A 55.0-kg skydiver free falls for a period of time before opening his parachute. What is his kinetic energy when he reaches a velocity of 16.0 meters/second?

7,040 J
440 J
539 J
cannot be determined without knowing his height above the ground

The answer is:

The water level by rock affected by wave as:

if the direction of the wave is going to the rock naturally by the effect of the tide which comes in, the water level will rise and increase if the wave is escaping or receding the water level will decrease and will be lower.

when the tsunami is  a tidal wave which is a series of waves in a water body caused by the displacement of a large volume of water.

Waves, especially tsunamis, can cause significant changes to the water level by rocks due to their large energy. The water level can rise or fall along the rock's surface, a process known as wave run-up. The amount of change depends on the wave's characteristics and the rock's features.

In physics, the interaction between waves and shoreline features can significantly affect the water level by rocks. Waves, especially large ones like tsunamis, carry a significant amount of energy. When a wave crashes into a land formation such as a rock, some of this energy is transferred to the water, causing it to rise or fall along the rock's surface. This is known as wave run-up. The amount of change to the water level depends on factors such as the wave's size and speed, and the rock's shape and orientation. In the case of a tsunami, the water level by a rock could rise dramatically due to the enormous energy carried by the tsunami wave.

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Take the missile's starting position to be the origin. Assuming the angles given are taken to be counterclockwise from the positive horizontal axis, the missile has position vector with components

[tex]x=v_0\cos20.0^\circ t+\dfrac12a_xt^2[/tex]

[tex]y=v_0\sin20.0^\circ t+\dfrac12a_yt^2[/tex]

The missile's final position after 9.20 s has to be a vector whose distance from the origin is 19,500 m and situated 32.0 deg relative the positive horizontal axis. This means the final position should have components

[tex]x_{9.20\,\mathrm s}=(19,500\,\mathrm m)\cos32.0^\circ[/tex]

[tex]y_{9.20\,\mathrm s}=(19,500\,\mathrm m)\sin32.0^\circ[/tex]

So we have enough information to solve for the components of the acceleration vector, [tex]a_x[/tex] and [tex]a_y[/tex]:

[tex]x_{9.20\,\mathrm s}=\left(1810\,\dfrac{\mathrm m}{\mathrm s}\right)\cos20.0^\circ(9.20\,\mathrm s)+\dfrac12a_x(9.20\,\mathrm s)^2\implies a_x=21.0\,\dfrac{\mathrm m}{\mathrm s^2}[/tex]

[tex]y_{9.20\,\mathrm s}=\left(1810\,\dfrac{\mathrm m}{\mathrm s}\right)\sin20.0^\circ(9.20\,\mathrm s)+\dfrac12a_y(9.20\,\mathrm s)^2\implies a_y=110\,\dfrac{\mathrm m}{\mathrm s^2}[/tex]

The acceleration vector then has direction [tex]\theta[/tex] where

[tex]\tan\theta=\dfrac{a_y}{a_x}\implies\theta=79.2^\circ[/tex]

C.  

The force of friction = coefficient of friction * normal force.  

Adding the book to the boy increases the normal force and the component of the gravitational force directed down the slide.  This in turn increases the force of friction as can be seen by the relationship from the above equation.  For a stationary object, the force of static friction is always equal to the force applied (in this case, it is the component of the gravitational force directed down the slide).  That means that so long as the boy is not moving and his mass increases, the frictional force is increasing also to balance the increased downward gravitation force directed down the slide.

After 28 seconds, the velocity of the object will be 151.2 m/s.

The velocity of an object after a given time can be found using the equation:

In physics, the equation used to calculate the velocity of an object when accelerated from rest is v = at, where 'v' is velocity, 'a' is acceleration, and 't' is time passed. In this question, we have an object accelerating from rest at a constant acceleration of 5.4m/s2 for a duration of 28seconds. By substituting the given values into the equation, we get v = 5.4 m/s2 * 28s = 151.2 m/s. Therefore, the velocity of the object after 28 seconds would be 151.2 m/s.

v = u + at

Where:

Substituting the known values into the equation:

v = 0 + (5.4 m/s2) * (28s)

Simplifying the equation:

v = 151.2 m/s

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Answer:

Elasticity and Density of the medium

Explanation:

Elastic properties relate to the tendency of a material to maintain its shape and not deform when a force is applied to it. A material such as steel will experience a smaller deformation than rubber when a force is applied to the materials. Steel is a rigid material while rubber deforms easily and is a more flexible material.

