Question 26 (1 Point)
If a car is going 25 mph on the street and suddenly stops, a book on the seat flies off
of the seat and hits the floor. Why did the book continue to move after the car
stopped?

Answer:

5 cm

Explanation:

Centripetal force varies directly with mass and the square of velocity, and inversely with radius.  If k is the constant of proportionality:

F = k m v² / r

When m = 7 g, v = 20 cm/s, and r = 25 cm, then F = 112 dynes.  Solving for k:

112 = k (7) (20)² / 25

k = 1

When m = 17 g, v = 40 cm/s, and F = 5440 dynes:

5440 = 1 (17) (40)² / r

r = 5

The radius is 5 cm.

The radius of the circle is 5 cm.

The rate at which a body's displacement changes in relation to time is known as its velocity. Velocity is a vector quantity with both magnitude and direction. SI unit of velocity is meter/second.

Given that: The centripetal force of an object moving in a circle varies jointly with the mass of the object and the square of its velocity and

inversely as the radius of the circle.

So, F ∝ mv²/r

F = kmv²/r.

In first case:

Mass of the object; m = 7 gram.

Radius of the circle; r = 25 cm.

Velocity of the object : v =20 cm/s.

And centripetal force: F = 112 dyne.

So, 112 = k 7×20²/25

⇒ k = 1.

In second case:

Mass of the object; m = 17 gram.

Velocity of the object : v =40 cm/s.

And centripetal force: F = 5440 dyne.

Radius of the circle; r =?

So, 5440 = 1×17 ×40²/r

⇒ r = 5 cm.

Hence  the radius of the circle is 5 cm.

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Answer:

D

Explanation:

If someone has to find the direction of the magnetic field lines, they would have to keep a compass near it, then it's north pole would show the direction.

Thank you. If u have further inquiries feel free to ask me.

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The best description of a magnetic field line is option D. A magnetic field line shows the direction a compass needle would point.

⇒ Magnetic subject traces do not intersect each other.

⇒  They emerge from the north pole and merge/end at the south pole.

⇒ They flow from the north pole to the south pole outdoor the fabric and from the south pole to the north pole within a material.

⇒these lines formed are cl

osed curves.

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Answer: 4.6 years

Explanation:

According to Kepler’s Third Law of Planetary motion “The square of the orbital period [tex]T[/tex] of a planet is proportional to the cube of the semi-major axis [tex]a[/tex] (size) of its orbit”:

[tex]T^{2}\propto a^{3}[/tex] (1)  

However, if [tex]T[/tex] is measured in Earth years, and [tex]a[/tex] is measured in astronomical units (unit equivalent to the distance between the Sun and the Earth), equation (1) becomes:  

[tex]T^{2}=a^{3}[/tex] (2)  

Knowing [tex]a=2.768 AU[/tex] and isolating [tex]T[/tex] from (2):  

[tex]T=\sqrt{a^{3}}[/tex] (3)  

[tex]T=\sqrt{(2.768 AU)^{3}}[/tex] (4)  

Finally:  

[tex]T=4.6 years[/tex] This is Ceres' orbital period

Answer:

yes it is D

Explanation:

The following statements true about the force of friction is Friction acts in the direction opposite to an object's motion. The correct option is D.

When an object is moving on a rough surface, it experiences opposition. This opposing force is called the friction force.

When an object experiences force, it moves in the direction of force, but opposed due to roughness of the surface. This opposition offered is opposite to the force applied. Their directions are opposite to each other.

Thus, the correct option is D.

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Answer:

4m/s², 2m/s²

Explanation:

F = 12 N

m = 3kg

a = ?

F = ma

a = F/m = 12/3 = 4 m/s²

when m = 6kg

a = F/m = 12/6 = 2 m/s²

Using Newton's second law, the acceleration for a 3 kg object with a 12 N net force is 4 m/s^2, while for a 6 kg object it is 2 m/s^2.

The acceleration of an object with a mass of 3 kg or 6 kg can be determined using Newton's second law of motion., which can be stated as: The acceleration (a) of an object is equal to the net force (F) applied divided by the mass (m) of the object, which can be written as a = F/m. In your problem, with a 12 N net force, for a 3 kg object, the acceleration would be 4 m/s^2 (12 N / 3 kg), while for a 6 kg object, it would be 2 m/s^2 (12 N / 6 kg).

