what type of simple machine is a catapult?( incline plane , lever , pulley , screw , wedge, or a wheel and axle) How do you know ?

Argon

Answer:

Noble gases. (Argon)

Explanation:

Noble gases are found in the group eight element on the periodic table and are known for their inert nature.

Meaning that they don't react easily with other elements.

Phosphorus is a reactive element that when exposed to air (oxygen) catches fire.

If phosphorus is stored under Noble gases escpecially Argon it won't react with the surrounding air in the laboratory.

Hello!

Data:

T (period) = 4 s

f (frequency) = ? (waves/second)  

Formula:

[tex]f = \dfrac{1}{T}[/tex]

Solving:

[tex]f = \dfrac{1}{T}[/tex]

[tex]f = \dfrac{1}{4}[/tex]

[tex]\boxed{\boxed{f = 0.25\:waves/second}}\end{array}}\qquad\quad\checkmark[/tex]

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I Hope this helps, greetings ... Dexteright02! =)

Final answer:

Gravity aids in star formation by leading to cloud collapse and nucleus heating.

Explanation:

Gravity aids in the formation of stars by causing the collapse of clouds of gas and dust, leading to increased density in the core regions where nuclear fusion begins.

As the gas collapses, the gravitational force overcomes the thermal pressure, allowing the core to contract and heat up, initiating the process of star formation.

The gravitational attraction of the newly forming stars also plays a crucial role in increasing the density of the surrounding cloud material, facilitating the formation of organic molecules that can be incorporated into newly formed planetary systems.

La distancia promedio entre la Tierra y el Sol es de aproximadamente 93 millones de millas. En metros, esta distancia es de aproximadamente 1.5*10^11. Se utiliza la notación científica 1.5 × 10¹¹ metros para representar esta distancia de forma más concisa y manejable.

El Sol está, en promedio, a 93 millones de millas de la Tierra. Sabemos que 1 milla equivale a 1.60934 kilómetros y que un kilómetro es igual a 10^3 metros. Por lo tanto, podemos decir que una milla es igual a 1.60934*10^3 metros.

Para convertir la distancia desde la Tierra hasta el Sol a metros, multiplicamos 93,000,000 millas por 1.60934*10^3 metros/milla. Esto da como resultado aproximadamente 1.5*10^11 metros. Así que, en notación científica, la distancia desde la Tierra hasta el Sol es de aproximadamente 1.5 × 10¹¹ metros.

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An Eagle that has a mass of 4.5 kg is spotted 5 m above a lake. It flies up to its nest in a tree at a height of 25 m.  How much gravitational potential energy did the eagle gain?

This is the original question

Answer:

882 J = PEg = MGH     M = mass in Kg   G = 9.6 m/s     H = height

Height in this case is the displacement (25m - 5m) = 20m

Hope this helps.

The Physics related question involves concepts of Newton's Third Law and momentum. When brakes are applied, a force is exerted against the car's motion. The impact differs based on the car's mass, and its initial momentum which is the product of its mass and velocity.

The subject of the question is related to Physics, specifically focusing on the topic of Newton's laws of motion and momentum. To understand the scenario, we should first comprehend that when the brakes are applied to the cars, a force is exerted which slows them down. This relates to Newton's Third Law - for every action, there's an equal and opposite reaction.

Considering the given scenario, when the brakes apply a force of 40 kN on each car, this force works against their forward momentum, slowing them down. The impact of the force will differ based on the mass of each car, with the lighter car likely slowing down faster than the heavier one. This can be calculated if we know the exact measure of force and the braking distance.

Additionally, the momentum of the cars before the brakes are applied could also be calculated using the formula momentum = mass x velocity, which in this case would have different results for each car due its mass difference, despite identical velocities. Overall, the problem illustrates how both the Newton's third law and principles of momentum come into play in everyday physics scenarios like that of braking cars in motion.

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The magnitude of the fourth force will be 90.1956 N and the angle will be 75.535° made from the horizontal in the first quadrant.