At the particle level, a rigid material is characterized by atoms and/or molecules with strong forces of attraction for each other. These forces can be thought of as springs that control how quickly the particles return to their original positions. Particles that return to their resting position quickly are ready to move again more quickly, and thus they can vibrate at higher speeds. Therefore, sound can travel faster through mediums with higher elastic properties (like steel) than it can through solids like rubber, which have lower elastic properties.

Density

The density of a medium affects the speed of sound. Density describes the mass of a substance per volume. A substance that is more dense per volume has more mass per volume. Usually, larger molecules have more mass. If a material is more dense because its molecules are larger, it will transmit sound slower. Sound waves are made up of kinetic energy. It takes more energy to make large molecules vibrate than it does to make smaller molecules vibrate.

The mass of the astronaut is the same on both, but weight is actually a force and it depends on the acceleration due to gravity.  On the moon, the acceleration due to gravity is 1/6 of the Earth’s so the astronaut’s weight will be 1/6 lighter on the moon.

Answer:

The weight of the astronaut on the moon is less than the weight of the astronaut on the Earth.            

Explanation:

Matter contained in a body is known as mass. It remains constant even if one goes to another celestial body. Weight is the force due to gravity acting on a mass. Since, gravitational force varies at each celestial body, the weight also changes.

The acceleration due to gravity on the Moon is [tex]\frac{1}{6}^{th}[/tex] the acceleration due to gravity on the Earth. Therefore, the astronaut would weigh less on moon than on the Earth. His weight would be [tex]\frac{1}{6}^{th}[/tex] of that on Earth.

10 N/m is the answer to "A spring extends by 10 cm when a mass of 100 g is attached to it. What is the spring constant."

A spring extends by 10 cm when a mass of 100 g is attached to it.  Spring constant will be 10.

The force a spring applies to items fastened to its ends is proportional to the distance the spring travels from its equilibrium length and is always pointed in the direction of equilibrium.

Consider a spring that has one end attached to a wall or ceiling and the other end being pulled or pushed by an object. The spring is pulled by the object, and the object is pulled by the spring.

The spring applies a force F to the object that is in the opposite direction as the free end's displacement. The equilibrium point of the spring's free end is at x = 0, and if the x-axis of a coordinate system is selected to be parallel to the spring.

Therefore, A spring extends by 10 cm when a mass of 100 g is attached to it.  Spring constant will be 10.

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Pressure is (weight of the box) / (area under the bottom of the box). Neither of those quantities depends on the area of whatever is under the box. You could move the box from the deck of a battleship and put it on the kitchen table. The pressure it exerts doesn't change.

The new average pressure (P₂) is indeed 4 times the original average pressure (P₁). So, the answer would be 4p.

The average pressure exerted by an object on a surface is defined as the force applied perpendicular to the surface divided by the area over which the force is distributed. Mathematically, average pressure (P) can be represented as:

P = F / A

where F is the force and A is the area.

The original round sheet of wood first. When the box is resting on it, the force exerted by the box (weight) is the same regardless of the size of the sheet. However, the area over which this force is distributed will change when the sheet's diameter changes.

The area of the original round sheet of wood is A₁, and the area of the new sheet with half the diameter is A₂.

Since the force (F) is the same in both cases (as it depends on the weight of the box, which remains constant), we can write:

P₁ = F / A₁ (Original average pressure)

P₂= F / A₂. (New average pressure)

Now, know that the area of a circle is given by the formula:

A = πr²

where r is the radius of the circle.