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6) True: the car is exerting an equal and opposite force on the truck

7) True: the astronaut can drift back by throwing the tool forward

8) True: the bug exerts an equal and opposite force on you

9) Second Law

Explanation:

6)

This problem can be solved by applying Newton's third law of motion, which states that:

"When an object A exerts a force (action) on another object B, then object B exerts an equal and opposite force (reaction) on object A"

In this problem, we can identify the car and the truck as object A and object B. Here we are told that the truck is exerting a force on the car: therefore, according to Newton's third law, the car is also exerting an equal and opposite force on the truck.

Therefore, the statement is true.

7)

This problem can be also solved by thinking in terms of the Newton's third law of motion.

In fact, at the beginning the astronaut is drifting away from the space station. When he throws away the tool, in the forward direction (away from the space station), he exerts a force on the tool: we can identify this force as the action force, and its direction is away from the space station.

As a result, according to Newton's third law, the tool will also exert a reaction force (equal and opposite) on the astronaut: therefore, the force exerted by the tool on the astronaut is toward the space station, and therefore the astronaut will be pushed back towards the station.

Therefore, the statement is true.

8)

Again, this problem can also be explained using Newton's third law.

In fact, the moment you step on the bug, your foot exerts a force (the action force) on the bug, pushing downward.

As a result, according to Newton's third law, the bug exerts back on you an equal and opposite force (upward). The reason you don't feel this force at all is that your mass is much larger than that of the bug, therefore your acceleration is negligible.

Therefore, the statement is true.

9)

This problem can be explained by using Newton's second law, which states that the net force acting on an object is equal to the product between its mass and its acceleration. Mathematically:

[tex]F=ma[/tex]

where

F is the net force

m is the mass

a is the acceleration

In this problem, the ball slows down as it crosses the field: this means that it has an acceleration (more precisely, a negative acceleration). According to the law, this means also that there is a net, unbalanced force acting on it, in the direction opposite to the motion of the ball. In fact, this force is the force of friction between the ball and the surface.

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The strength of the magnetic field is 0.089 T

Explanation:

The force caused by a magnetic field on a current-carrying wire is given by the equation

[tex]F=ILB sin \theta[/tex]

where

I is the current in the wire

L is the length of the wire

B is the strength of the magnetic field

[tex]\theta[/tex] is the angle between the direction of the field and the wire

In this problem, we have

L = 0.57 m

I = 9.7 A

F = 0.49 N

[tex]\theta=90^{\circ}[/tex] since the wire is perpendicular to the field

Solving for B, we find the strength of the field:

[tex]B=\frac{F}{ILsin \theta}=\frac{0.49}{(9.7)(0.57)(sin 90^{\circ})}=0.089 T[/tex]

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Answer:

An object gets charged when it's atoms lose or gain an electron to become an ion. For example: ... This means that the fur loses it's electrons to the plastic rod and both objects are now charged. The fur is positively charged because it lost electrons and the rod is negatively charged because it gained electrons

Explanation:

comment how it helps

Answer:

An object becomes charged when it loses or gains electrons.

Explanation:

There are three ways to charge an object:

1)friction,

2)conduction

3)induction.

1) Friction involves rubbing on material with another, resulting in electrons moving from one surface to another.

2)Conduction on the other hand is used to charge things that are good conductors, such a metal.

3)The final way to charge an object is by induction and is, again, best for conductive materials.

Answer:

Explanation:

Given:

Mass of the object = [tex]40[/tex] pound

We have to calculate force (N).

Newton = [kg.ms^-2]=[MLT^-2]

So we have to convert the units.

[tex]1[/tex] pound = [tex]0.45[/tex] kg

[tex]40[/tex] pound = [tex]0.45\times 40 = 18.14[/tex] kg

Here Force and Weight are equivalent as the object is in stationary state.

Weight= product of mass and gravity.

Value of g = 9.8 ms^-2

Force = [tex]m\times g[/tex]

So the force of the object in (N) = [tex]18.4\times 9.8[/tex]

                                                     = [tex]177.77\ N[/tex]

The force in units of Newtons = 177.77

Answer:

The separation of the single population (allopatric speciation) led to speciation.

Explanation:

"Speciation" refers to the evolutionary process of organisms in order to become a "distinct" species. There are several factors affecting speciation and these are: Genetic Drift, Natural Selection, Mutation and Geographic Isolation.

The situation above is an example of the factor called "Geographic Isolation."  This type of isolation is reproductive in nature. This happens when organisms are separated or divided by a barrier. In the case above, the fruit flies were divided into different cages. One cage was for fruit flies who  fed on maltose-based foods, while the other cage was for fruit flies who fed on starch-based foods.

More specifically, this case may also be referred to as "allopatric speciation." It happens when a single population is divided. Thus, over time the separated species acquire genetic differences. These differences prevent them from breeding with each other once they are reunited. This is the reason why the maltose-based flies prefer to mate only maltose-based flies as well.

