What is the difference in timbre between the two flutes?

The resultant vector for A + B is 13.5, for B + A is 13.5, for C + D is 6.1 and for A + B + C + D is 13.55

When 2 vectors are at an angle with each other,

R² = A² + B² + 2ABcosθ

A = 10

B = 4

C = 5

D = 5

1 ) For A + B,

θ = 35°

R² = 10² + 4² + ( 2 * 10 * 4 * cos 35° )

R² = 100 + 16 + 65.6

R² = 181.6

R = 13.5

2 ) For B + A,

The resultant vector will be the same as A + B,

R = 13.5

3 ) For C + D,

θ = 105°

R² = 5² + 5² + ( 2 * 5 * 5 * cos 105° )

R² = 25 + 25 - 13

R² = 37

R = 6.1

4 ) For A + B + C + D,

Resolving A into its X and Y components,

A[tex]_{x}[/tex] = A cos 35°

A[tex]_{x}[/tex] = 10 * 0.82

A[tex]_{x}[/tex] = 8.2

A[tex]_{y}[/tex] = A sin 35°

A[tex]_{y}[/tex] = 10 * 0.57

A[tex]_{y}[/tex] = 5.7

Resolving C into its X and Y components,

C[tex]_{x}[/tex] = C cos 75°

C[tex]_{x}[/tex] = 5 * 0.26

C[tex]_{x}[/tex] = 1.3

C[tex]_{y}[/tex] = A sin 75°

C[tex]_{y}[/tex] = 5 * 0.97

C[tex]_{y}[/tex] = 4.85

X = A[tex]_{x}[/tex] + B + C[tex]_{x}[/tex] - D

X = 8.2 + 4 + 1.3 - 5

X = 8.5

Y = A[tex]_{y}[/tex] + C[tex]_{y}[/tex]

Y = 5.7 + 4.85

Y = 10.55

R² = X² + Y²

R² = 8.5² + 10.55²

R² = 72.25 + 111.3

R = √ 183.55

R = 13.55

Therefore, the resultant vector for,

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Answer: Each time you switch to a higher power, the depth of focus is reduced. Therefore a smaller part of the specimen is in focus at higher power. The amount of light transmitted to your eye is greatest at the low power.

Explanation:

The force Jake feels from Angela must be equal to the force he applied which is 20 N.

Newton's third law of motion states that for every action, there is an equal and opposite reaction. In other words, action and reaction are equal and opposite.

Mathematically, this law is written as;

Fa = Fb

where;

If Jake pushes Angela with 20 N of force, then Angle must react with equal and opposite force of 20 N.

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If you start driving north for 16 miles, turn right, and drive east for another 30 miles. At the end of driving, then your straight line distance from your starting would be displacement, therefore the correct answer is option C.

Displacement is a vector quantity. This indicates that it has both a direction and a magnitude and that it is visually represented as an arrow that points from the starting position to the ending position.

As given in the problem statement if you start driving north for 16 miles, turn right, and drive east for another 30 miles.

Displacement is the shortest straight line distance between the initial and the final point.

Thus, the correct answer is option C.

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3-6 seconds time interval is the object slowing down.

The correct option is C.

The time interval is the span of time among two specified times. To put it another way, it is the amount of time that has passed between the event's start and finish.

The time interval is the length of time that the aim uses to gather data and determine values. The critical overview can be one or more seconds, minutes, hours, days, weeks, or months. The period must be greater than zero and positive. When providing minutes, the amount of minutes must divide evenly by 60.

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The complete question is -

During which time interval is the object slowing down ?

a- 8-10 seconds

b- 6-8 seconds

c- 3-6 seconds

d- 0-3 seconds

A string of fifty 15 ohm Christmas tree lights are connected parallelly. When one of them burns , the rest stay lit. The total resistance is :

Total resistance = 3.266 ohm

A break in any one of the path does not interrupt the flow of current in the remaining paths. Sum of the reciprocals of individual resistance is equal to the the reciprocal of the total resistance .

If the two resistances connected in parallel are equal and of the same value, then the total resistance, RT is equal to half the value of one resistor.