If the diameter of the original sheet of wood is D, then the radius of the original sheet is D/2. The area A₁ can be represented as:

A₁ = π (D/2)² = πD² / 4

Now, for the new sheet with half the diameter, the new diameter would be D/2, and the radius of the new sheet is (D/2)/2 = D/4. The area A₂ can be represented as:

A₂ = π * (D/4)² = π * D² / 16

Now, let's compare the new average pressure (P₂) to the original average pressure (P₁):

P₂ = F / A₂ = F / (π * D² / 16) = 16F / π D²

Since the original average pressure (P₁) is P₁ = F / A₁ = F / (π * D² / 4) = 4F / π * D²

We can see that P₂ is 16 times larger than P₁:

P₂ / P₁ = (16F / π * D²) / (4F / π * D²) = 16

Therefore, the new average pressure (P₂) is indeed 4 times the original average pressure (P₁). So, the answer is indeed 4p.

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Answer:

C) Amplitude.

Explanation:

By definition, the amplitude of wave is defined as the distance from the rest position to the highest or lowest point of the wave.

The highest and lowest points of the wave are called crests and troughs respectively; Therefore, the amplitude of the waves is also said to be the height of the wave from its rest position to its crest—and also the height of the from the rest position it its trough.

This means Choice C (amplitude) is the correct term used to describe the height of a wave from its rest position to its crest.

P.S: Choice A, the crest height, can also be the correct term, but the term ''amplitude'' is often used and is more technical.

The term for the height of a wave from its rest position to its crest is amplitude. Amplitude is half the distance from crest to trough, and it measures the displacement above or below the equilibrium point. Larger amplitudes correspond to waves with more energy.

The term used to describe the height of a wave from its rest position to its crest is amplitude. This is the characteristic height of the wave, above or below the equilibrium position. A wave's amplitude (A) measures the maximum displacement from this equilibrium position. The crest is the topmost point of the wave, while the trough is the lowest point. Importantly, the amplitude is often described as half the distance from crest to trough, emphasizing that it is the measure of displacement in one direction (either above or below the equilibrium).

The amplitude of a wave can impact its energy, with larger amplitudes indicating waves carrying more energy. Contrary to amplitude, wavelength is the distance between two consecutive crests or identical points in the wave pattern, and frequency refers to how many waves pass a given point in a certain amount of time.

To clarify using an example, if the amplitude of a water wave is 0.2 meters and its frequency is 2 hertz, a bird sitting on the water's surface would move up and down a distance of 0.4 meters (twice the amplitude) with every wave and it would do this twice every second (frequency).

Final answer:

Typically, the symbol 'B' is used to denote a magnetic field in physics. Magnetic field lines are used to pictorially show the direction and strength of magnetic forces, originating at a magnet's north pole and ending at the south pole, forming closed loops.

Explanation:

The symbol used for magnetic field is not explicitly stated in the question, but typically, the symbol 'B' is used to denote a magnetic field in physics.

Representing magnetic fields through magnetic field lines is a valuable concept in physics. These lines are pictorial representations that illustrate the direction and magnitude (strength) of the magnetic forces at play. They emerge from the north pole of a magnet, loop around to the south pole, and continue through the magnet, forming closed loops.

A magnetic field points from the north to the south pole of a magnet. The strength and direction of the magnetic field can also be visualized using small compass needles or iron filings, with the field lines around a magnetic material indicating direction and magnitude. When mapping out these fields, symbols are used to represent whether the field is pointing inward (tail of an arrow) or outward (tip of an arrow).

Cody could have drawn several conclusions if a flake of cereal wasn't attracted to a weak magnet: the cereal may not contain any magnetic materials, the magnet might be too weak, or a barrier or absence of liquid might have interfered with the attraction.

If Cody used a weak magnet and noticed that the flake of cereal was not attracted to it, he could have drawn a few possible conclusions.

Firstly, he might conclude that the cereal does not contain any magnetic materials, such as iron. Many cereals are fortified with iron, and this fortification is often in a form that is magnetic.

Secondly, it's also possible that the magnet was too weak to attract the iron in the cereal. Therefore, a stronger magnet could still cause attraction.

Lastly, the cereal might have been too far away from the magnet or there might have been a barrier (like container's wall) between them which prevented the attraction.

Another scenario is that the cereal may not have been in liquid, which often helps distribute the magnetic particles and makes them respond more effectively to the magnet.

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Yes, the mass of the astronaut’s bathroom is same but its weight will be less on the moon.