Given to us

As the angle given to us is from the vertical axis, we will make it from the horizontal,

[tex]\theta_B = (90^o -30^o) = 60^o[/tex]

Now, the magnitude of a fourth force on the stone should make the vector sum of the four forces zero. therefore,

[tex]\sum F_{horizontal} = 0[/tex]

[tex]F_A Cos(\theta_A) -F_B Cos(\theta_B) -F_C Cos(\theta_C) = F_{Dh}[/tex]

[tex]100 Cos(30^o) -80Cos(60^o) -40Cos(53^o) = F_{Dh}\\\\F_{Dh} = 22.5299\ N[/tex]

[tex]\sum F_{Vertical} = 0[/tex]

[tex]F_A Sin(\theta_A) +F_B Sin(\theta_B) -F_C Sin(\theta_C) = F_{Dv}[/tex]

[tex]100 Sin(30^o) +80Sin(60^o) -40Sin(53^o) = F_{Dv}\\\\F_{Dv} =87.3365\ N[/tex]

[tex]R = \sqrt{(F_{Dh})^2+(F_{Dv})^2}\\\\R = \sqrt{(87.3365)^2+(22.5299)^2}\\\\R = \sqrt{7627.6642+507.5963}\\\\R = \sqrt{813526}\\\\R = 90.1956\ N[/tex]

[tex]Tan (\theta_D) = \dfrac{F_{Dv}}{F_{Dh}}\\\\Tan(\theta_D) = \dfrac{87.3365}{22.5299}\\\\Tan(\theta_D) = 3.87647\\\theta_D = Tan^{-1} 3.87647\\\theta_D =75.535^o[/tex]

Hence, the magnitude of the fourth force will be 90.1956 N and the angle will be 75.535° made from the horizontal in the first quadrant.

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A car slows down from 27.7 m/s to 10.9 m/s in 2.37s.Then the acceleration is  -7.09 m/sec².

Acceleration is the rate at which an object's velocity with respect to time changes. They are vector quantities, accelerations. The direction of the net force acting on an object determines the direction of its acceleration.

An object has positive acceleration if it is accelerating and travelling in the right direction. Positive acceleration was demonstrated in the first example by the speeding car. The acceleration is occurring in the same direction as the car's motion, which is forward and speeding up.

The equation a = v/t denotes acceleration (a), which is the change in velocity (v) over the change in time (t).

The final velocity 'v' =10.9 m/s

The time 't' = 2.37 secs.

Then acceleration = -7.09 m/sec² or, decceleration is 7.09 m/sec².

Thus, the acceleration is  -7.09 m/sec².

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Answer:A

Explanation:

The expansion joints in a concrete bridge allow for thermal expansion, preventing buckling by accommodating changes in size due to temperature variation. This allows the bridge to withstand frequent temperature changes without significant structural damage.

The subject of this question involves a phenomenon known as thermal expansion, which is a concept in physics. When the temperature of a material changes, the material can expand or contract. Concrete, like many other materials, expands when heated and contracts when cooled.

On a sunny day, especially a very hot one like 115 degrees Fahrenheit, the heat from the sun causes the concrete slabs in the bridge to expand. Thanks to the expansion joints between the slabs, the bridge can change length without buckling under this thermal stress. The expansion joints are designed to accommodate this precise thermal expansion, allowing the slabs to expand and contract freely with changes in temperature.

In the case of the Auckland Harbour Bridge in New Zealand, the bridge is equipped with thermal expansion joints that prevent it from buckling due to thermal expansion. Similarly, the change in length of the bridge due to temperature changes is usually small and distributed across multiple expansion joints, making the process almost unnoticeable in daily use.

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Answer:

Amplitude

Explanation:

The intensity (or volume) of a sound wave is proportional to the square of the sound wave:

[tex]I\propto A^2[/tex]

where A is the amplitude of the wave.

The amplitude of a sound wave is measured as the maximum displacement of the wave with respect to its equilibrium position.

The intensity is measured in Decibels (dB), which is related to the logarithmic ratio between the power of two different sounds, i.e. the difference in decibels between two sounds is given by

[tex]10 Log (\frac{P_2}{P_1})[/tex]

where P1 and P2 are the power of the two sounds.

The highest element in the hierarchical breakdown of the Work Breakdown Structure (WBS) is the project itself. This project is then divided into definable and measurable tasks or subtasks forming a hierarchical structure.

