulomb forces and is associated with the configuration of a particular set of point charges within a defined system.

The electrical potential energy :

U = k * q1 * q2 / r

a. The **electrical potential energy **associated with the third charge of 4.0 x 10^-9 C at the point (0.0 cm, 60.0 cm) can be found :

U = k * q1 * q2 / r = k * 3.0 x 10^-9 C * 4.0 x 10^-9 C / 60.0 cm =** 2.20 x 10^-15 J**

b. The electrical potential energy associated with the third charge of 4.0 x 10^-9 C at the point (0.0 cm, -60.0 cm) can be found :

U = k * q1 * q2 / r = k * 3.0 x 10^-9 C * 4.0 x 10^-9 C / 60.0 cm = **2.20 x 10^-15 J**

c. The **electrical potential energy** associated with the third charge of -6.0 x 10^-9 C at the point (0.0 cm, -60.0 cm) can be found :

U = k * q1 * q2 / r = k * 3.0 x 10^-9 C * -6.0 x 10^-9 C / 60.0 cm = **-4.40 x 10^-15 J**

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Now find the magnitude of the force on an electron placed at point P. Recall that the charge on an electron has magnitude e=1.60

### Answers

The **magnitude **of the **force **on an electron placed at point P is [tex]$\frac{1.44 \times 10^{-9} \times q}{r^2}[/tex] N.

As per the given data, we have to determine the magnitude of the force on an **electron** placed at point P

Also given that the **Charge **on the electron is, e = 1.6 [tex]\times 10^{-19} C$[/tex]

To determine the force acting on a charge as a result of the other charge, apply **Coulomb's law**. The force produced is inversely proportional to the square of the radial distance between them and directly proportional to the charge product.

The Coulombs law gives the **force **on electron E located at point P given by,

F = [tex]$ \frac{q e}{4 \pi \varepsilon_o r^2}[/tex]

Where q is the charge due to which force is experienced on the electron, r is the **distance** between point P and charge q.

Force is measured under **Newtons**.

Now,

F [tex]$ =\frac{q \times 1.6 \times 10^{-19}}{4 \times \pi \times 8.854 \times 10^{-12} r^2} \\[/tex]

= [tex]$\frac{1.44 \times 10^{-9} \times q}{r^2}[/tex] N

The force on an electron placed at point P will be [tex]$\frac{1.44 \times 10^{-9} \times q}{r^2}[/tex] N.

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Find the magnitude of the force on an electron placed at point P. Recall that the charge of an electron has magnitude [tex]$e=1.60 \times 10^{-19} C \text {. }[/tex]

three charged particles are arranged along a line as in (figure 1). figure1 of 1 part a if particle 2 experiences zero electric force, what is the charge on particle 3?

### Answers

The **total force **on the 7.00−μC **charge **is 0.872N at an angle of 330°

What is the SI unit for Coulomb's law?

According to **Coulomb's** **law**, the electrical force between two charged items is inversely proportional to the square of the separation distance between the two objects and **directly proportional **to the product of the quantity of charge on the objects. "**Coulomb**" is the S.I. unit for **electric** **charge**.

**Coulomb's law **is frequently employed in physics classes as a kind of algebraic recipe for word problems. Here, three such instances are provided. Consider two point charges that are 1 meter apart and each have a charge of +1.0 **Coulomb**.

F = F₁ + F₂

F = (0.755 [tex]\mathrm{\hat i}[/tex] −0.436 [tex]\mathrm{\hat j}[/tex] )N

F = (0.755N)[tex]\mathrm{\hat i}[/tex]−(0.436N) [tex]\mathrm{\hat j}[/tex] = 0.872N at an angle of 330°

Thus, the **total force** on the 7.00−μC **charge **is 0.872N at an angle of 330°

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HELP, IS THIS CORRECT?!?!?!

