Can someone explain how an avalanche occurs.

Explanation:

According to Conservation of Linear Momentum :

\(m_1u_1+m_2u_2=m_1v_1+m_2v_2\)

\(0.05 \times 0.6 + 0.03 \times 0 = 0.05 \times - 0.2 + 0.03 \times v_2\)

\(0.04 = 0.03v_2\)

Velocity of marble B after collision = 1.33 m/sec

Answer:

A. 1st law.

Explanation:

Newton's first law of motion states that, an object or body will continue to be at rest or experience a uniform motion in a straight line at constant speed provided there's no action of an external force. Thus, unless compelled to change its state by an external force, a body will continue to be at rest or experience a uniform motion in a straight line.

The Newton's first law of motion is also known as the law of inertia; which is the tendency of a body to be at rest unless acted upon by an external force.

In this scenario, you are standing in a subway train and the train suddenly stops but your body continues to move forward. This is in accordance with Newton's first law of motion.

Hence, the sudden stoppage of the train generates a force which acts on the body thereby causing the passenger to tip or move forward.

Answer:

Gravitational force will be 16 times more.

Explanation:

we know;

Gravitational force (F) = (Gm1m2)/d^2

when mass of each is doubled and distance between them is halved;

F= (G2m1×2m2)/(d/2)^2

=(4Gm1m2)/(d^2/4)

=4×4(Gm1m2)/d^2

=16(Gm1m2)/d^2

=16F

Using an interest survey or reading survey can be highly valuable in informing the use of cooperative learning strategies, workshop models, and differentiated instruction with students. These surveys provide valuable insights into students' preferences, strengths, and areas of improvement, allowing educators to tailor their instructional approaches accordingly.

An interest survey can reveal students' passions, hobbies, and preferred learning styles. This information can be used to create cooperative learning groups where students with similar interests or learning styles can collaborate effectively, enhancing engagement and motivation. For example, students who enjoy hands-on activities can be grouped together to work on a project, while those who prefer independent work can be given individual tasks within a cooperative setting.

A reading survey helps identify students' reading levels, interests, and areas of challenge. This data can inform the implementation of a workshop model, where students receive differentiated instruction based on their specific needs. For instance, during small group or individualized reading workshops, teachers can provide targeted interventions, such as guided reading or strategy instruction, to support students' growth in areas they struggle with while incorporating books and topics aligned with their interests.

By using interest and reading surveys, educators can foster a student-centered learning environment that takes into account students' preferences, abilities, and needs. This approach promotes engagement, fosters collaboration, and facilitates differentiated instruction, ultimately enhancing students.

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Answer:

Once you have drawn the free-body diagram, you can use vector addition to find the net force acting on the object. We will consider three cases as we explore this idea:

Case 1: All forces lie on the same line.

If all of the forces lie on the same line (pointing left and right only, or up and down only, for example), determining the net force is as straightforward as adding the magnitudes of the forces in the positive direction, and subtracting off the magnitudes of the forces in the negative direction. (If two forces are equal and opposite, as is the case with the book resting on the table, the net force = 0)

Example: Consider a 1-kg ball falling due to gravity, experiencing an air resistance force of 5 N. There is a downward force on it due to gravity of 1 kg × 9.8 m/s2 = 9.8 N, and an upward force of 5 N. If we use the convention that up is positive, then the net force is 5 N - 9.8 N = -4.8 N, indicating a net force of 4.8 N in the downward direction.

Case 2: All forces lie on perpendicular axes and add to 0 along one axis.

In this case, due to forces adding to 0 in one direction, we only need to focus on the perpendicular direction when determining the net force. (Though knowledge that the forces in the first direction add to 0 can sometimes give us information about the forces in the perpendicular direction, such as when determining frictional forces in terms of the normal force magnitude.)

Example: A 0.25-kg toy car is pushed across the floor with a 3-N force acting to the right. A 2-N force of friction acts to oppose this motion. Note that gravity also acts downward on this car with a force of 0.25 kg × 9.8 m/s2= 2.45 N, and a normal force acts upward, also with 2.45 N. (How do we know this? Because there is no change in motion in the vertical direction as the car is pushed across the floor, hence the net force in the vertical direction must be 0.) This makes everything simplify to the one-dimensional case because the only forces that don’t cancel out are all along one direction. The net force on the car is then 3 N - 2 N = 1 N to the right.

Case 3: All forces are not confined to a line and do not lie on perpendicular axes.

If we know what direction the acceleration will be in, we will choose a coordinate system where that direction lies on the positive x-axis or the positive y-axis. From there, we break each force vector into x- and y-components. Since motion in one direction is constant, the sum of the forces in that direction must be 0. The forces in the other direction are then the only contributors to the net force and this case has reduced to Case 2.

If we do not know what direction the acceleration will be in, we can choose any Cartesian coordinate system, though it is usually most convenient to choose one in which one or more of the forces lie on an axis. Break each force vector into x- and y-components. Determine the net force in the x direction and the net force in the y direction separately. The result gives the x- and y-coordinates of the net force.

Example: A 0.25-kg car rolls without friction down a 30-degree incline due to gravity.