A string of fifty 15 ohm Christmas tree lights are connected parallelly. One of them burns, the rest stay lit,

Total resistance in parallel = 1/R1 +1/R2+....

= 1/15 +1/15+...…. 1/15  (49 times as one burns )

= 1/15* 49

= 3.266 ohm.

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In asexual reproduction, the number of chromosomes is constant between the parent and the children, and because all of the offspring share a similar morphology, they are referred to as clones.

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Answer:Using models, such as electronic simulations, physical models, or drawings, students will learn that genes are located in the chromosomes of cells and each chromosome pair contains two variants of each gene. Students will need to make distinctions between chromosomes and genes and understand the connections between them. DNA will be introduced in high school. Students will learn that chromosomes are the genetic material that is found in the nucleus of the cell and that chromosomes are made up of genes. They will also learn that each gene chiefly controls the production of specific proteins, which in turn affect the traits of the individual.

Students should be given opportunities to use student-developed conceptual models to visualize how a mutation of genetic material could have positive, negative, or neutral impact on the expression of traits in organisms. Emphasis in this unit is on conceptual understanding that mutations of the genetic material may result in making different proteins; therefore, models and activities that focus on the expression of genetic traits, rather than on the molecular-level mechanisms for protein synthesis or specific types of mutations, are important for this unit of study. For example, models that assign genetic information to specific segments of model chromosomes could be used. Students could add, remove, or exchange genes located on the chromosomes and see that changing or altering a gene can result in a change in gene expression (proteins and therefore traits).

Students will continue this unit of study by describing two of the most common sources of genetic variation, sexual and asexual reproduction. Students will be able to show that in sexual reproduction, each parent contributes half of the genes acquired by offspring, whereas in asexual reproduction, a single parent contributes the genetic makeup of offspring. Using models such as Punnett squares, diagrams, and simulations, students will describe the cause-and-effect relationship between gene transmission from parents(s) to offspring and the resulting genetic variation. Using symbols to represent the two alleles of a gene, one acquired from each parent, students can use Punnett squares to model how sexual reproduction results in offspring that may or may not have a genetic makeup that is different from either parent. Students can observe the same mixing of genetic information using colored counters or electronic simulations. Using other models, students can show that asexual reproduction results in offspring with the same combination of genetic information as the parents.

Students can summarize the numerical data they collect during these activities as part of their description of why asexual reproduction results in offspring with identical genetic combinations and sexual reproduction results in offspring with genetic variations. As a culmination of this unit of study, students could make multimedia presentations to demonstrate their understanding of the key concepts. Students could participate in a short research project and cite the specific textual evidence used to support the analysis of any scientific information they gather. They could integrate quantitative or technical information as part of their presentation. For example, students can take data collected during investigations of genetic mutations and provide a narrative description of their results. They could use data collected during their investigation of sexual and asexual reproduction. They could also include diagrams, graphs, or tables to clarify their data.

• Cite specific textual evidence to support analysis of science and technical texts about structural changes to genes (mutations) located on chromosomes that may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

• Determine the meaning of symbols, key terms, and other domain-specific phrases as they are used to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

• Integrate quantitative or technical information about why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism that is expressed in words with a version of that information expressed visually in a flowchart, diagram, model, graph, or table.

• Include multimedia components and visual displays in presentations about structural changes to genes (mutations) located on

Explanation:

The weight of the truck that cause the ferry sinks an additional 3.8 cm is equal to the weight of the displaced water, that is 9120 N

According to the Archimedes Principle, the buoyant force is equal to the weight of the water displaced by the boat.

Using the formula:

F = ρ . g. V

Where:

F = buoyant force

ρ  = mass density of the fluid

g = acceleration due to gravity

V = volume of the displaced water

Assume that the mass density of water is 1000 kg/m³. Hence,

F = 1000 . 10. (4 x 6 x 0.038)  = 9120 N

The truck's weight is equal to the weight of displaced water, hence it is 9120 N

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Minimum force human must exert to so that 14 kg mass do not accelerate downward and hit on head is 98 N. Tension in the string is 140 N.

What is acceleration?

The rate at which an item changes its velocity is known as acceleration, a vector quantity. If an object's velocity is changing, it is acceleration.