### Answers

**Answer:**

Below

**Explanation:**

Velocity is constant where the graph is flat (horizontal)

**t = 3 to 5 **

t = 3 v = 12

t= 4 v = 12

t= 5 v= 12 Constant v

an airplane pilot sets a compass course due west and maintains an airspeed of 225 km/h . after flying for a time of 0.500 h , she finds herself over a town a distance 121 km west and a distance 14 km south of her starting point.

### Answers

An airplane pilot sets a compass course due west and maintains an airspeed of 225 [tex]\frac{km}{h}[/tex] . After 0.500 hours of flight, she reaches a town 121 kilometers to the west and 14 kilometers to the south of her starting place. Her **velocity** at this moment is 240 [tex]\frac{km}{h}[/tex] .

Using south as the negative x direction and west as the positive

positive y direction as the **direction**.

The aircraft's **speed** is= 220 [tex]\frac{km}{h}[/tex]due west.

Then [tex]v_{x}[/tex] = 220 [tex]\frac{km}{h}[/tex]and [tex]v_{y}[/tex]=0

The position of the **aircraft** at time t = 0.500h is 120 km west and 20 km south.

then [tex]S_{x}[/tex] = 120 km and [tex]S_{y}[/tex] = 20 km

Then

[tex]v_{x}[/tex]= [tex]\frac{S_{x} }{t}=\frac{120}{0.500}[/tex] = 240 [tex]\frac{km}{h}[/tex]

[tex]v_{y}[/tex]=[tex]\frac{S_{y} }{t}=\frac{20}{0.500}[/tex]= 40 [tex]\frac{km}{h}[/tex]

Wind **velocity** is a 40 [tex]\frac{km}{h}[/tex] due south.

Then [tex]v_{windx}[/tex]=0 and [tex]v_{windy}[/tex] = 40 km/h

Then [tex]v_{x}[/tex]=[tex]v_{aero x} +v_{wind x}[/tex]

[tex]v_{aerox}=240-0[/tex]

[tex]v_{aerox}=240[/tex] [tex]\frac{km}{h}[/tex]

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how much force is required to accelerate a 4kg mass at 6m/s2

### Answers

**Answer ****:**** **

24 N

**Step-by-step ****explanation ****:**** **

**Given : **

acceleration = 6 m/s²Mass = 4 kg

we know that,

Force = Mass × Acceleration

On substituting the required values, we get :

Force = 4 × 6

Force = **24 N **

Hence,

**24 N** force is required to accelerate a 4kg mass at 6m/s²

If you stand 14 m from this bulb, how many photons enter each of your eyes per second? Assume your pupil is 5.0 {\rm mm} in diameter and that the bulb radiates uniformly in all directions.

### Answers

Number of **photons** which enter in my eyes are 450.1875 if my **pupil **diameter is 5.0mm.

We have some quantities like,

Distance=14m,Diameter=5.0m,Power=45W,**wavelength**=650m.

So,we can use **energy** of photons formula which is given by the relation

E=hv where E is the energy,h is the plank's constant and v is the frequnecy of the photons

or E=hc/λ

Now,We also know that** Power** is defined as the ratio of photons to per unit time

=>P=nE/t

=>n/t=P/E

On putting the value of E,we get

=>n/t=Pλ/hc

So,put values,

=>n/t= (45 × 650×10⁻⁹) / 6.6 ˣ 10 ⁻³⁴ ˣ 3ˣ10⁸

=>n/t=1.47ˣ10²⁰photons/sec

Now,we need to find the area which is open to receive photons,

Since,it is **spherical **in shape,therefore,surface area is =4πr²

Since,r=14m(distance)

=>A=4π×(14)²

Now,we need to find the number of photons,so it will be ratio of two **areas** which is equal to

N=n×A₁/A₂

Here A₂=4π×(14)² and A₁=π×(2.5)²

=>N=1.47ˣ10²⁰ × (π×(2.5)²)/4π×(14)²

=>N=1.47ˣ10²⁰ × (1/4) × (6.25)/196

=>N=1.47ˣ10²⁰ × (6.25)×49

=>N=450.1875photons

Hence,number of photons enter to my eyes are 450.1875photons

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(Complete question) is:

