1.
A stronger current means that more charge flows per second.
2.
a. The ammeter will read the same, 0.5 A.
b. The ammeter measures the flow of electric charge in a circuit, which is called the current. The amount of current in a circuit depends on the properties of the components in the circuit, not the position of the ammeter. Therefore, moving the ammeter to the other side of the lamp will not change the current flowing through the circuit, and the reading will remain the same.
1. An electrical current means that more electrons flows per second.
2. a. 0.5 A
b. Because current always stays the same in series
circuits.
In a continous Series, the average weight. of Some Students is 45kg and the Sum of their weight is 540kg. find the number of students
In a continuous series, some students have average weights of 45 kg, and the total of their weights is 540 kg. How many students are there? Ans: 12.
How do you find the average of a continuous series?The process is straightforward: you locate the midpoint from X, multiply the results by F, add them up to find summation fm, where m stands for the midpoint from X, and then divide the total by summation F.In continuous series, the observations are presented in several class intervals rather than by a single number, and the frequency corresponds to the number of data falling within that class interval.Finding a function's average value requires taking its integral across the interval and dividing it by the interval's length.Any value x at which a continuous probability distribution's probability density function reaches its locally maximum value is sometimes regarded as the distribution's mode.To learn more about average refer to:
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what are the electric potential and the magnitude of the electric field at the center of the square due to all four charges?
The electric potential at the center of the square due to all four charges is 0 volts.
The magnitude of the electric field at the center of the square due to all four charges is 2.83 E₀ N/C.
The complete question is in the attachment. The electric potential from a charge V = kQ/r
k = electrostatic constant = 9 × 10⁹ Nm²/C²q = charge (C)r = distance (m)V = the electric potential (V)The electric potential from four charges
V = V₁ + V₂ + V₃ + V₄
V₁ = V₂ = V₃ = V₄ = V₀The sign of charges is also a sign of electric potential.Q₁ = Q₂ = - QV = V₁ + V₂ + V₃ + V₄
V = - V₀ + (- V₀) + V₀ + V₀
V = 0 Volts
The magnitude of the electric field from a charge E = (k × Q) ÷ r²
E = The magnitude of electric fields (N/C)The direction of the electric field at a point from positive charges away from positive charges.The direction of the electric field at a point from negative charges to negative chargesAt P
Q₁ a negative charge.E₁₃ = E₁ + E₃ = E₀ + E₀ = 2E₀
E₂₄ = E₂ + E₄ = E₀ + E₀ = 2E₀
The angle between E₁₃ and E₂₄ = 90°
E² = E₁₃² + E₂₄² = (2E₀)² + (2E₀)² = 4E₀² + 4E₀² = 8E₀²
[tex]E \:=\: \sqrt{8E_0^2}[/tex]
E = 2√2 E₀
E = 2.83 E₀ N/C
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sam flies past earth at 0.75c. as he goes by, he fires a bullet forward at 0.75c. suzy, on the earth, measures the bullet's speed to be
The bullet's speed on the earth to be 0.96c, if sam flies past earth at 0.75c.
The speed of the sam with the frame of reference of earth, v = 0.75c
The speed of bullet with frame reference of of sam, u₁ = 0.75 c
Let the speed of the bullet with frame of reference of the earth, = u
The lorentz velocity transformation are,
u = (u₁+v)/(1 + (u₁v/c²))
u = (0.75c + 0.75c)/(1 + (0.75×0.75×c²/c²))
u = 1.5c/(1 + 0.5625)
u = 0.96c
Hence the speed of the bullet with respect to the frame of reference of earth is 0.96c.
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1. If a 5 tons beam is raised 6 meters, what is it's potential energy? If it is raised another 8 meters in 6 seconds, what is the work done?
If a 5 tons beam is raised 6 meters, then its potential energy is 294kJ and if it is raised another 8 meters in 6 seconds, the work done is 392kJ
Given the weight of beam(m) = 5tons
The height the beam raised (h) = 6m
We know that potential energy is equal to the weigh raised to a certain height such that PE = mgh where g is the gravitational acceleration.