Given in the question two masses each of mass 4 kg and 14 kg so net force due gravity on the masses is 98 N, because two mass is hanging one going up one down so resultant force is 98 N. So minimum force required so that 14 kg do not hit on head is 98 N.

Tension on the string is equal to 140 N    

Minimum force human must exert to so that 14 kg mass do not accelerate downward and hit on head is 98 N. Tension in the string is 140 N.

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Velocity is the speed as well as direction of motion of an object. In other words, one can say that the velocity is the rate of change of position of an object.

Velocity is the dimensional speed of a moving artifact as an inkling of its rate of change in position as observed from a specific frame of reference and measured by a specific time standard.

Speed is the rate at which an object moves along a path in time, whereas velocity is the rate and direction of movement. In other words, velocity is a vector, whereas speed is a scalar value.

The velocity of an object is its speed as well as its direction of motion. In other words, velocity is the rate at which an object's position changes.

Thus, this way, the velocity and position of object relates with each other.

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Given:

Height = 53 m

Given that the rock is dropped from the top of a bridge above the river, let's answer the following questions:

• (a). The acceleration of the rock as it falls.

Since the rock is in free fall, the acceleration of the rock as it falls will be the acceleration due to gravity.

a = 9.8 m/s²

Therefore, the acceleration of the rock as it falls is 9.8 m/s².

• (b). How long does it take to hit the water?

To find the time, apply the formula:

Where:

s = 53 m

t is the time

a is the acceleration

u is the initial velocity = 0 m/s

Let's solve for the time, t:

Therefore, the time is 3.29 seconds.

(c). If the rock is dropped horizontally instead, there will be no change in the vertical velocity.

The time will also not change.

The time will be 3.29 seconds

ANSWER:

(a). 9.8 m/s^2

(b). 3.29 seconds

(c). 3.29 seconds

Answer:

faster

Explanation:

With an increase in temperature, the particles gain kinetic energy and move faster. The actual average speed of the particles depends on their mass as well as the temperature – heavier particles move more slowly than lighter ones at the same temperature

educationvicgovau

1. The free body diagram is shown below:

2.

Given:

F1 = 20N

F2 = 15N

Unknowns:

θ: direction of the net force = ?

3.

In order to find the unknown angle θ, use the tangent function, as follow:

where opposite is F1 and adjacent is F2. To obtain θ it is necessary to apply inverse tangent.

5. Then, you have:

Hence, the direction is 53.13 degrees to the north of the west

Winds blow from 30° latitude in both hemispheres almost to the equator as trade winds. Option C.

This phenomenon is called the Coriolis effect and is the reason why trade winds blow westward in both the northern and southern hemispheres. Trade winds are found about 30 degrees north and south of the equator. Trade winds can be defined as winds blowing north from the northeast toward the equator.

From the southeast hemisphere or southern hemisphere. Also known as the tropical easterly wind it is known for its consistent strength and direction. The driving force of atmospheric circulation is the energy of the sun, which heats the atmosphere to varying degrees at the equator. All this motion is driven by sunlight which is absorbed and re-radiated by the Earth's surface and rotation.

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If silicon-28 becomes silicon-29, we know that it gained a neutron and not a proton because all isotopes have same atomic number but different atomic mass.

Number of protons = Atomic number

So, even though the isotopes of silicon differ, the atomic number is same for all the isotopes. So number of protons is neither gained nor lost in different isotopes of the same element.  

Atomic mass = Number of Protons + Number of Neutrons

Number of Neutrons = Atomic mass - Number of  Protons

Since the atomic mass differs for different isotopes, the number of neutrons varies in different isotopes.

Therefore, if silicon-28 becomes silicon-29, we know that it gained a neutron and not a proton because all isotopes have same atomic number but different atomic mass.

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The minimum velocity a salmon must have to jump off from an angle of 25.4° is 8.23m/s. The object follows a projectile motion (parabolic path).

The projectile motion is a form of motion which is experienced by an object or particle which is projected from the Earth's surface and moves along a curved path under the field of gravity.

Here, the body covers a parabolic path hence it is a projectile motion.