Further explanation:

First of all we will know about the mass and weight,

Mass: Mass of an object is its quantity or amount of inertia.

It remains constant and does not affected by change in the gravity.

Weight: Weight of an object is the amount of force experienced by the object when it comes in a gravitational field. If there is no gravitational field then there will be no weight of the object but the mass of the object will remain same.  

It is also a type of force.

Weight of the object can be calculated as,

[tex]\boxed{W = mg}[/tex]  

Here, [tex]W[/tex] is the weight of the object, [tex]m[/tex] is the mass of the object and [tex]g[/tex] is the acceleration due to gravity.

Consider that the mass of the astronaut’s bathroom is [tex]20{\text{ kg}}[/tex].

So, its weight on the earth will be,

[tex]{W_e} = 20{g_e}[/tex]

Here, [tex]{g_e}[/tex] is the value of acceleration due to gravity of earth and its value is [tex]9.8{\text{ }}{{{\text{m}} \mathord{\left/ {\vphantom {{\text{m}} {\text{s}}}} \right. \kern-\nulldelimiterspace} {\text{s}}}^2}[/tex] .

Substitute this value in above equation.

[tex]\begin{aligned}{W_e}&=20\times9.8\\&=196{\text{N}}\\\end{aligned}[/tex]

Now, we will calculate it weight on the moon.

[tex]{W_m} = m{g_m}[/tex]

Here, [tex]{g_m}[/tex] is the value of moon’s gravity and its value is given as [tex]1.6{\text{ }}{{{\text{m}} \mathord{\left/ {\vphantom {{\text{m}} {\text{s}}}} \right. \kern-\nulldelimiterspace} {\text{s}}}^2}[/tex].

Substitute this value of [tex]{g_m}[/tex] in above equation.

[tex]\begin{aligned}{W_m}&=20\times 1.6\\&=32{\text{N}}\\\end{aligned}[/tex]

Here, we can see the weight of the astronaut’s bathroom is more on earth as compare to moon.

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Answer detail:

Grade: High School

Subject: Physics

Chapter: Gravitation

Keywords:

Astronaut, bathroom, weight, moon, earth, mass, change, unchanged, constant, gravitation, force, quantity, same, acceleration due to gravity, force, acceleration.

Distance traveled by car =14m

Total time taken =2sec

Speed =distance / time

=14m/2sec

speed=7 m/sec

The answer is gravity

Gravity  is the single force on an object in free fall object.

When wire is coiled on the plastic tube and current flow through that wire then the system will behave like a solenoid in which current flows through the coiled wires and then it produce magnetic field along the axis of solenoid

So here it will also produce magnetic field along the axis of solenoid and then due to this magnetic field the compass placed inside the tube will experience torque on its needle due to which it will have tendency to oriented along the direction of magnetic field.

So here we can say that compass needle will lie along the axis of the plastic tube.

here magnetic field along the axis of tube will be given same as solenoid which is given as

[tex]B = \mu_0 ni[/tex]

so here direction of compass needle is axis of the tube

The compass inside the tube would point in the direction tangential to the circular loop of the wire at the location of the compass, following the right-hand rule with respect to the direction of the current in the wire.

When a current-carrying wire is wound around a tube to form a circular loop, it creates a magnetic field. According to Ampere's circuital law, the magnetic field inside a solenoid (which is essentially what the wire-wrapped tube resembles) is uniform and parallel to the axis of the solenoid. However, in this case, since the wire is wound only once around the tube, the situation is more akin to a single loop of wire carrying a current.

The magnetic field due to a current-carrying loop can be determined using the Biot-Savart law or by considering Ampere's law in the context of a loop. The magnetic field lines inside the loop are concentric circles that are parallel to the plane of the loop. The direction of the magnetic field at any point inside the loop can be found using the right-hand rule: if you point the thumb of your right hand in the direction of the current, your fingers will curl in the direction of the magnetic field.

Therefore, a compass placed inside the tube will align itself with the magnetic field created by the current in the wire. The compass needle, being a magnetic dipole, will point in the direction of the magnetic field lines, which is tangential to the circular path of the wire at the location of the compass. This direction is consistent with the right-hand rule applied to the current in the wire.