Answer: Habitat isolation

Explanation: I just guessed

Answer: a= fnet/m

Explanation:

a = (v - u)/t

It is the formula for finding acceleration

Roller coasters convert potential energy into kinetic energy as they go downhill due to gravity which increases their speed. This kinetic energy is converted back into potential energy as they go uphill and slow down. This cycle continues until friction and air resistance slow the roller coaster down.

Roller coasters are an exciting way to experience the conversion of potential energy to kinetic energy and back again. Let's break down this concept in simpler terms.

1. The roller coaster car starts with a high potential energy at the starting point, usually at the top of a hill. The car gets this energy from the work done by the machines that lift it up to this starting height.

2. As the roller coaster starts to move down the slope, this potential energy begins to convert into kinetic energy. The potential energy decreases while the kinetic energy increases - this is due to the car's increased speed due to gravity pulling it downhill.

3. At the lowest point of the track, the car has the maximum kinetic energy and minimum potential energy.

4. When the car again starts to climb up another smaller hill, the kinetic energy is converted back into potential energy as the car slows down and gains height.

5. In a frictionless situation, this process would continue without end. However, in reality, some energy is lost due to friction and air resistance, and that's why roller coasters eventually come to a stop.

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Answer:

a.25J b.6J c.6J d.31J e.[tex]\sqrt{31}[/tex] m/s

Explanation:

a. using the formula Ek=1/2mv^2, the kinetic energy would be 1/2*2*5^2=25J

b. we can separate the work the child applied. So the work he/she applied would be 2*3=6J (W=FS)

c. by the "Energy conservation law", we knew the energy can be "add up" since they wouldn't "disappear". Thus, the change in the car’s kinetic energy is 6J.

d.25+6=31J

e.now you know the new Ek, and the m, just use the formula again! 31=1/2*2*v^2. So the velocity after the child push it would be [tex]\sqrt{31}[/tex] m/s

The kinetic energy and the work done by the car is:

(a) 25 J

(b) 6 J

(c) 6 J

(d) 31 J

(e) 5.57 m/s

According to the question,

Force,

Distance,

(a)

The Kinetic energy of the car will be:

→ [tex]K_i = \frac{1}{2} mv_0^2[/tex]

       [tex]= \frac{1}{2}\times (2)\times (5)^2[/tex]

       [tex]= 25 \ J[/tex]

(b)

The work done by the car will be:

→ [tex]W = fd[/tex]  

       [tex]= 3\times 2[/tex]

       [tex]= 6 \ J[/tex]

(c)

The change in the car's K.E will be:

→ [tex]\Delta K = W[/tex]

          [tex]= 6 \ J[/tex]

(d)

The car's final K.E will be:

→ [tex]K_f = W+K_i[/tex]

        [tex]= 6+25[/tex]

        [tex]= 31 \ J[/tex]

(e)

The final velocity of the car will be:

→ [tex]v_f = \sqrt{\frac{2 K_f}{m}}[/tex]

       [tex]= \sqrt{\frac{2\times 31}{2} }[/tex]

       [tex]= 5.57 \ m/s[/tex]

Thus the above solution is correct.

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Answer:

The amount of work done in order to lift the box is [tex]150\ Joule[/tex]

Explanation:

Given the weight of each box is [tex]100N[/tex]

And the man lifts boxes at a height of [tex]1.5m[/tex]

We need to find the amount of work done.

The amount of work done is the product of applied force [tex]F[/tex] that causes the displacement [tex]d[/tex].

In our problem force is [tex]100N[/tex] and displacement is  [tex]1.5m[/tex].

Now, work done

[tex]=force\times displacement\\=100\times1.5\\=150\ Joule[/tex]

So, the amount of work done in order to lift the box is [tex]150\ Joule[/tex]

All options provided (deforestation, pollution, loss of natural resources, and decrease in water quality) are possible environmental consequences of urban sprawl, making the correct answer 'none of the above'.

The question, "Which of the following is not a possible environmental consequence of urban sprawl?" explores the impact of urban sprawl on the environment. Urban sprawl, which refers to the spread of a city and its suburbs over more and more rural land at the periphery, leads to several negative environmental impacts. These include deforestation, as forests are cleared to make way for new developments; pollution, both from increased vehicle emissions and construction activities; loss of natural resources, as land that could be used for agriculture or that serves as natural habitats is consumed for development; and a decrease in water quality, due to increased runoff and pollution entering water bodies. Therefore, the correct answer to this question is E) none of the above, as all the options listed are potential consequences of urban sprawl.