We know that an object can store energy depending on its position. When a bow and arrow are employed, the kinetic energy of the arrow is provided by the energy accumulated when the bow is drawn.
PE = 5 x 1000 x 9.8 x 6 = 294000J = 294kJ (1 ton = 1000kg)
Hence the potential energy required is 294kJ
In the other case the height the beam raised = 8m
Time taken to raise = 6s.
But potential energy is irrelevant to time. So,
PE = 5000 x 9.8 x 8 = 392 KJ
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if you had siblings or parents that you would bring which would it be? brother or sister which or mom or dad which one would you want to be at an important event!! thank you very much
Answer:siblings
Explanation:
How does Coulomb's law relate to test charges?
You need the test charge so it doesn't affect the answer.
Coulomb's law is a fundamental principle in electrostatics that describes the interaction between charged objects. This relationship can be described mathematically as: F=k(q1q2)/d^2, where k is a constant of proportionality, q1 and q2 are the magnitudes of the charges, and d is the distance between the charges.
It states that the force between two point charges is proportional to the magnitude of each charge and inversely proportional to the square of the distance between them.
Test charges are used to determine the magnitude and direction of the force acting on a charged object. They are chosen to be small enough that their presence does not significantly alter the original charges, so that Coulomb's law can be accurately applied to the system. By carefully measuring the force acting on the test charges, the magnitude of the original charges can be determined. This is known as the method of test charges and is an important tool in understanding the behavior of charged objects and their interactions with each other.
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Within which interval of rating would you expect to find the largest number of shows?A. 5-10B. 10-15C. 15-20D. 20-25E. All are equal
The numerical sequence is an arithmetic series. The series (5a, 10B, 15c, and 20D) continues with 25e.
The series presented is 5a, 10B, 15c, and 20D.
A letter and a number make up each phrase.
It can be broken down into (5, 10, 15, 20, etc.) and ( a , B , c , D , . . .)
The numerical sequence is an arithmetic series.
The common difference (d) is 5 and the first term (a) is 5.
Its general formula is = a + (n-1)d.
Fifth term = a + is the subsequent step in the series (5-1)
d = 5 +(5-1) ×5 = 25 ⇒⇒ (1) (1)
The alphabetical order of the letters from a to z is the series of letters, but with the sequence is ( capital , small , capital , . . . .)
The letter after D in small case will therefore be the series' next entry.
which equals e. (2)
Using (1) and (2)
The series (5a, 10B, 15c, and 20D) continues with 25e.
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the x-component of the force on particle a when it is at x = 0.15 m is most nearly. (a) –20 n. (b) –2.0 n.(c) –1.0N(D) 2.0 N(E) 20 N
The X-component of the force on particle A when it is at X = 0.15 M is most nearly to 20N.
The term "components of the force" refers to these force-related elements. The x-component pushes right or left, while the y-component pushes up or down. These two components are referred to as pushing. The mathematical components behave on the coordinate axes like shadows of the force vector. The x-component extends from the vector's tail to the point where the reference line intersects the x-axis along the x-axis. The vector's y-component extends along the y-axis from the vector's tail to the point where the reference line intersects the y-axis. The horizontal and vertical forces that combine to create a force are represented by the components of a force. The elements of a vector are what I want to discuss. Components are two parallel vectors that add to the provided vector; therefore, let's begin with an illustration.
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Answer:
20 N (E)
Explanation:
We are given potential energy from the graph, so to find the x-component, we can determine the work. We also know that the slope of potential energy is work, so we can do:
Δ∪= -W
Δ∪= -FΔx
F= - du/dx
To find du/dx, we find the slope at x = 0.15 m
du/dx = (-3 - - 0)/(0.25-0.1) = -20 N
Now replace
F= - du/dx
F= - - 20
F = 20 N
Note that it is positive 20 N
I hope this helped :)
if all of the full moon passes through earth's umbra, we will see a(n): group of answer choices partial lunar eclipse. annular solar eclipse. total lunar eclipse. partial solar eclipse. penumbral lunar eclipse.