It's important to note that the strength of the magnetic field will vary depending on the distance from the wire, with the field being strongest near the wire and weakening as one moves towards the center of the tube. However, the direction of the field will remain the same, following the right-hand rule, as long as the compass is inside the loop formed by the wire.

A vector in a given plane can have any direction

In XY plane we can say that its direction is

North = + Y direction

South = - Y direction

East = + X direction

West = - X direction

so all of the above directions can be considered as direction of a given vector as a vector can incline in all above direction as well and at any angle with all also

so here it is also possible to have a direction which is along 45 degree North of East which will incline between X and Y direction both

So here all four options may be the possible direction of a vector

high low ...lowish highish, min max

The kinetic energy of the particles is directly proportional to the thermal energy of the system. The correct options are Boiling Point; Decrease; Decrease; Vibrate in place respectively.

Therefore, the correct options are Boiling Point; Decrease; Decrease; Vibrate in place respectively.

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Answer:

 A and C

Explanation:

 Kinetic energy of a body is given by the expression, [tex]KE =\frac{1}{2}mv^2[/tex], where v is the velocity and m is the mass of body.

 In case of a simple pendulum the maximum velocity is at it's stationary position.

So maximum velocity i at position C, which means maximum kinetic energy is at position A.

The velocity of pendulum reduces as the angle between vertical stationary and current position increases.

 So, velocity at E and A are the minimum, so at A and E the kinetic energy value is minimum.

 Now examining the options given, we will understand the kinetic energy increase is maximum in case of A and C.

Answer:A and C

Explanation:

Answer:

  She will make the jump.

Explanation:

We have equation of motion , [tex]s= ut+\frac{1}{2} at^2[/tex], s is the displacement, u is the initial velocity, a is the acceleration and t is the time.

First we will consider horizontal motion of stunt women

   Displacement = 77 m, Initial velocity = 28 cos 15 = 27.05 m/s, acceleration = 0

Substituting

   [tex]77= 27.05t+\frac{1}{2} *0*t^2\\ \\ t=77/27.05=2.85 seconds[/tex]

So she will cover 77 m in 2.85 seconds

 Now considering vertical motion, up direction as positive

    Initial velocity = 28 sin 15 = 7.25 m/s, acceleration =acceleration due to gravity = -9.8 [tex]m/s^2[/tex], time = 2.85

    Substituting

           [tex]s=7.25*2.85-\frac{1}{2}*9.8*2.85^2=20.69-39.80 =-10.11 m[/tex]

  So at time 2.85 stunt women is 10.11 m below from starting position, far side is 25 m lower. So she will be at higher position.

  So she will make the jump.

Final answer:

The stuntwoman will not make the jump across the canyon. The calculation of horizontal and vertical motion shows that she will fall short of the ramp on the far side.

Explanation:

To determine if the stuntwoman will make the jump, we can analyze the horizontal and vertical components of the motion separately.

For the horizontal motion, we can use the equation:

horizontal distance = velocity x time

Since the stuntwoman leaves the ramp with a velocity of 28 m/s and the width of the canyon is 77 m, we can calculate:

time = horizontal distance / velocity = 77 m / 28 m/s = 2.75 s

Now, for the vertical motion, we can use the equation:

vertical distance = initial vertical velocity x time + (1/2) x acceleration x time^2

Since the ramp on the far side of the canyon is 25 m lower than the takeoff ramp, we can calculate:

vertical distance = -25 m

Using the acceleration of gravity of 9.8 m/s², we can rearrange the equation to solve for the initial vertical velocity:

initial vertical velocity = (vertical distance - (1/2) x acceleration x time^2) / time = (-25 m - (1/2) x 9.8 m/s² x (2.75 s)^2) / 2.75 s = -33.86 m/s

Since the initial vertical velocity is negative, it means the stuntwoman will not clear the canyon. She will fall short of the ramp on the far side.

SOLUTION is given in attachment below.