Answer:

It is C, undergoes the most change.

Explanation:

Horizon O forms at the surface due to the accumulation of organic material

Horizon A is mineral rich and forms due to decomposed organic material from above

Horizon B undergoes the most change and no longer resembles parent material

Horizon C features parent material and is barley affected by the soil formation process

Edg2020 notes :)

Answer:

D: chromosomes fail to separate properly during meiosis

Explanation:

The number of energy levels increases as you move down a group as the number of electrons increases

Explanation:

The determination of distance of separation between the two nuclei of likely atoms connected together called atomic radius. This in a group usually increases from top to bottom. With the increase in the atomic number in the group, the positive nuclear charge increases again. However, the amount of principle energy is also increasing.

High principle energy levels made up of orbits of higher size than low energy levels. The impact of this exceeds the increased nuclear charge, and thus the atomic radius gets increased when going down a group in the periodic tables.

Atomic radius gradually decreases from the side left to the right during the elemental period. This is because all electrons of the same size are added over time or in a family of elements.

Answer:

Literally, the Atomic radius of a chemical element is a term used to describe the size of an atom.

Atomic radius can be regarded as a measure of the size of its atoms. This is often characterized by the mean or typical distance of the chemical element from the center of the nucleus to the boundary of the surrounding shells of electrons.

In general, the size of an atom will decrease as you move from left to the right of a certain period

Periodic Trends of Atomic Radius. An atom gets larger as the number of electronic shells increase; therefore the radius of atoms increases as you go down a certain group in the periodic table of elements.

Answer:

the answer is b.

Explanation:

cause i took the test

North Pole and South Pole.

Answer: [tex]72.66 AU=1.089(10)^{10} km[/tex]

Explanation:

Let's begin by explaining that according to Kepler’s Third Law of Planetary motion “The square of the orbital period [tex]T[/tex] of a planet is proportional to the cube of the semi-major axis [tex]a[/tex] of its orbit”:

[tex]T^{2}\propto a^{3}[/tex] (1)  

Now, if [tex]T[/tex] is measured in years (Earth years), and [tex]a[/tex] is measured in astronomical units (equivalent to the distance between the Sun and the Earth: [tex]1AU=1.5(10)^{8}km[/tex]), equation (1) becomes:  

[tex]T^{2}=a^{3}[/tex] (2)  

So, knowing [tex]T=619.36 years[/tex] and isolating [tex]a[/tex] from (2) we have:  

[tex]a=\sqrt[3]{T^{2}}[/tex] (3)  

[tex]a=\sqrt[3]{(619.36 years)^{2}}[/tex] (4)  

Finally:

[tex]a=72.66 AU[/tex] T his is the distance between the dwarf planet and the Sun in astronomical units

Converting this to kilometers, we have:

[tex]a=72.66 AU \frac{1.5(10)^{8}km}{1 AU}=1.089(10)^{10} km[/tex]

The wavelength of the wave does not affect the speed of wave. Therefore, the given statement is false.

Wavelength can be described as the distance between identical points or adjacent crests in the adjacent cycles of a waveform propagated in space.

Wavelength can be defined as an inversely related to frequency, which denotes to the number of wave cycles per second. The higher the frequency of wave, the shorter will be its wavelength.

The change in amplitude of the sound wave does not affect its speed. The speed of sound affects by the properties of the medium through which it is traveling.

Changing the wavelength of the sound wave has no effect on the speed of sound. As the distance from the source will increase, the amplitude of the sound wave decreases. The speed of sound depends on the density or nature of the medium.

Therefore, the speed of sound wave can only be changed by changing the medium.

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Final answer:

The claim that increasing the wavelength changes the speed of a sound wave is false, as sound speed is determined by the medium and the relationship between frequency and wavelength, not by the wavelength alone.

Explanation:

The statement 'You can change the speed of a sound wave by increasing the wavelength' is false. The speed of sound (v) is determined by the medium through which it travels and is expressed by the formula v = fλ, where f is the frequency and λ is the wavelength.

Since frequency (f) is determined by the source and remains constant when sound moves from one medium to another, if the speed of the wave (v) changes due to changing medium, the wavelength (λ) must correspondingly adjust to maintain this relationship. Hence, the only way to change the speed of sound is by changing the medium, not by directly altering the wavelength.

the answer is attraction

Answer:The commonly used unit for the number of oscillations per second is the Hertz, so that this same pendulum is said to have a frequency of 2 Hertz, or 2 Hz. A third measure of oscillatory motion is the maximum distance of travel of the oscillator. This is called its amplitude.