Answer:
"total lunar eclipse"
Earth's umbra means the shadow of the earth (total)
If the full moon passes thru this shadow then the result is a total lunar eclipse
consider relating this to heidegger's notion of bringing forth. does our dealing with science and technology bring forth to goodlife?
As per Heidegger's notion, the relationship between science, technology, and the good life is complex and multifaceted. While these advancements have brought forth many benefits, it is important to consider the potential consequences of our engagement with science and technology and to strive towards a balanced and responsible use of these tools.
Martin Heidegger's notion of "bringing forth" refers to the way in which human beings actively shape the world through their engagement with technology and the natural world. He argues that our relationship with technology and science can both reveal and conceal the nature of the world, and that this relationship can have significant implications for human life and well-being.
In considering the impact of science and technology on the good life, it is important to examine both the benefits and the potential negative consequences of these advancements. On the one hand, science and technology have undoubtedly brought forth many improvements in our standard of living, such as medical advancements, access to information, and increased efficiency and convenience in many aspects of life.
On the other hand, some have argued that our growing reliance on technology can lead to a loss of authenticity and meaningful engagement with the world. Additionally, there are concerns about the environmental impacts of science and technology, as well as the potential for technology to perpetuate inequalities and reinforce oppressive power structures.
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How long will it take for the plutonium to no longer exist?
It will take 8 years for the plutonium to no longer exists.
Plutonium is extremely uncommon. On Earth, there are only traces of it. Currently, NASA only has roughly 77 pounds of plutonium-238 available. Other radioactive isotopes can also be used as a heat source for an RTG, but plutonium-238 is a particularly effective one.
It decays more rapidly as it ages due to its half-life. Therefore, even when they are not consuming any of it, their supply is gradually running out. It will only take 8 years for NASA to run out of plutonium and the prospect of finding more in time for their next deep space mission is dim.
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if the distance to a star was suddenly cut in half, how many times brighter would the star appear?
If the distance to a star was suddenly cut in half, the star would appear 4 times brighter.
We know the expression between the intensity of star and the distance as, I ∝ 1/r²
where,
r is the distance
I is the intensity of light
Here, it is given that the distance is cut down by half, so, r becomes r/2.
Placing it in the above relation, we have, I ∝ 1/(r/2)²
⇒ I ∝ 4/r²
So, the relation says, the intensity becomes 4 times when the distance is reduced to half.
Thus, the star appears to be four times brighter.
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over 10 seconds, a train accelerates constantly from rest at a rate 3 m/s2. how far does the train travel during this time period.
Over 10 seconds, a train accelerates constantly from rest at a rate 3 m/s². The distance covered by the train is 150 m.
Let us assume that, the distance covered by the train is s.
It is given that,
Time of travel, t = 10s.
The acceleration of the train, a = 3 m/s².
The initial velocity of the train, u = 0.
It is known that, [tex]s=ut+\frac{1}{2}at^2[/tex].
[tex]\Rightarrow s=[(0)(10)+\frac{1}{2}(3)(10)^2]m\\\Rightarrow s=[0+\frac{1}{2}\times3\times100]m[/tex]
⇒ s = (1/2) × 300 m
⇒ s = 150 m
Hence, the distance covered by the train is 150 m.
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what step of the scientific method involves looking closely at the physical universe for the purpose of gathering knowledge? reading quiz h abeke 10th grade
The step of the scientific method that involves looking closely at the physical universe for the purpose of gathering knowledge is called observation.
Observation is an essential component of the scientific method and involves the collection of data through the use of the senses, instruments, or other methods. The goal of observation is to gather accurate and reliable information about the natural world, which can then be used to develop hypotheses, test theories, and ultimately deepen our understanding of the universe.
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Markus combines 500 mL water at 50 °C and 500 mL water at 30 °C.
Then he puts them on the stove. What temperature will they boil
at?
a. 50 °C
b.
40 °C
80 °C
C.
