Answer:
D. it is vector
Explanation:
Well it have both direction and magnitude
It's direction is same as the direction of velocity
A car moving with an initial velocity of 25 m/s north has a constant acceleration of 5.5 m/s2 south. After 10 seconds its velocity will be
Answer:
80 m/s
Explanation:
v = v₀ + at
v = 25 m/s + (5.5 m/s²)(10 s) = 80 m/s
According to dalton's law of partial pressures, the pressure of oxygen in dry air would be.
The pressure of oxygen in dry air at standard atmospheric pressure is approximately 22.3 kilopascals.
What is Dalton's law of partial pressure?The overall pressure of a gas mixture is equal to the sum of the partial pressures of each gas in the mixture, according to Dalton's law of partial pressures.
With a few other gases present in trace levels, nitrogen and oxygen make up roughly 78% and 21% of the atmosphere, respectively, in dry air.
As a result, using Dalton's law, the pressure of oxygen in dry air can be computed as follows:
Total pressure of dry air equals the pressure of nitrogen, oxygen, and any additional gases.
Total pressure of dry air = pressure of nitrogen + pressure of oxygen
Pressure of oxygen = Total pressure of dry air - pressure of nitrogen
= 101.3 kPa - 79 kPa
= 22.3 kPa
Thus, this is the pressure of oxygen in dry air.
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A blue marble of mass 0.350 kg traveling at 2.60 m/s to the left collides with a red marble of mass 0.350 kg that is initially at rest. After the collision, the blue marble is at rest. What is the new velocity of the red marble that is now moving in the same direction?
A.2.60 m/s to the left
B.0.350 m/s to the right
C.5.20 m/s to the left
D.0.91 m/s to the left
Answer:
[tex]2.60\; {\rm m\cdot s^{-1}}[/tex] to the left.
Explanation:
When an object of mass [tex]m[/tex] travels at a velocity of [tex]v[/tex], the momentum of that object would be [tex]p = m\, v[/tex]. Note that since velocity is a vector quantity (has a direction) while mass is a scalar, the direction of momentum would be the same as that of velocity.
Before the collision:
Momentum of the blue marble: [tex](0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}})[/tex] to the left.Momentum of the red marble would be [tex]0\; {\rm kg\cdot m\cdot s^{-1}}[/tex] since velocity was [tex]0\; {\rm m\cdot s^{-1}}[/tex].Immediately after the collision:
Momentum of the blue marble would be [tex]0\; {\rm kg\cdot m\cdot s^{-1}}[/tex].The momentum of the red marble needs to be found.Momentum is conserved immediately before and after the collision. In other words, the total momentum immediately after the collision would be the same as that immediately before the collision.
In this example, total momentum was [tex](0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}})[/tex] to the left immediately before the collision. Hence, the total momentum immediately after the collision would also be [tex](0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}})\![/tex] to the left.
Subtract the momentum of the blue marble ([tex]0\; {\rm kg\cdot m\cdot s^{-1}}[/tex]) from the total momentum to find the momentum of the red marble:
[tex]\begin{aligned}& (0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}}) - 0\; {\rm kg\cdot m\cdot s^{-1}} \\ =\; & (0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}}) && (\text{to the left}) \end{aligned}[/tex].
Divide momentum by mass to find velocity:
[tex]\begin{aligned} v &= \frac{p}{m} \\ &= \frac{(0.350\; {\rm kg})\, (2.60\; {\rm m\cdot s^{-1}}) }{0.350\; {\rm kg}}&& \genfrac{}{}{0em}{}{(\text{to the left})}{} \\ &= 2.60\; {\rm m\cdot s^{-1}} && (\text{to the left})\end{aligned}[/tex].
Therefore, the velocity of the red marble would be [tex]2.60\; {\rm m\cdot s^{-1}}[/tex] to the left immediately after the collision.
Which factors affect the gravitational force between two objects?
distance and velocity
O mass and distance
mass and weight
O acceleration and weight
Answer:
mass and distance
Explanation:
I could explain it but I don't know how to word it xd
Answer:
My best guess is:
B) mass and distance
This is because gravity is affected by the size of objects and the distance between objects.