Explanation:

The number of complete oscillations of a wave per second is known as frequency. It is measured in hertz (Hz). To calculate frequency, divide the number of cycles by the time they occur in, with the relationship between frequency and period (T) being inversely proportional.

The number of complete oscillations of a wave per second is referred to as the frequency of the wave. The unit of measurement for frequency is the hertz (Hz), where 1 Hz equals one cycle per second. The frequency (f) of a wave is calculated by dividing the number of complete wave cycles by the time duration (At) in which these cycles occur. If a mass attached to a spring completes 50 full cycles in 30 seconds, to find the frequency, one would divide 50 by 30, resulting in a frequency of approximately 1.67 Hz.

The relationship between frequency and the period (T) of a wave is inversely proportional, meaning as the period (the time it takes for one complete oscillation) increases, the frequency decreases, and vice versa. This relationship is mathematically represented as f = 1/T. Frequency offers a measure of how fast a wave oscillates in terms of the number of cycles per second, while the period represents the duration of one complete cycle.

Answer:

8m/s2

Explanation:

Force = m x a

a = force/mass

= 16/2

= 8m/s2

Answer:

4800N

Explanation:

F=GmM/r^2

F=infinite m

F=2F

=2(2400N)

=4800N

Answer:4800 N

Explanation: you just multiply

Final answer:

The field of physical science mainly combines the subjects of Physics and Chemistry, with significant interdisciplinary overlap where these subjects connect with others like Biology and Earth Science. Chemistry, serving as the 'central science,' bridges various areas within the physical and life sciences.

Explanation:

The field of physical science primarily combines the subjects of Physics and Chemistry. Physical science is a broad term that encompasses various sciences dealing with inanimate natural objects and the laws that govern them. It is distinct from the life sciences (like Biology), which concern living organisms. In the interdisciplinary nature of scientific study, there is significant overlap among various fields; Chemistry is often termed the "central science" due to its integral role in connecting physical, earth, and life sciences. Fields such as biochemistry combine principles of Biology and Chemistry, while geophysics might combine Geology with Physics.

Earth Science and Chemistry also have significant overlap, for example in geochemistry. However, when referring specifically to the major branches that make up physical sciences, Physics and Chemistry are the core focus. Additionally, mathematics plays a crucial role across all scientific disciplines, as it provides the language in which scientific laws and phenomena are expressed. This interconnected nature of sciences leads to the creation of various interdisciplinary fields, illustrating the difficulty in drawing distinct boundaries between each scientific discipline.

Answer:0.2m/s^2

Explanation: newton's first law of motion: F=ma. Fnet=applied force-frictional force. Therefore, Fnet=ma. Make "a" the subject of the formula which will result a=(Fappl-Frict)m.

Therefore a=(25-5)N/100kg

a= 20/100

a= 0.2m/s^2

A boat's motor exerts 25 N of force, while viscous friction exerts 5 N. The boat's acceleration is 0.2m/s² if it weighs 100 kg.

Therefore a = (25-5)N/100kg

a = 20/100

a = 0.2m/s²

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The moment of inertia of the barbell can be calculated by treating the weights as point masses using the formula I = 2mR², and the moment of inertia for the rod using the formula I = (1/12) × M × L². Add these together for the total moment of inertia.

The student’s question concerns the calculation of the moment of inertia of a weightlifter's barbell through an axis perpendicular to the rod at its center. Given that the barbell consists of two spherical weights, each with a mass of 50 kg and connected by a 0.96-m rod with a mass of 24 kg, we can use the formula I = 2mR² to find the moment of inertia assuming the masses can be treated as point masses.

The distance R from each weight to the center axis is half the length of the rod, which is 0.96 m / 2 = 0.48 m. Therefore, the moment of inertia for the two weights would be:

I₁ = 2 × 50 kg × (0.48 m)²

Separately, the moment of inertia for the rod can be calculated with the formula I = (1/12) × M × L², where M is the mass and L is the length of the rod. For the 0.96-m rod having a mass of 24 kg, the calculation would be:

I₂ = (1/12) × 24 kg × (0.96 m)²

To find the total moment of inertia for the entire barbell, we combine the moments of inertia of the weights (I₁) and the rod (I₂).

Answer: v= 5 m/s

Explanation: Solution:

KE= 1/2 mv²

Derive to find v.

v = √ 2KE / m

Substitute the values

v = √2x 625 J / 50 kg

= √ 1250 J / 50 kg

= √ 25 kg. m/s /kg

= 5 m/s

Unit for J can be expressed in kg.m/s so we cancel kg and the remaining unit is m/s.