How many photons per second are emitted by a monochromatic lightbulb (650 nm) that emits 45 W of power? Express your answer using two significant figures. If you stand 14 m from this bulb, how many photons enter each of your eyes per second? Assume your pupil is 5.0 mm in diameter and that the bulb radiates uniformly in all directions. Express your answer using two significant figures.

when a white light passes through a prism, you see a rainbow of colors on the other side. the part of the rainbow that looks yellow is a narrow band of wavelengths around 580 nm. a banana also look

### Answers

These colors are frequently observed when light passes through a triangular **prism**. As the white **light** travels through the prism, it separates into its constituent colors of red, orange, yellow, green, blue, and violet.

White **light** is spread out and divided into the colors of the **spectrum** as a result of how differently each hue is **refracted**, which causes each color to bend at a different angle. The wavelengths of all the other colors of light are in between. **Visible** light is divided into its several colors using a prism. As the light slows down and travels through the prism, it bends at various angles, depending on its **wavelength**. Due to this splitting of light into different wavelengths, a rainbow of colours is produced. Because a banana also **reflects** light with a wavelength close to 580 nm, it appears yellow to humans.

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complete question: When a white light passes through a prism, you see a rainbow of colors on the other side. The part of the rainbow that looks yellow is a narrow band of wavelengths around 580 nm. What wavelengths of white light does a banana reflect?

create a properly formatted works cited page for a research paper about the little rock nine. include at least five sources to support

### Answers

Black students of Little Rock Central High School in Little Rock, Arkansas, integrated the school in 1957 as the "**Little Rock Nine**." They overcame a great deal of opposition and violence and contributed significantly to the **Civil Rights Movement** and the ultimate integration of American schools.

Formatted works about **Little Rock Nine**:

Page of Works **Cited**:

J. Anderson (1997). Journal of **African American History**, 82(4), 738–743, The Little Rock Nine: A retrospective.R. Arsenault (2006). A significant civil rights event and its legacy: The Little Rock Nine. Press of Oxford University.R. Kluger (1976). Simple Justice: The narrative of Brown v. Board of Education and the fight for equality in Black America. Vintage.Site National Historic District of Little Rock Central High School (n.d.). **State Park Service**. the page was retrieved from https://www.nps.gov/chsc/index.htmH. Sitkoff (1978). The Little Rock crisis: A leadership challenge for the president. 65(2), 421-440, Journal of American History.

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how is the law of conservation of energy different to the first law of thermodynamics

### Answers

The law of **conservation** of **energy** is a general principle that applies to all closed systems, while the **first law of thermodynamics** is a specific application of this principle to thermodynamic systems.

How is the law of conservation of energy different to the first law of thermodynamics

The law of **conservation** of **energy** and the first law of thermodynamics are related, but they are not exactly the same thing.

The law of **conservation** of **energy** states that the total energy of a closed system remains constant over time. Energy can be transformed from one form to another (such as from potential to kinetic energy), but the total amount of energy in the system remains constant. This is a fundamental law of physics and applies to all systems, not just thermodynamic ones.

The **first law **of **thermodynamics** is a specific application of the law of conservation of energy to thermodynamic systems. It states that the total energy of a thermodynamic system (including its internal energy, potential energy, and kinetic energy) is constant, but energy can be transferred into or out of the system in the form of heat or work. In other words, the first law of thermodynamics is a statement about the relationship between energy and work in thermodynamic processes.

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by the term universe, astronomers mean group of answer choices the system of the sun, its planets and moons, and small pieces of debris that surround it the system of 200 to 400 billion stars, of which the sun is one the collection of several dozen galaxies, of which the milky way is one everything that we can observe the realm inside the atom

### Answers

By the term **universe**, astronomers mean "the system of the Sun, its **planets **and moons, and small pieces of **debris **that surround it"

What is cosmology?