Explanation:
Hope it helps! =D
Why was it difficult for american ground forces to clear areas of guerrillas in north vietnam? select two answers. The guerrillas hid themselves from american forces. The north vietnamese guerrillas were more capable fighters. The north vietnamese guerrillas had superior weapons. The guerrillas fled while the ground forces were in their area.
American ground forces did not conduct operations in North Vietnam during the Vietnam War. The US military mainly operated in South Vietnam, where they faced the Viet Cong, a guerrilla force that was supported by the North Vietnamese Army.
The guerrillas hid themselves from American forces: The Viet Cong employed guerrilla tactics such as hit-and-run attacks, ambushes, and blending in with the local population, which made it difficult for American forces to locate and engage them. They also built an extensive network of tunnels and underground bases, which allowed them to evade detection and launch surprise attacks.
The Viet Cong were more capable fighters: The Viet Cong were highly motivated and dedicated fighters who were willing to endure extreme hardship to achieve their objectives. They were also intimately familiar with the terrain, which gave them an advantage over the American forces, who were fighting in an unfamiliar environment. Additionally, the Viet Cong had the support of the local population, which allowed them to blend in and gather intelligence.
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When Marcus goes to play golf, he steps up to his ball and swings the club without thinking at all about his technique. Due to years of practice and repetition Marcus has most likely begun to use __________ processes when swinging his golf club.
Due to years of practice and repetition, Marcus has most likely begun to use unconscious processes when swinging his golf club.
What are unconscious processes?The unconscious is the process that proceeds outside the person's awareness and plays a major role in directing thoughts, feelings, behavior, and mental illness.
When Marcus goes to play golf, he steps up to his ball and swings the club without thinking at all about his technique, so the signs about the unconscious process.
Therefore, Marcus has most likely begun to use unconscious processes when swinging his golf club.
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Learning Goal:
To understand the role of the internal resistance of various devices and the use of the ammeter and the voltmeter.
Consider the circuit shown.(Figure 1) All wires are considered ideal; that is, they have zero resistance. We will assume for now that all other elements of the circuit are ideal, too: The value of resistance R is a constant, the internal resistances of the battery (r) and the ammeter (RA) are zero, and the internal resistance of the voltmeter (RV) is infinitely large.
The internal resistance of devices like batteries, ammeters, and voltmeters can affect the overall current and voltage in a circuit.
To accurately measure these values, it's important to take into account the internal resistance of these devices and to use them correctly in the circuit. It's important to note that the internal resistance of devices can affect the overall performance of a circuit.
For example, the internal resistance of a battery can affect the voltage available to the circuit and the internal resistance of a speaker can affect its efficiency. Therefore, it's important to take into account the internal resistance of devices when designing and analyzing circuits.
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Compared to the audible range for the average human ear, infrasonic waves have a
A. Lower frequency & longer wavelength
B. Higher frequency & shorter wavelength
C. Lower frequency & shorter wavelength
D. Higher frequency & longer wavelength
The Lower frequency & longer wavelength is the correct option (a).
What is frequency ?
The frequency is expressed in Hertz. A sound wave's frequency is determined by how many vibrations it produces ( f ). Another way to think of frequency is as the quantity of waves that pass a specific spot in a second.
What is wavelength ?
The distance between identical points (adjacent crests) in adjacent cycles determines how far a waveform signal has travelled in space or over a wire. In wireless systems, this length is often expressed in metres (m), centimetres (cm), or millimetres (mm).
Therefore, The Lower frequency & longer wavelength is the correct option (a).
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1) How do we calculate a metal density’s “fractional error” (write the formula)?
2) What is “Zero reading” or “Zero error” and how to find it for “Micrometer caliper”?
3) What is “fractional error” for the following formula?
Z= 2/3 X2Y3 , X= 7m , Y= 4m, σx=0.2m , σy=0.1m
σZ=?
Answer:
no zero error
Explanation:
What is the mass of a car possessing 15,000 kg*m/s of momentum going a speed of 35 m/s?
A.525000 kg
B.428.6 kg
C.14965 kg
D.0.0023 kg
Answer: B is correct
Explanation: The mass of the car can be calculated using the equation: mass = momentum / velocity Therefore, the mass of the car is: mass = 15,000 kg*m/s / 35 m/s mass = 428.6 kg
If two bowling balls were to collide head on stick to one another, with some loss in kinetic energy, the collision would be considered a(n) ___________ collision.*
A. Cushy
B.Perfectly Inelastic
C.Reversable
D.Elastic
Answer: D
Explanation:An inelastic collision is one in which objects stick together after impact, and kinetic energy is not conserved. This lack of conservation means that the forces between colliding objects may convert kinetic energy to other forms of energy, such as potential energy or thermal energy.