90 km/hr  

Unit conversion 1000 m/km 60 min/hr 60 s/min  

Answer: The speed of car is 90 km/hr

Explanation:

We are given:

Speed of car = 25 m/s

To convert this speed into km/hr, we use the conversion factors:

1 km = 1000 m

1 hr = 3600 s

Converting the speed into km/hr, we get:

[tex]\Rightarrow (\frac{25m}{s})\times (\frac{1km}{1000m})\times (\frac{3600s}{1hr})\\\\\Rightarrow 90km/hr[/tex]

Hence, the speed of car is 90 km/hr

As a rocket increases height and slows down, it gains more and more potential energy and loses more and more kinetic energy. Potential energy is store energy (usually determined by height), and kinetic energy increases as speed increases.

The tiny sports car would accelerate faster, because it requires less kinetic energy to move due to it's mass being less than the truck

Answer:

  Potential energy = 73.575 kJ

  Kinetic energy = 135kJ

  Total mechanical energy = 208.575 kJ

Explanation:

   The potential energy of a body is given by the expression, PE = mgh, where m is the mass of the body, g is the acceleration due to gravity value and h is the height of the body.

  The kinetic energy of a body is given by [tex]KE=\frac{1}{2} mv^2[/tex], where v is the velocity and m is the mass of body.

  Total mechanical energy = Kinetic energy + Potential energy

  [tex]KE=\frac{1}{2} mv^2=\frac{1}{2} *75*60^2= 135000J = 135kJ[/tex]

  PE = mgh = 75*9.81*100 = 73575 J = 73.575 kJ

  Total mechanical energy = Kinetic energy + Potential energy = 135+73.575

                                             = 208.575 kJ    

x is the displacement.

Answer:

In hooks law,The x represents the extension of elastic material.

A test can be conducted using a light meter and a lamp where each lens from a pair of sunglasses is placed between the lamp and light meter one after the other. If the light intensity readings after each test are the same for both lenses, it indicates they are of equal effectiveness.

To design a test to ascertain if the two lenses in a pair of sunglasses are equally effective in reducing daylight, a light meter and a lamp can be used. The test would involve these steps:

Note that while sunglasses dim light, they also have other attributes such as polarization and photochromic properties. These features also contribute to the effectiveness of lenses in sunglasses. However, their effects cannot be properly measured using this simple test with a light meter and a lamp.

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To measure the effectiveness of both lenses in a pair of sunglasses, use a light meter and a lamp. Measure the amount of light that passes through each lens from the lamp, keeping the exposure consistent. Differences in readings indicate different effectiveness.

In order to design a test to determine the effectiveness of both lenses of a pair of sunglasses, you would first need a light meter and a lamp to simulate sunlight. You would then measure the amount of light that passes through each lens individually. Ensure to use the same angle while measuring light.from the lamp passing through each lens. This way, the light exposure would remain consistent for both lenses.

Start with measuring the initial light intensity from the lamp without the sunglasses. Then place one lens of the sunglasses between the lamp and light meter and record the reading. Repeat the same process with the second lens. If the readings for both lenses are equal, it indicates they are equally effective.

Moreover, sunglasses may have different coatings and treatments like polarization or photochromic lenses that react differently to light. These features can also affect the amount of light that passes through the lenses.Thus it's important to know what kind of sunglasses lens you are testing.

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Answer:

Physical evidence can be defined as the real evidence or material that plays a major role in the matter that gave rise to the litigation, which can be introduced in the court as a evidence in the judicial proceedings.

It can be any object or material which was present at the time of the incident. Example: A knife, table, footwear, chair, box, et cetera.

It is a strong support to favor the argument or to reject the argument in the courtroom.

Physical evidence refers to tangible or intangible material objects that can establish a crime has been committed, or link the crime to its victim or perpetrator. Examples can include biological materials such as blood or hair, weapons found at the crime scene, or documents proving relevant aspects of the offense.

Physical evidence refers to any material object that can establish that a crime has been committed, or link a crime and its victim or its perpetrator. Such evidence can be both tangible or intangible.

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Both of the brothers performed work.  The one who pushed with a greater force did more work, and it had a positive sign.  The one who pushed with a smaller force did less work, and it was also technically "negative" work, because the motion of the fridge was in the direction opposite to his force.

Now that THAT's settled, they ought to quit fridging around, and get that thing moved like their father asked them to do.