The study of the universe and its properties is known as **cosmology**, and **astronomers **use telescopes and other instruments to observe and gather data about the universe and its evolution.

The **universe **is thought to be approximately 13.8 billion years old and continues to expand in all directions.

Hence, the correct answer would be option (A) "the **system **of the Sun, its planets and **moons**, and small pieces of debris that surround it"

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for the next three questions, describe the motion of a physical system having the following two characteristic roots: h) both roots are positive and rea

### Answers

The **motion** of the physical system would have a harmonic **oscillation**, with the frequency and amplitude determined by the two characteristic roots.

The **oscillation** would be periodic and the system would move back and forth between two points. **Kinematics** is the branch of classical mechanics that describes the motion of a **physical** system without considering the **forces** that cause it. It deals with the position, velocity and acceleration of a body as functions of time. Kinematics can be used to calculate the **position**, velocity, and **acceleration** of an object in a given frame of reference, as well as its path and the forces acting on it. If the roots of a motion physical **system** are real and positive, this indicates that the system is oscillatory in nature and its motion can be described by a sinusoidal or **cosinusoidal** equation.

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an object falls through the air, gaining speed as it falls. a student claims that this creates new energy, and so it breaks the law of conservation of energy. which statement describes why the student is incorrect?(1 point)

### Answers

The student is **incorrect **because the law of conservation of energy states that the total amount of energy in a closed system remains **constant**, and it is not possible to create or destroy **energy**.

What is law of conservation of energy?

Similarly, the law of **conservation **of energy stipulates that energy cannot be generated or destroyed. When you roll a toy vehicle down a ramp and it collides with a wall, the energy is changed from **kinetic **to potential. There are three fundamental quantities that are preserved in mechanics. There are three of them: **energy**, momentum, and angular momentum. If you've read prior articles, you may have noticed that energy is a conserved quantity, such as the kinetic energy of charging elephants.

Here,

In the case of an **object **falling through the air, the increase in its kinetic energy (the energy associated with its motion) is due to a transfer of potential energy (the energy stored in an object due to its **position**) to kinetic energy. The total amount of energy in the system remains constant, and so the law of **conservation **of energy is not broken.

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a 5.0-m-diameter merry-go-round is initially turning with a 4.5 s period. it steadily slows down and stops in 30 s. what is the deceleration speed?

### Answers

According to the question the deceleration **speed **is 0.15 radians/second^2.

What is speed?

Speed is a measure of how quickly an object moves from one place to another. It is usually measured in units of distance per unit of time, such as miles per hour or meters per second. Speed is a **scalar quantity**—it has magnitude only, and does not have direction. Speed is often confused with velocity, which is a vector quantity that includes both speed and direction. Speed is an important concept in physics, as it is related to energy, momentum, and acceleration.

The deceleration speed is 0.15 radians/second^2. This is calculated by using the equation for** angular acceleration**, which is: a = (ωf-ωi)/t, where ωf is the final angular speed, ωi is the initial angular speed, and t is the time it takes to decelerate. In this case, ωf=0, ωi=2π/4.5, and t=30s, resulting in a=0.15 radians/second^2.

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using gauss' law, calculate the electric field generated by an infinite plane with a superficial charge density of 40 nc/m2, at a point located at 1 mm from the sheet.

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The **electric field** generated by the infinite plane with a surface **charge **density of 40 nC/m^2, at a point located at 1 mm from the sheet, is 2.26*10^3 N/C, directed perpendicular to the plane.

Use **Gauss' Law** to relate the electric flux,

ϕ_E = E*A = Q_enc/ε_0

where E is the **electric field**, A is the area of the circular face of the cylinder, Q_enc is the total **charge** enclosed within the cylinder, and ε_0 is the electric constant.

For an infinite plane with a **surface charge **density of σ,

Q_enc = σ*A_enc, where A_enc is the **area **of the circular face of the cylinder.