Nan is upset because she has not lost enough weight to buy the new swimsuit that she had wanted, so she imagines herself on the beach having fun with her friends in her current swimsuit. Nan is using mental images to
Group of answer choices
When the accompanying stimuli are not present, we can alter and reactivate internal representations through mental imagery. This procedure results in the phenomenon known as "seeing with the mind's eye" when it comes to visual mental images. Thus, option B is correct.
What is the use of mental images?Mental imagery is mostly used to simulate potential future events and "relive" previous experiences. According to this viewpoint, imagery ought to be investigated in a variety of cognitive tasks as well as on its own.
Although it is widely used to enhance physical performance, mental imagery can also benefit tasks that need both cognitive and emotional functioning, such as managing emotions and stress or public speaking.
Therefore, change her feelings. Studies have demonstrated that imaging can promote relaxation in the body and mind. Manage depression, stress, and anxiety are other benefits. Help lessen the agony
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The given question is incomplete. The complete question is given below:
Nan is upset because she has not lost enough weight to buy the new swimsuit that she had wanted, so she imagines herself on the beach having fun with her friends in her current swimsuit. Nan is using mental images to
a.
Prepare for some action.
b.
Change her feelings.
c.
Make a decision.
d.
Aid memory.
What is electric resistance? Describe differet factors which affect electr resistance.
Answer:
That is, electrical resistance–is a force that counteracts the flow of current. In this way, it serves as an indicator of how difficult it is for current to flow. Resistance values are expressed in ohms (Ω). Or electrical Resistance is a measure of the opposition to current flow in an electrical circuit. Resistance is measured in ohms, symbolized by the Greek letter omega (Ω). Ohms are named after Georg Simon Ohm (1784-1854), a German physicist who studied the relationship between voltage, current and resistance.
There are four factors that affect the resistance of a wire ( electrical resistant metal ) :
Resistance is proportional to length. If you take a wire of different lengths and give each a particular potential difference across its ends. The longer the wire the less volts each centimeter of it will get. This means that the 'electric slope' that makes the electrons move gets less steep as the wire gets longer, and the average drift velocity of electrons decreases. The correct term for this 'electric slope' is the potential gradient. A smaller potential gradient (less volts per metre) means current decreases with increased length and resistance increases.
Resistance is inversely proportional to cross-sectional-area. The bigger the cross sectional area of the wire the greater the number of electrons that experience the 'electric slope' from the potential difference. As the length of the wire does not change each cm still gets the same number of volts across it - the potential gradient does not change and so the average drift velocity of individual electrons does not change. Although they do not move any faster there are more of them moving so the total charge movement in a given time is greater and current flow increases. This means resistance decreases. This does not give rise to a straight line graph as cross sectional area is inversely proportional to resistance not directly proportional to it
Resistance depends on the material the wire is made of. The more tightly an atom holds on to its outermost electrons the harder it will be to make a current flow. The electronic configuration of an atom determines how willing the atom will be to allow an electron to leave and wander through the lattice. If a shell is almost full the atom is reluctant to let its electrons wander and the material it is in is an insulator. If the outermost shell (or sub-shell with transition metals) is less than half full then the atom is willing to let those electrons wander and the material is a conductor.
Resistance increases with the temperature of the wire. The hotter wire has a larger resistance because of increased vibration of the atomic lattice. When a material gets hotter the atoms in the lattice vibrate more. This makes it difficult for the electrons to move without interaction with an atom and increases resistance. The relationship between resistance and temperature is not a simple one.
Have a wonderful day! :-)
One pipe can fill a tank in 3 hours, and another pipe can fill the tank in 6 hours. How long will it take to fill the tank if both pipes are used at the same time?
It will take both pipes working together 2 hours to fill the tank. As in general, when two pipes or machines are working together to complete a task, their combined rate is the sum of their individual rates.
Let's assume that the tank has a volume of 1 unit (you can use any unit you prefer).