The highest element in the hierarchical breakdown of the Work Breakdown Structure (WBS) is the project itself. WBS is a tool used in project management to divide a project into manageable chunks or portions. It begins with the final deliverable or project at the top level. This is subsequently broken down into definable and measurable tasks or subtasks forming a multi-level structure. A good example could be a software development project. The entire project would be the highest element and might be divided into phases like planning, design, coding, testing, and implementation. Each of these could be further broken down into more specific tasks.

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If you stop swimming laps to take a count to 10 seconds then, and you counted for 25 beats, then that is 150 beats per minute.

Conversion of units is defined as the process of multiplying or dividing different units and measurements of the same quantity. Conversion is the process of transforming the value of one form to another, such as inches to millimeters or liters to gallons in mathematics. Units are used to calculate length, weight, capacity, temperature, and speed.

Now, according to the question, the best way to solve the question is,

If you paused for ten seconds, simply multiply 25 by six because each minute equals 60 seconds.

When you multiply the 25 beats to 60 seconds, the answer you get is 150 beats per second.

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Positive psychologists believe that happiness can be increased by various strategies and interventions, including practicing gratitude, engaging in acts of kindness, cultivating positive relationships, finding meaning and purpose in life, setting and achieving goals, and focusing on one's strengths and virtues. Research has shown that these activities and mindsets can enhance happiness and well-being. CBT and positive psychology interventions have also been found to be effective in increasing happiness and improving overall well-being.

Positive psychologists believe that happiness can be increased by various strategies and interventions. These include practicing gratitude, engaging in acts of kindness, cultivating positive relationships, finding meaning and purpose in life, setting and achieving goals, and focusing on one's strengths and virtues.

Research has shown that these activities and mindsets can enhance happiness and well-being. For example, studies conducted by Seligman and Lyubomirsky have demonstrated that practicing gratitude and performing acts of kindness can boost happiness levels.

Furthermore, interventions such as cognitive-behavioral therapy (CBT) and positive psychology interventions (PPIs) have been found to be effective in increasing happiness and improving overall well-being.

Final answer:

Positive psychologists believe that happiness can be increased by cultivating and focusing on positive affect and emotions.

Explanation:

To find the velocity and acceleration of a particle as functions of time in a given equation of motion, differentiate the equation with respect to time. The velocity function is v = 3t² - 27 and the acceleration function is a = 6t.

Velocity: To find the velocity, differentiate the equation of motion with respect to time which gives v = ds/dt. In this case, v = 3t² - 27.

Acceleration: Similarly, differentiate the velocity equation with respect to time to find acceleration, which results in a = dv/dt. Here, a = 6t.

Answer:

Same.

Explanation:

The rotational speed of an object is given by :

[tex]\omega=\dfrac{\theta}{t}[/tex]

[tex]\theta[/tex] is the angular displacement

t is the time taken

The angular speed of a merry- go- round is 4 revolutions per minute. There are two persons Cora and Cameron. Cora is sitting 1.0 m from the center of the merry-go-round and Cameron is sitting right on the edge, 2.0 m from the center.

The rotational speeds of both of the children remains the same because it is independent of the distance from the center.

Answer : [tex]v_{2} = 11.2\ km/s[/tex]

Explanation : The total energy of the meteoroids

Total Energy = Kinetic Energy + Potential Energy

[tex]E = \dfrac{1}{2}mv^{2} - \dfrac{GMm}{R}[/tex]

Total energy remain constant.

Now, for both meteoroids

[tex]\dfrac{1}{2}m(v_{2}^{2} - v_{1}^{2}) = GMm\left(\dfrac{1}{R}-\dfrac{1}{r}\right)[/tex]

Where, R = radius of the earth

r = distance of the moon

M = mass of the earth

m = mass of the meteoroid

[tex]v_{2}^{2} = 2GM\left(\dfrac{1}{R}-\dfrac{1}{r}\right)+ v_{1}^{2}.....(I)[/tex]

Now, put the values in equation (I)

[tex]v_{2}^{2} = 1 + 2\times6.67\times10^{-11}\times6\times10^{24}\left(\dfrac{1}{6.37} - \dfrac{1}{384}\right)\times10^{-6}[/tex]

[tex]v_{2}^{2} = 12361\times 10^{4}\ m/s[/tex]

[tex]v_{2} = 11118.003\ m/s[/tex]

[tex]v_{2} = 11.2\ km/s[/tex]

Hence, this is the required solution.