The cylinder has a **height **h = 2r,

[tex]Q_{enc} = \sigma \times \pi r^2[/tex]

Substituting this expression into **Gauss' Law** and solving for E,

[tex]E = \dfrac{Q_{enc}}{\epsilon_0A_{enc}} = \\= \dfrac{\sigma}{2\epsilon_0}\\= \dfrac{40 \times 10^{-9}}{28.85 \times 10^{-12}} \\= 2.26 \times 10^3[/tex]

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Sonar systems used in water send out sound waves that reflect

off the environment and then are detected. As water gets denser,

the speed of sound in water increases. What would happen to the

wavelength of a sonar wave as it moves into water with a 5%

higher speed of sound? (1 point)

O The wavelength would stay the same.

The wavelength would change to match the new

frequency.

O The wavelength would increase by 5%.

O The wavelength would decrease by 5%.

### Answers

If the wavelength of a sonar wave as it moves into water with a 5%

** higher speed** of sound: The wavelength would **decrease **by 5%. Option **C** is the correct answer.

**What is Sonar systems?**

This refers to **technique **for **detecting** and determining the distance and direction of underwater objects by **acoustic means**. Sound waves emitted by or reflected from the object are detected by sonar apparatus and analyzed for the information they contain.

The wavelength of a sonar wave would decrease by 5% as it moves into water with a 5% higher speed of sound. This is because the speed of sound is directly proportional to the frequency and inversely proportional to the wavelength. Therefore, if the speed of sound increases, the wavelength must decrease to maintain the same frequency.

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By now you understand that in a game of tug of war, if the two teams on opposite sides of the rope are pulling with an equal force, then the forces are balanced and the rope does not move. This can be explained by Newton’s first law.

While planning a school-wide tug-of-war contest, you realize that you have an uneven number of teams. If you let one team sit out of the first round and play against the winners, they will have an unfair advantage because their opponents will be tired. Your teacher has the bright idea to connect three ropes to a circular metal ring so that three teams can pull at the same time. In order to help ensure that the outing is not a flop, you need to design a simple experiment that can be performed on a tabletop, to determine if a 3-way tug-of-war can work, and what the angles between the ropes must be so that no team has an unfair advantage.

1. Describe your materials and methods needed to test the 3-way tug-of-war.

2. Examine the experiments suggested by your classmates, and suggest any improvements that might be needed in their experiments, or yours, based on what you have read.

### Answers

**Answer:**

**1. **

**Materials and methods:**

Three equal lengths of rope or stringA circular metal ring or a similar objectWeights or something to add weight to the ropesA protractor or angle measuring deviceA flat surface to perform the experiment, such as a tabletop

**Methods:**

Attach each rope to the circular metal ringAdd weights to the end of each rope to represent the pulling force of each teamMeasure the angle between each rope and the ringPull on the ropes, observing the movement of the ring and the angles between the ropesRepeat the experiment with different angles and weight combinationsRecord the results and analyze the data to determine if a 3-way tug-of-war can work without giving an unfair advantage to one team

**2. Suggested improvements:**

Using a force sensor or scale to measure the actual pulling force of each teamRepeating the experiment multiple times to increase the reliability of the resultsTesting different numbers of weights or varying the distance between the weights and the ring to represent different team strengthsUsing computer simulations or mathematical models to supplement the physical experimentCollaborating with a physics teacher to design a more comprehensive and controlled experiment.

the breakeven point is the point at which the volume of output produced is the result of total revenue equaling total cost.T/F

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The** statement** is True. The **breakeven point **is the point at which the volume of output produced is the result of total revenue equaling** total cost.**

The **spoil-even factor** is the point at which total price and total revenue are equal, which means there's no loss or benefit on your small commercial enterprise. In** other words,** you have reached the extent of production at which the costs of production equal the **revenues** for a product.