O
d. 100 °C
Convection occurs while an egg cooks in a pot on a stove.Stove → Pot = conduction, Pot → Egg = convection. 50 °C
Explain the Convection ?Radiation, conduction, and convection heat transfer are the three methods by which heat is transmitted from one medium to another.Heat is transported by the process of radiation by way of electromagnetic emissions.Conduction heat transfer is the method through which heat is transferred between two bodies that are in contact with one another.The type of heat transmission that occurs through gases is convection heat transfer.Conduction heat transmission occurs when the heat from the stove contacts the pot.The gas from the water facilitates convective heat transmission once the water has been heated.To learn more about Convection refer
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When braking hard in a straight line most of the weight of the vehicle will shift onto the: mark 1 answer a. front wheels b. right wheels c. left wheels
d. rear wheels
Braking hard in a straight line can be a tricky maneuver, but understanding the weight distribution of the vehicle is key. When braking hard in a straight line, most of the weight of the vehicle will shift onto the front wheels so option a is correct..
This is because the front of the car experiences more friction when braking, while the rear of the car remains relatively stationary. This shift of weight causes the car to decelerate more quickly, and also helps the car to stay balanced and remain in a straight line. The left and right wheels will experience an equal amount of weight during hard braking, as the weight is distributed evenly across the front of the car.
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can someone please help me with this
Speed is a scalar quantity with a dimension of length divided by time, whereas "velocity" is a vector quantity.
What is the difference between average speed and average velocity?
The rate of change of position in a body is measured by average speed and average velocity.The fundamental distinction between average speed and average velocity is that the former is determined by dividing the total distance travelled by a body by the amount of time required, whilst the latter is determined by the displacement divided by the amount of time required.Speed is the amount of distance an object travels in one unit of time. A scalar quantity, speed. This indicates that there is no clear direction. Speed is a term used to describe how quickly an object is moving, or more specifically, how quickly a distance is being traversed.The overall displacement of the object in a given direction over the course of one unit of time is known as its velocity.
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under what condition may an aircraft operate from a satellite airport within class c airspace?
In a Class C airspace area, it is illegal to take off or land an aircraft at a satellite airport unless you follow the FAA's arrival and departure traffic patterns.
After takeoff, the pilot must speak with the Class C tower as soon as is reasonably possible. As soon as practically possible after taking off, the pilot must establish and maintain two-way radio contacts with the ATC facility in charge of the Class C airspace area if taking off from a satellite airport without an operational control tower. Before entering Class C airspace, pilots are required to establish two-way radio communications. The pilot may enter Class C airspace if the controller replies to a radio call with "(a/c call sign) standby." This signals that radio communications have been established.
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why is the mass per repeating unit measured
The atomic masses of the atoms in the repeat unit are simply added together to form the repeat unit's molar mass, or MR. Just the product nMR makes up the chain's molecular mass.
Other than monodisperse polymers, chains of various lengths typically create a molar mass dispersion. A repeat unit, also known as a repeating unit (or mer) in polymer chemistry, is a component of a polymer whose repetition would result in the completion of the polymer chain (aside from the end-groups) by connecting the repeat units consecutively along the chain, much like beads on a necklace. A mer is another name for a repetition unit (or mer unit). This is where the definition of the word "polymer," which is "many mers," comes from.
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What is the acceleration of a 8 kg mass that is
pushed with a force of 24 N?
OPTIONS:
A)192 m/s²
B)192 kg
C)3 m/s²
D)0.33 kg
The acceleration of a 8kg mass that is pushed with a force of 24 N is 3m/s² (option C).
How to calculate acceleration?Acceleration of a body refers to the amount by which a speed or velocity increases (and so a scalar quantity or a vector quantity).
Acceleration of a body can be calculated using the following expression:
Force = mass × acceleration
According to this question, a 8kg mass is pushed with a force of 24 N. The acceleration is calculated thus;
acceleration = 24N ÷ 8kg = 3m/s²
Therefore, 3m/s² is the acceleration of the body.
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The acceleration of the object with 24 N force ana a mass of 8 kg is 3 m/s².
option C.
What is the acceleration of the object?The acceleration of the object is determined by applying Newton's second law of motion as shown below.
F = ma
where;
m is the mass of the objecta is the acceleration of the objectThe acceleration of the object with 24 N force ana a mass of 8 kg is calculated as follows;
a = F / m
a = ( 24 N ) / ( 8 kg )
a = 3 m/s²
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4. An astronaut at rest in space with mass 84 kg fires a thruster that expels 35 g of hot gas at 875 m/s. What is the velocity of the astronaut after firing the thruster?