Initial velocity = V₀

Horizontal component of velocity:

V₀x = V₀ cosα

The horizontal velocity is constant,

so Vx = V₀x

Vertical component of velocity:

V₀y = V₀ sinα

The vertical component is linear with acceleration = g ≈ 9.8 m/s²

Vy = V₀y - gt = V₀ sinα - gt

Displacement of the object:

Horizontal displacement:

x = V₀ cosα.t

Vertical displacement:

y = V₀ sinα.t - gt²/2

y ≈ V₀ sinα.t - 4.9t²

x = V₀ cosα t = V₀ cos(25.4°) t = 2.2 m Salmon starts 2.2 m away from a waterfall

V₀ = 2 / [cos(25.4°) t ]

y = V₀ sinα.t - 4.9 t² = V₀ sin(25.4°) t - 4.9 t²

Replace V₀ by 2 / [cos(25.4°)t ]

y = sin(25.4°) × 2/[cos(25.4°)t ] × t - 4.9t² = 2 tan(25.4°) - 4.9t²

Use jump's height (y = 0.587m) and solve

0.587 = 2 tan(25.4°) - 4.9t²

t² = [2 tan(25.4°) - 0.587] / 4.9 = [0.95-0.587]/4.9 s²

t = √ (0.074s²) = 0.27 s

Use V₀ = 2 /[cos(25.4°) t ] to find V₀

V₀ = 2 / [cos(25.4°) (0.27) ] = 2/[0.90 × 0.27]

V₀ = 8.23 m/s

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The impulse in case 1 is equal to the impulse in case 2 and the average force in case 1 is greater than the average force in case 2 .

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The spring be stretched is 43.478.

Springs also have elastic limits. If you stretch the spring too much it will not return to its original position. Permanently deformed. Stretchable materials return to their original length when stretched or contracted. According to Hooke's Law, when a spring is stretched, the applied force is proportional to the stretch from its equilibrium length.

calculation:-

k=2.3 n/m

mass = 10 Kg

10m x 10g = 100N / 2.3

= 43.478.

To calculate the inner diameter D inner you must multiply the wire diameter by 2 and subtract the result from the outer diameter D outer. To calculate the outer diameter do the reverse procedure. Multiply the wire diameter by 2 and add the result to the inner diameter. To stretch the coil, the steel must be stretched beyond its yield point. This weakens the spring causing it to return to its original height and slowly decrease in height.

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When particles in one region of a fluid gain thermal energy, they spread out further, move faster, and experience more collisions. As a result, the particles have a lower density and rise through the fluid.

The boiling of liquid on a stove is an example of thermal energy. Thermal energy is produced when a product's molecules and atoms move more quickly due to a rise in temperature.

There are three methods that thermal energy can be transferred: conduction, convection, and radiation. Conduction is the process of thermal energy transmission between molecules that are close to one another and in touch.

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Answer: CO

I hope this helps

Answer:

co

Explanation:

The acceleration of the ball when it is moving up, at the highest point and when moving down is always constant and in downward direction.

When a ball is thrown upward, its acceleration is always constant.

When a ball is thrown, it is under the influence of gravity, the acceleration working on the ball is due to earth.

The acceleration given by the earth is called Acceleration due to gravity. When the ball is going upward. The acceleration is opposite to the motion of the ball. When the ball is moving downwards, the acceleration is in the direction of the motion of the ball.

When the ball is at highest point, the acceleration is still downwards.

Throughout the motion, the acceleration is constant in terms of direction as well as magnitude.

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Electromagnetic waves travel slower through denser material while sound waves travel faster.

Electromagnetic waves are forms of energy that travel through the universe. The light that we see every day is part of the electromagnetic spectrum. This visible part of the electromagnetic spectrum contains the colors in a rainbow.

The sound waves are invisible waves and need a medium to travel through in order for them to move from one place to another. Sound can travel through the air because of the presence of molecules in the air.

Sound can travel through anything made of molecules such as water. As space has no molecules to transmit the sound waves so there is no sound in space.

Unlike sound waves, electromagnetic waves do not need molecules to travel.  Electromagnetic waves can travel through the air, solid objects, and even space.

As the density of the medium increase, the propagation of sound waves increases while the speed of electromagnetic waves decreases in the denser medium.