The first pipe can fill the tank in 3 hours, which means it can fill 1/3 of the tank in one hour. Similarly, the second pipe can fill the tank in 6 hours, which means it can fill 1/6 of the tank in one hour.
If both pipes are used at the same time, the rate at which they fill the tank is the sum of their individual rates. So, the combined rate at which they fill the tank is:
1/3 + 1/6 = 2/6 + 1/6 = 3/6 = 1/2
This means that both pipes together can fill half of the tank in one hour. To fill the entire tank, we need to multiply this rate by the time it takes to fill the tank, which we'll call "t":
1/2 * t = 1
Solving for "t", we get:
t = 2 hours
Therefore, it will take both pipes working together 2 hours to fill the tank.
This same concept can be applied to many different types of problems involving pipes, machines, or workers working together to complete a task. The key is to find the individual rates of each pipe or machine and add them together to get the combined rate. Then, you can use the combined rate to find the time it takes to complete the task.
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ivy has a mixture of salt and sand. she decided to separate the two substances by pouring the mixture into a jar of water. how could ivy speed up the separation of the two substances?
Ivy has a mixture of salt and sand, and she wants to separate the two substances by pouring the mixture into a jar of water so she can speed up the separation of salt and sand by stirring the mixture to increase the surface area of the particles, and then salt will dissolve in water with sand left behind or by using the filtration this can be done.
What is the process to separate solutes from mixtures?There are numerous methods for separating the solutes, such as stirring the mixture to increase the surface area of the particles, allowing the mixture to settle, or using the filter to separate salt and sand from the solution before salt dissolving in water.
Hence, Ivy has a mixture of salt and sand, and she wants to separate the two substances by pouring the mixture into a jar of water so she can speed up the separation of salt and sand by stirring the mixture to increase the surface area of the particles, and then salt will dissolve in water with sand left behind or by using the filtration this can be done.
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What things would be difficult or impossible if you were born deaf? One teacher of the deaf said that being deaf is analogous to being in a soundproof booth while a person outside is trying to teach you Japanese. Actually, she said, you (as a hearing person) have the easier job because you know what you are expected to do, and you can hear yourself speaking. The deaf child does not and cannot.
Answer:
you would have difficulty hearing on a daily basis, as mentioned in the example, but you would also have trouble getting jobs, you would have fewer educational opportunities, and also a lack of awareness of your everyday surroundings.
Explanation:
A truck moving across an ice road is spreading sand across the ice. The truck can be considered a closed, isolated system. Which of the following is true? *
a. The mass of the truck decreases with no change in the velocity of the truck b.The mass of the truck decreases while the velocity of the truck increases. C.The mass of the truck decreases while the velocity of the truck decreases. D. The mass of the truck remains the same while the velocity of the truck remains the same.
When a truck moving across an ice road is spreading sand across the ice in a closed system. The truth statement include
D. The mass of the truck remains the same while the velocity of the truck remains the same.What is a closed system?A closed, isolated system means that no matter is entering or leaving the system, and no external forces are acting upon it.
Therefore, the mass of the truck remains the same, and if there are no external forces acting upon the truck, its velocity would remain unchanged. Spreading sand on the ice would not affect the mass or velocity of the truck itself.
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Students are conducting an experiment. One student has kept 3 books and another student 6 books. They are using a ramp with same size and dimensions. They are measuring the distance travelled by the car. What they are trying to find out? Will you be able to predict the outcome and give conclusion for that experiment?
A student conducts an experiment to find the speed of a toy car that has been released from various heights on a ramp as it reaches the bottom of the ramp.
What are the outcomes of the experiment?The student may need to obtain more height measurements in order to confirm the accuracy of his experiment and thereby enhance it. By averaging all the heights, it is now possible to determine the height's accuracy.
The results show the speed of a toy car from different heights measurements and can be improved by doing different trials.
Therefore, students try to find out the speed of a toy car from different heights.
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Which is matched correctly with its unit of measure?
luminous flux - lumens
illuminance - malus
illuminance - lumens
luminous flux - lux
Correctly matched with its unit of measure is : luminous flux - lumens
What is luminous flux?Luminous flux is also called luminous power. It is is the measure of perceived power of light and it differs from the measure of total power of light emitted, called 'radiant flux'.
In photometry, measure of the perceived power of light is known as luminous flux . It differs from radiant flux, measure of the total power of electromagnetic radiation, in that luminous flux is adjusted to reflect varying sensitivity of human eye to different wavelengths of light.