Answer:
The impulse (change in momentum) experienced by the astronaut is given by the product of the force applied and the time over which it is applied. The force applied is given by the rate at which mass is expelled multiplied by the velocity at which it is expelled, which is (35 g * 875 m/s) = 30.625 N.
The impulse experienced by the astronaut is equal to the change in momentum, which is given by the initial mass multiplied by the final velocity, so we can set up the following equation:
m_initial * v_initial = m_final * v_final
where m_initial = 84 kg (mass of astronaut) and m_final = 84 kg (mass of astronaut + 35 g of hot gas).
Solving for v_final, we get:
v_final = m_initial * v_initial / m_final
= 84 kg * 0 m/s / 84 kg
= 0 m/s
So the astronaut's velocity does not change after the thruster is fired because the velocity of the expelled gas is in the opposite direction to the astronaut's motion, they are canceling out.
Two forces that are F1 =15N (east) and F2 = 7N (west) act on a body in a frictionless floor. The displacement of the body is 6 m, what is the work done by forces on the body?
how would you compare the deflections of the compass needle in 2 cases what inference can you make based on the observation?
The comparison of deflections in two cases can provide valuable information about the nature and intensity of the magnetic field, which can be used to identify magnetic sources and their characteristics.
The deflection of a compass needle refers to the angle between the direction of the magnetic field and the plane of the compass. The comparison of deflections in two cases can provide valuable insights into the nature and intensity of the magnetic field.
In case 1, if the deflection of the compass needle is small, it indicates that the magnetic field is weak or the field lines are aligned in a direction that is perpendicular to the plane of the compass. In contrast, if the deflection in case 2 is larger, it suggests that the magnetic field is stronger or the field lines are oriented in a direction that is more parallel to the plane of the compass.
Based on this observation, one can make inferences about the presence and characteristics of magnetic sources in the vicinity of the compass. For example, the presence of a large magnetic object like an electromagnet or an iron bar can cause a large deflection in the compass needle, indicating the strong magnetic field. On the other hand, if the deflection is small, it could indicate that the magnetic sources are weak or far away.
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Particles q1 = -1.21 uC, q2 = -55.0 HC, and
93 = +148 uC are in a line. Particles q1 and q2 are
separated by 0.447 m and particles q2 and q3 are
separated by 0.447 m. What is the net force on
particle q3?
The electrostatic force on Q3 by Q1 is -1.99 N and the force from Q2 is -36.2 × 10⁹ N.. Then the net electric force acting on A is 5.8 × 10⁻⁵ N.
What is Coulomb's law ?According to Coulomb's law of force, the electrostatic force between two charges separated by a distance of r is given as follows:
Fc = Ke q1 q2 /r²
where Ke = 8.9 × 10⁹ Nm²/C²
Given the charge of Q1 = -1.21 ×10⁻⁶ C
charge of Q3 = 148 ×10⁻⁶ C
distance r = 0.447 + 0.447 =0.894 m
then Fc = 8.9 × 10⁹ Nm²/C² (-1.21 ×10⁻⁶ C ) (148 ×10⁻⁶C)/(0. 894 m)² = -1.99 N
Similarly, the force on A by the charge C is calculated as follows:
distance to C = 0.447 m
charge of Q2 = -55 H C = -5500 C
Then Fc = 8.9 × 10⁹ Nm²/C² (-5500 C ) (148 ×10⁻⁶C)/(0.447 m)² = - 36.2 × 10⁹ N
The net electric force acting on Q3 = - 36.2× 10⁹ N + -1.99 N = -38.9 × 10⁹ N.
Therefore, the net electric force acting on Q3 is -38.9 × 10⁹ N.
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A race car accelerates uniformly from 18.5 ms-1 to 46.1 ms-1 in 2.47 seconds. Determine the acceleration of the car.
The picture shows two teenagers riding identical skateboards.