The spoil-even factor in economics, **commercial enterprise**—and particularly cost accounting—is the point at which overall value and general revenue are identical, i.e. "even". there's no internet loss or benefit, and one has** "broken even"**, though opportunity charges were paid and capital has received the threat-adjusted, expected return. The damage-even point is critical for commercial enterprise proprietors as it represents the minimum level of income that must be performed to generate an **income.** If an enterprise owner is aware of the spoil-even point, they can make informed selections approximately pricing, production levels, and other elements that impact the** lowest line.**

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A student throws a water balloon vertically downward from the top of a building. The balloon leaves the thrower's hand with a speed of 8.00 m/s. Air resistance may be ignored, so the water balloon is in free fall after it leaves the thrower's hand. a) What is its speed after falling for 2.00 s?

b) How far does it fall in 2.00 s?

c) What is the magnitude of its velocity after falling 10.0 m?

How do I sketch a-1, V-t, and yet graphs for the motion of the balloon?

### Answers

The **speed** of the water balloon after falling for 2.00 s is 16.0 m/s.The distance the water balloon falls in 2.00 s is 32.0 m.The magnitude of the velocity of the water balloon after falling 10.0 m is 78.0 m/s.

What is distance?

**Distances** and numerical measurement of how far apart to 16 places and points are in space age is often measured in unit like km miles with azure free systems can also be conceptualised in terms of time as in the distance between two points in time.

a) The speed of the water balloon after falling for 2.00 s is 16.0 m/s. This is due to the fact that the acceleration of free fall is 9.8 m/s2. Therefore, the speed of the water balloon after 2.00 s is 8.00 m/s + 9.8 m/s2 × 2.00 s = 16.0 m/s.

b) The distance the water balloon falls in 2.00 s is 32.0 m. This is due to the fact that the distance traveled in free fall is given by the equation d = ½at2, where a is the **acceleration** of free fall (9.8 m/s2) and t is the time the water balloon has been falling (2.00 s). Therefore, the distance the water balloon falls in 2.00 s is (1/2) × 9.8 m/s2 × (2.00 s)2 = 32.0 m.

c) The magnitude of the velocity of the water balloon after falling 10.0 m is 78.0 m/s. This is due to the fact that the velocity of free fall is given by the equation v = at, where a is the acceleration of free fall (9.8 m/s2) and t is the time the water balloon has been falling (10.0 m/s). Therefore, the magnitude of the velocity of the water balloon after falling 10.0 m is 9.8 m/s2 × 10.0 m/s = 78.0 m/s.

To sketch the a-1, V-t, and y-t graphs for the motion of the water balloon, we can use the equations above to plot the acceleration, velocity, and distance traveled as a function of time. For the a-1 graph, we plot the acceleration of free fall, 9.8 m/s2, as a constant value over time. For the V-t graph, we plot the velocity of the water balloon over time, which is a linear graph increasing from 8.00 m/s to 16.0 m/s at 2.00 s and increasing to 78.0 m/s at 10.0 s. For the y-t graph, we plot the distance traveled by the water balloon over time, which is a parabolic graph increasing from 0 m to 32.0 m at 2.00 s and increasing to 10.0 m at 10.0 s.

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why you don't get pushed backward by the equal and opposite force if you kick a ball: example 1 example 2

### Answers

When you kick a ball, the ground exerts a reaction **force **against your foot in the opposite direction to the kick.

What is force?

Force is a physical quantity that is a measure of an interaction between two bodies, and is a **vector quantity** with both magnitude and direction. It can be described as a push or pull on an object, and is measured in newtons (N).

Example 1: When you kick a ball, the ground exerts a reaction force against your foot in the opposite direction to the kick. This reaction force is equal to the force you exert on the ball, but the ground is much more **massive **than the ball and so it doesn't move.

Example 2: When you kick a ball, the force you exert on the ball is transferred to the ball, causing it to move. At the same time, the ball exerts an equal and opposite force on you, but because you are much more massive than the ball, you don't move.

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