Lumen is the standard unit of luminous flux and luminous flux is the measure of perceived power of light by human eye and we measure luminous flux in lumens.
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Using the internet to help answer this question...Does a Komodo Dragon reproduce sexually or asexually
Komodo's dragons reproduce through both sexual reproduction and a form of asexual reproduction called parthenogenesis.
What is parthenogenesis?A zygote lacking gametes forms during parthenogenesis. Invertebrates and lower plants frequently exhibit it.
As it turns out, the Komodo dragon is capable of both sexual and asexual reproduction, depending on the circumstances. The majority of zoos keep female dragons alone and apart from the males.
Therefore, both sexual reproduction and parthenogenesis, a type of asexual reproduction, are used by Komodo dragons to breed.
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how to solve velocity ratio
Magnets and electric charges show certain similarities. For example, both magnets and electric charges can exert a force on their surroundings. This force, when produced by a magnet, is called a magnetic field. When it is produced by an electric charge, the force is called an electric field. It has been observed that the strength of both magnetic fields and electric fields is inversely proportional to the square of the distance between a magnet or an electric charge and the objects that they affect. Below, three scientists debate the relationship between electricity and magnetism.
Scientist 1:
Electricity and magnetism are two different phenomena. Materials such as iron, cobalt, and nickel contain magnetic domains: tiny regions of magnetism, each with two poles. Normally, the domains have a random orientation and are not aligned, so the magnetism of some domains cancels out that of other domains; however, in magnets, domains line up in the same direction, creating the two poles of the magnet and causing magnetic behavior.
In contrast, electricity is a moving electric charge which is caused by the flow of electrons through a material. Electrons flow through a material from a region of higher potential (more negative charge) to a region of lower potential (more positive charge). We can measure this flow of electrons as current, which refers to the amount of charge transferred over a period of time.
Scientist 2:
Electricity and magnetism are similar phenomena; however, one cannot be reduced to the other. Electricity involves two types of charges: positive and negative charge. Though electricity can occur in a moving form (in the form of current, or an electric charge moving through a wire), it can also occur in a static form. Static electricity involves no moving charge. Instead, objects can have a net excess of positive charge or a net excess of negative charge—because of having lost or gained electrons, respectively. When two static positive electric charges or two static negative electric charges are brought close together, they repel each other. However, when a positive and a negative static charge are brought together, they attract each other.
Similarly, all magnets have two poles. Magnetic poles that are alike repel each other, while dissimilar magnetic poles attract each other. Magnets and static electric charges are alike in that they both show attraction and repulsion in similar circumstances. However, while isolated static electric charges occur in nature, there are no single, isolated magnetic poles. All magnets have two poles, which cannot be dissociated from each other.
Scientist 3:
Electricity and magnetism are two aspects of the same phenomenon. A moving flow of electrons creates a magnetic field around it. Thus, wherever an electric current exists, a magnetic field will also exist. The magnetic field created by an electric current is perpendicular to the electric current's direction of flow.
Additionally, a magnetic field can induce an electric current. This can happen when a wire is moved across a magnetic field, or when a magnetic field is moved near a conductive wire. Because magnetic fields can produce electric fields and electric fields can produce magnetic fields, we can understand electricity and magnetism as parts of one phenomenon: electromagnetism.
In an experiment, an iron bar that showed no magnetism was heated and allowed to cool while aligned North-South with the Earth's magnetic field. After it cooled, the iron bar was found to be magnetic. Scientist 1 would most likely explain this result by saying which of the following?
Possible Answers:
1. Interference occurred between the electric field of the bar and the magnetic field of the Earth, causing the bar to become magnetic.
2. The experiment caused the magnetic domains of the bar to move out of alignment with each other.
3. The experiment induced an electric current in the bar, causing the bar to become magnetic.
4. The experiment allowed the magnetic domains of the bar to line up, causing the bar to become magnetic.
5. The experiment caused the two magnetic poles of the bar to move so that they were aligned with the Earth's magnetic field.
Scientist 1 would most likely explain this result by saying, The experiment allowed the magnetic domains of the bar to line up, causing the bar to become magnetic.
Scientist 1 would most likely explain this outcome as follows: The experiment caused the magnetic domains of the bar to align, leading the bar to become magnetic.