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Centripetal force needed to keep  the 2 kg sack of flour (a) in a circle of radius 4 meters is 8 N and (b) in a circle of radius 8 meters is 4 N.

Centripetal force can be defined as a necessary force acting of a body moving in circular or curved path in the direction of inwards towards a fixed point. Due to having both magnitude and direction, it is a vector quantity. SI unit of centripetal force is Newton (N).

We know that.

centripetal force = [tex]\frac{mv^{2} }{r}[/tex]

Where,

m = mass of the moving object.

v = speed of the moving object.

r = radius of the circular path.

Given,

Mass of the sack of flour = m= 2 kg.

Speed of the moving object = v = 4 m/s.

Now for condition (a),

When, radius of the circular path = r = 4 meter.

Required centripetal force =  [tex]\frac{mv^{2} }{r}[/tex] = [tex]\frac{2*4*4}{4}[/tex] N = 8 N.

And, for condition (b),

When, radius of the circular path = r = 8 meter.

Required centripetal force =  [tex]\frac{mv^{2} }{r}[/tex] = [tex]\frac{2*4*4}{8}[/tex] N =  4 N.

So, required centripetal force for conditions (a) and (b) respectively 8N and 4 N.

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The final velocity of the man would be 2.11 m/s in the opposite direction of the motion.

Information provided,

Mass of the man [M] = 36 kg

Mass of the ball [m] = 0.548 kg

Speed of the ball [v] = 15.8 m/s

As of, the conservation of the momentum

MV + mv = 0

[36 × V] + [0.548 × 15.8] = 0

36V = -8.6584

V = -0.2405 m/s

The sign shows that the direction of the man is opposite to the direction of the ball.

After rebounded the direction of the ball would change

MV + m[-v] = [m+M] × [tex]V_{f}[/tex]

MV - mv = [m+M] × [tex]V_{f}[/tex]

[36 × -0.2405] - [0.548 × 15.8] = [36 + 0.548] × [tex]V_{f}[/tex]

-8.658 - 8.6584 = 36.548 × [tex]V_{f}[/tex]

-17.3164 = 36.548 × [tex]V_{f}[/tex]

[tex]V_{f}[/tex] = -2.1106 m/s

The final velocity of the man would be 2.11 m/s in the opposite direction of the motion.

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The particles in the ice cream as it freezes will come together.

Freezing is a phase change that occurs in liquid substances, where a liquid turns into a solid when its temperature is lowered below its freezing point.

When a liquid substance freezes, the particles of the substance comes together because the mean distance between the particles has been reduced due to decrease in temperature.

If we consider ice cream, when it freezes as a result decrease in temperature, it solidifies because the molecules are closer to each other.

Thus, when the temperature of an ice cream reduces, the ice cream will solidify.

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The force of friction acted to lift the car is 1500N.

The push or pull on a mass-containing item changes its velocity. An external force is an agent that has the power to alter the resting or moving condition of a body. It has a direction and a magnitude.

We are given that,

The mass of the car = m = 1500kg

The initial speed of the car = Vin = 20m/s

The final speed of the car  = Vf = 30m/s

The total time taken is = t = 10 second

Therefore , to calculate the force that acted on the car is by the equation i.e.

Force = (change in momentum)/(time)

net F = [m (Vf -Vin)]/t

net F = [1500kg(30m/s -20m/s)]/10sec

net F = 1500N

Since, the total force of friction to slow the car will be 1500N

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The Earth's rotation produces an outward centrifugal force that is greater at equatorial latitudes than at polar latitudes.

The rate at which an item changes its velocity is known as acceleration, a vector quantity. If an object's velocity is changing, it is acceleration.

The net acceleration that objects get as a result of the combined action of gravity and centrifugal force is known as the Earth's gravity, or g. It is a vector quantity whose strength or magnitude is determined by the norm and whose direction correlates with a plumb bob.

The Earth's rotation produces an outward centrifugal force that is greater at equatorial latitudes than at polar latitudes. This lowers the apparent downward acceleration of falling objects by somewhat counteracting the Earth's gravity, up to a maximum of 0.3% at the Equator.

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