The skateboards are moving at the same speed and the teenagers have the same mass.Explain why the teenagers don’t have the same momentum
The teenagers do not have the same momentum because momentum is a vector quantity, meaning it has both a magnitude and a direction. While the skateboards are moving at the same speed, they could be moving in different directions,
which would result in different momentum values. Additionally, the teenagers themselves could be moving at different speeds in relation to the skateboards, which would also affect their momentum. Even though the teenagers have the same mass, their momentum will be different based on their velocity or direction of motion.
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If the eastward component of vector is equal to the westward component of vector and their northward components are equal. Which one of the following statements about these two vectors is correct?1) Vector is parallel to vector2) Vectors and point in opposite directions3) Vector is perpendicular to vector4) The magnitude of vector is equal to the magnitude of vector .5) The magnitude of vector is twice the magnitude of vector .
The magnitude of vector A must be equal to the magnitude of vector B
When two vectors are equivalent, what happens?Vector equals vector b. For two vectors to be equal, their magnitudes and directions must be the same. A vector’s components can never have a magnitude bigger than the vector itself. This is demonstrated by Pythagorean’s Thereom. There is a possibility that a component of a vector has the same magnitude as the vector itself. E.g. A=2x + 0y.
According to the parallelogram rule, if two vectors are placed such that they have the same beginning point and then completed into a parallelogram, the total of the vectors is the directed diagonal that starts at the same position as the vectors.
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phase of matter that consists of charged particles
The plasma state of matter is made up of electrically charged particles of gaseous matter.
What is the state of the matter?In physics, the term "state of matter" refers to one of the various states in which matter can exist. The solid, liquid, gas, and plasma states of matter can all be observed in daily life.
A gas of ionised atoms that conducts electricity and has almost equal amounts of positively and negatively charged particles is referred to as plasma in physics. That is a common name for the fourth state of matter, which is distinct from the solid, liquid, and gaseous states.
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Complete Question"
What state of matter consists of electrically charged particles ?
A police siren emits a sound wave of frequency 440 Hz. The speed of sound is 330 m/s. If police jeep moving with speed 20 m/s is following a heavy truck moving with 10 m/s, then frequency of echo from truck heard by a policeman inside the jeep is nearly A.440 HzB.467 HzC.450 HzD.480 Hz
The frequency of the echo from the truck heard by the policeman inside the jeep would be approximately 450 Hz,.
The frequency of the echo heard by the policeman inside the jeep would be different from the frequency of the sound wave emitted by the police siren due to the Doppler effect. The Doppler effect states that the frequency of a wave changes if the source or the observer is in motion relative to the medium through which the wave is traveling.
In this case, the speed of the truck relative to the air is 10 m/s and the speed of the jeep relative to the truck is 20 m/s, so the relative speed of the truck with respect to the air is 10 - 20 = -10 m/s.
The frequency of the echo from the truck heard by the policeman inside the jeep would be given by the following formula:
f = f0 * (v + vr) / (v + vs)
where f0 is the frequency of the sound wave emitted by the police siren, v is the speed of sound, vr is the relative speed of the truck with respect to the air, and vs is the speed of the jeep with respect to the air.
Plugging in the values, we get:
f = 440 Hz * (330 m/s - 10 m/s) / (330 m/s - 20 m/s)
f = 440 Hz * 320 m/s / 310 m/s
f = 440 Hz * 1.03226
f = 453.7 Hz
Therefore, the frequency of the echo from the truck heard by the policeman inside the jeep would be approximately 453.7 Hz, which is closest to option C (450 Hz).
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Compare the different preure that reult a you add air to a balloon
and a you add air to a teel tank
When you add air to a balloon, the pressure inside the balloon increases, causing it to expand.
This is because the air pressure outside the balloon is greater than the air pressure inside the balloon. On the other hand, when you add air to a steel tank, the pressure inside increases as well, but the steel tank is able to withstand much higher pressure than a balloon, so the pressure inside the steel tank will not increase as quickly.
When air is added to a balloon, the air pressure inside the balloon increases and causes the balloon to expand. This is because the air pressure outside the balloon is greater than the air pressure inside the balloon, so the pressure inside the balloon increases faster than the pressure inside the steel tank.
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