The speed of the meteorite at its impact on Earth will be [tex]\boxed{11.1\,{{{\text{km}}}\mathord{\left/{\vphantom{{{\text{km}}}{\text{s}}}}\right.\kern-\nulldelimiterspace}{\text{s}}}}[/tex]  or [tex]\boxed{11088.24\,{{\text{m}}\mathord{\left/{\vphantom{{\text{m}}{\text{s}}}}\right.\kern-\nulldelimiterspace}{\text{s}}}}[/tex] .

Further Explanation:

The meteorite in the outer space at a particular distance from the Earth has its energy stored in the form of the kinetic energy as well as the potential energy.

The kinetic energy of the meteorite is given by:

[tex]{E_k} = \frac{1}{2}m{v^2}[/tex]

The potential energy of the meteorite at a particular height from Earth is given by:

[tex]{E_p} =  - \frac{{GMm}}{r}[/tex]

Here, [tex]M[/tex]  is the mass of the Earth, [tex]m[/tex]  is the mass of satellite and [tex]r[/tex]  is the distance of the meteorite from the centre of the Earth.

The total energy of the meteorite is given as:

[tex]\begin{aligned}{E_T}&={E_k} + {E_p}\\&=\frac{1}{2}m{v^2}-\frac{{GMm}}{r}\\\end{aligned}[/tex]

As the meteorite moves from the moon’s orbit towards the Earth, the potential energy of the meteorite gets converted into the kinetic energy.

Using conservation of energy for the meteorite from the moon’s orbit to the Earth’s surface:

[tex]\begin{aligned}\frac{1}{2}mv_1^2-\frac{{GMm}}{r}&=\frac{1}{2}mv_2^2-\frac{{GMm}}{R} \hfill\\v_1^2-v_2^2&=2GM\left({\frac{1}{r}-\frac{1}{R}}\right) \hfill\\{v_2}&=\sqrt {v_1^2-2GM\left({\frac{1}{r}-\frac{1}{R}}\right)}\hfill\\\end{aligned}[/tex]

Here, [tex]{v_1}[/tex]  is the speed of the meteorite in moon’s orbit, [tex]r[/tex]  is the distance of the moon’s orbit from centre of Earth and [tex]R[/tex]  is the radius of Earth.

The meteorite passes the moon’s orbit at the speed of [tex]1\,{{{\text{km}}}\mathord{\left/{\vphantom{{{\text{km}}}{\text{s}}}}\right.\kern-\nulldelimiterspace}{\text{s}}}[/tex] .

We know that the distance of the Moon’s orbit from the centre of Earth is  [tex]3.84 \times{10^5}\,{\text{km}}[/tex] and the radius of the Earth is [tex]6371\,{\text{km}}[/tex] .

Substitute the values in the equation of Energy.

[tex]\begin{aligned}v_{f}&=\sqrt{(1)^{2}-2(6.67\times10^{-11})(5.97\times10^{24})\left(\dfrac{1}{384}-\dfrac{1}{6.37}\right)10^{-6}}\\&=\sqrt{1.229\times10^{8}}\text{ m/s}\\&=11088.24\text{ m/s}\\&\approx11.1\text{ km/s}\end{aligned}[/tex]

Thus, the speed of the meteorite striking the Earth is [tex]\boxed{11.1\,{{{\text{km}}}\mathord{\left/{\vphantom{{{\text{km}}}{\text{s}}}}\right.\kern-\nulldelimiterspace}{\text{s}}}}[/tex]  or [tex]\boxed{11088.24\,{{\text{m}}\mathord{\left/{\vphantom{{\text{m}}{\text{s}}}}\right.\kern-\nulldelimiterspace}{\text{s}}}}[/tex]  .

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Answer Details:

Grade: College

Subject: Physics

Chapter: Gravitation

Keywords:

Meteorite, moon’s orbit, 1km/s, two meteorite, heading for, speed of impact, 11.1 km/s, 384000 km, total energy, heading straight.

Answer:

option D is correct. It is a solution.

Explanation:

A solute is a substance that dissolves in a solution. A solvent and one or more solutes make up every solution.

hence, option D is correct. It is a solution.

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Answer:

The marbles must be held in a box, but solids hold together without a container.

Explanation:

study island!!!

Answer:

The marbles must be held in a box, but solids hold together without a container.