Because, according to Scientist 1, magnetism originates when magnetic domains in a material align. Because the iron bar initially exhibited no magnetism, we may suppose that its magnetic domains were oriented randomly at first, with no magnetic poles. When the iron bar became magnetic after being heated and chilled, the heating and chilling process most likely reoriented the magnetic domains in the iron, resulting in two magnetic poles.
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What is the average distance from Sun in AU of an object with a planetary object with orbital period of 325 years?
Answer: So, the average distance from the Sun of a planetary object with an orbital period of 325 years is approximately 40.0 AU.
Explanation:
The average distance from the Sun (in astronomical units) of a planetary object with an orbital period of 325 years can be estimated using Kepler's Third Law of Planetary Motion. This law states that the square of the orbital period (T) of a planet is proportional to the cube of its average distance from the Sun (r):
T^2 = k * r^3
where k is a constant. We can rearrange this equation to solve for r:
r = (T^2 / k)^(1/3)
The value of k depends on the units used for T and r, so it is important to make sure that the units are consistent. If T is in years and r is in astronomical units (AU), then k has a value of approximately 4π^2.
Using this formula, we can estimate the average distance from the Sun of a planetary object with an orbital period of 325 years:
r = (325^2 / (4 * π^2))^(1/3)
r ≈ 40.0 AU
So, the average distance from the Sun of a planetary object with an orbital period of 325 years is approximately 40.0 AU.
In the 2nd lab you were studying water squirting out from a hole in a cylinder filled with water into a tub. Just as a falling ball converts potential energy to kinetic energy, water pressure pushed water out of the hole by converting potential energy per unit volume (density x g x height) to kinetic energy per unit volume (density x velocity^2/2). Assume you have a 20 cm head of water above the hole and that the hole is 40 cm above ground.
How will the water reach by the time it touches the ground (in cm)?
The
The leader of a bicycle race is traveling with a constant velocity of +11.1 m/s and is 9.60 m ahead of the second-place
second-place cyclist has a velocity of +9.80 m/s and an acceleration of +1.20 m/s². How much time elapses before he catches the
leader?
Answer:
We can use the following kinematic equation to solve the problem:
Δx = v1(t) + (1/2)a2t²
where Δx is the initial separation between the two cyclists, v1 is the velocity of the leader, a2 is the acceleration of the second-place cyclist, and t is the time taken for the second-place cyclist to catch up with the leader.
Substituting the given values, we get:
9.60 m = (11.1 m/s)t + (1/2)(1.20 m/s²)t²
Simplifying and rearranging the equation, we get a quadratic equation in t:
0.6t² + 11.1t - 9.60 = 0
We can solve for t using the quadratic formula:
t = [-11.1 ± √(11.1² - 4(0.6)(-9.60))] / (2(0.6))t = [-11.1 ± 12.7] / 1.2
t = 0.91 s or t = -18.43 s
Since time cannot be negative, we can discard the negative solution. Therefore, the time taken for the second-place cyclist to catch up with the leader is:
t = 0.91 s
Hence, it will take 0.91 s for the second-place cyclist to catch up with the leader.
Explanation:
A 1500 kg car traveling east at 20 m/s collides with a moving 2500 kg truck moving 30 m/s west.. After they collide, the two interlock and move together. What was the final velocity of the truck? (Hint-momentum is a vector and direction matters, use + or - values as appropriate)*
A. 11.25 m/s west
B. 11.25 m/s east
C. 32.6 m/s east
D. 32.6 m/s west
The final velocity of the truck after collision, given that the car and the truck interlock and move together is 11.25 m/s west (Option A)
How do I determine the final velocity of the truck?The final velocity of the truck after the collision can be obtained as illustrated below:
Mass of car (m₁) = 1500 KgInitial velocity of car (u₁) = 20 m/sMass of truck (m₂) = 2500 KgInitial velocity of truck (u₂) = 11 m/sEast = Positvie directionWest = Negative directionFinal velocity (v) = ?Momentum before = momentum after
m₁u₁ + m₂u₂ = v(m₁ + m₂)
(1500 × 20) - (2500 × 30) = v(1500 + 2500)
30000 - 75000 = v × 4000
-45000 = v × 4000
Divide both sides by 4000
v = -45000 / 4000
v = -11.25 m/s
Recall => West is negative
v = 11.25 m/s west
Thus, the final velocity is 11.25 m/s west (Option A)
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If the back of the truck is 1.3 m above the ground and the ramp is inclined at 28 ∘ , how much time do the workers have to get to the piano before it reaches the bottom of the ramp?
According to the problem Plugging in our values, we get a time of 1.29 seconds.
What is time?Time is the indefinite continued progress of existence and events that occur in apparently irreversible succession from the past through the present to the future. It is an abstract concept that measures the duration of an event or the interval between two events.
The time it takes for the piano to reach the bottom of the ramp can be calculated using basic kinematic equations. First, we must find the initial velocity of the piano as it starts down the ramp. This can be calculated using the formula v = gsinα, where v is velocity, g is the gravitational acceleration (9.81 m/s2 on Earth), and α is the angle of the incline (in this case 28°).
Using this equation, we get an initial velocity of 3.83 m/s.
Next, we need to find the distance that the piano will travel before it reaches the bottom of the ramp. This can be calculated using the formula d = 1/2 gt2, where d is distance, g is the same gravitational acceleration, and t is the time it takes for the piano to reach the bottom of the ramp.
Plugging in our initial velocity from before, we can rearrange the equation to solve for t. We get t = √(2d/g), where d is the distance that the piano needs to travel (in this case, 1.3 m). Plugging in our values, we get a time of 1.29 seconds.
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A soccer ball is kicked with a speed of 15.6 m/s
at an angle of 52.5 ∘
above the horizontal.
If the ball lands at the same level from which it was kicked, for what amount of time was it in the air?
According to the question the soccer ball was in the air for a total of 2.26 seconds.
What is air?Air is a mixture of gases made up of nitrogen (78%), oxygen (21%), and other trace gases like argon and carbon dioxide (1%). This mixture of gases makes up a unseen fluid we call air. It is all around us, surrounding us and filling the space between us and the Earth.
The time that the soccer ball was in the air can be determined using the kinematic equations of motion. First, we need to calculate the initial vertical and horizontal velocity components of the ball when it is kicked. The vertical velocity component is given by Vy = V*sin(angle) = 15.6 m/s * sin(52.5°) = 11.2 m/s.
The horizontal velocity component is given by Vx = V*cos(angle) = 15.6 m/s * cos(52.5°) = 9.2 m/s.
Now we can solve for time using the equation t = (2*Vy)/g, where Vy is the vertical velocity component and g is the acceleration due to gravity (9.8 m/s2). Thus, t = (2*11.2 m/s)/9.8 m/s2 = 2.26 s.
Therefore, the soccer ball was in the air for a total of 2.26 seconds.
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A transformer has a primary coil with 400 turns of wire and a secondary coil with 1,600 turns. An AC generator connected across the primary coil has a voltage given by the function Δv = (180 V)sin(t).
What rms voltage (in V) is measured across the secondary coil?
A wagon is push on a frictionless surface with a force of 10 Newtons. The acceleration of the wagon is measure to be 10/m/s/s. The same wagon is then pushed on a frictionless surface with a force of 20 Newtons. What is the new acceleration of the wagon? Explain why you chose your answer.
The new acceleration of the wagon is 20 m/s.
According to Newton's Second Law of Motion, the acceleration of an object is directly proportional to the net force acting on it and inversely proportional to its mass.
Thus, the acceleration of the wagon pushed with a force of 10 Newtons can be calculated using the formula:a = F/m
Where,
a is the acceleration,
F is the net force, and
m is the mass of the wagon.
Given that the force is 10 Newtons and the acceleration is 10 m/s/s, we can solve for the mass of the wagon, which is:m = F/a = 10 N / 10 m/s = 1 kg
Now, if the same wagon is pushed with a force of 20 Newtons, the new acceleration can be calculated using the same formula:a' = F'/m
Where,
a' is the new acceleration,
F' is the new net force, and
m is the mass of the wagon.
Substituting the values, we get:
a' = 20 N / 1 kg = 20 m/s/s
Therefore, the new acceleration of the wagon is 20 m/s/s when it is pushed with a force of 20 Newtons on a frictionless surface.
This result shows that the acceleration of the wagon is directly proportional to the net force acting on it, as predicted by Newton's Second Law.
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