We will use a coordinate system aligned with the ramp as shown. The free-body diagram consists of gravity acting straight down and the normal force acting perpendicular to the surface.

We must break the gravitational force in to x- and y-components, which gives:

F_{gx} = F_g\sin(\theta)\\ F_{gy} = F_g\cos(\theta)F

gx

​

=F

g

​

sin(θ)

F

gy

​

=F

g

​

cos(θ)

Since motion in the y direction is constant, we know that the net force in the y direction must be 0:

F_N - F_{gy} = 0F

N

​

−F

gy

​

=0

(Note: This equation allows us to determine the magnitude of the normal force.)

In the x direction, the only force is Fgx, hence:

F_{net} = F_{gx} = F_g\sin(\theta) = mg\sin(\theta) = 0.25\times9.8\times\sin(30) = 1.23 \text{ N}F

net

​

=F

gx

​

=F

g

​

sin(θ)=mgsin(θ)=0.25×9.8×sin(30)=1.23 N

The melting ice at the same temperature will have greater internal energy as compared to the ice at 0° C.

In thermodynamics, the internal energy is a quantity or state function that characterizes a substance's energy when capillary effects and other external fields, such as electric and magnetic forces, are absent. The value of the energy depends on the substance's state, not the nature of the processes that brought it to that condition, just like any other state function.

The melting ice at the same temperature will have more internal energy as compared to the ice at 0° C because during the melting of ice the intermolecular particles will absorb energy while breaking their bond and because of this, the melting ice has greater kinetic energy as well.

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Answer:True

The number of molecules hitting the unit surface per unit time increasethe gas pressure increases.

The ball has a speed of approximately 31.36 m/s after falling for 3.2 seconds.

To determine the speed of the ball after falling for 3.2 seconds, we can use the equation of motion for free-falling objects:

v = gt

where v is the final velocity, g is the acceleration due to gravity (approximately 9.8 m/s²), and t is the time.

First, let's calculate the final velocity of the ball after falling for 3.2 seconds:

v = (9.8 m/s²)(3.2 s)

v ≈ 31.36 m/s

Therefore, the ball has a speed of approximately 31.36 m/s after falling for 3.2 seconds.

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In many series circuits, a single value may represent the value for other components in a circuit because all components in a series circuit share the same current.

This means that the same current flows through each component, and therefore, the voltage drop across each component is proportional to its resistance. As a result, if the resistance of one component is known, it can be used to calculate the values of other components in the circuit.

This simplifies the circuit analysis process and allows for more efficient circuit design.

However, it is important to note that this only applies to series circuits and not parallel circuits, where each component has a different current flowing through it.

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Principal axis or optical axis is a virtual line that passes through

the center of the lens.

A lens is a transmissive optical tool that employs refraction to focus or disperse a light beam. A compound lens is made up of numerous simple lenses that are often aligned along a common axis, as opposed to a simple lens, which is made up of a single transparent piece.

Principal axis the line between the optical center and the centers of curvature of a lens's or a curved mirror's faces. Any one of three axis that are mutually perpendicular and around which a body has its greatest moment of inertia.

Principal axis or optical axis is a virtual line that passes through

the center of the lens.

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because as the distance increases the gravitational force decreases so the weight of a body decreases

Answer:

Weight of the body decreases with increase in distance from the Earth because weight is inversely proportional to distance from the Earth which means Weight of the body decreases with increase in distance from the Earth and vice versa. Also Weight is "gravitational force exerted on the body" so as the distance from the Earth increases , the "gravitational force" decreases.

Answer:

Impairs one's ability to function

Explanation:

Answer:

Impairs one's ability to functionExplanation:

I just took the test

Water waves are due to disturbance in water molecules whereas sound waves are due to the disturbance in the air particle.

A sound wave is an interference pattern caused by the movement of energy moving through a medium (such as air, water, or other liquid or solid) as it moves away from the source. Sound waves are produced by the vibration of objects, creating pressure waves such as the ringing of a mobile phone. Water waves are a combination of longitudinal and transverse waves and belong to surface waves. The strain propagates with wave velocity while the water molecules remain in the same position. Most ocean waves are generated by the wind, and waves heading for the coast carry the energy of the offshore wind.

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Answer:

480 milies per hours

Explanation:

Step one

Given

time taken = 2 hours

the distance between the cities = 960miles

Required

the speed of the plane

Step two:

the formula for the speed is

speed= distance/time

speed= 960/2

speed= 480 milies per hours

Answer:

rotation is a day and revolution is 365 days

Answer:Force=500

Explanation:

Because it say "the downward force of atmosphere" we use ATP

ATP=100kpa

area=0.05m2

F=ATP × area

 100,000pa×0.05m2 =5000N

Answer:

The correct answer is true.

Answer:

wait what do you mean? And why is this in physics?

Is this about the iron dome or something biblical?

Explanation:

Answer:

the story of Israel is part of the Bible that's what what you're your lesson is

Explanation:

Answer: 4(45)

Explanation:

It’s not equal

Answer:

H. It has a low frequency and can travel through a vacuum.

Explanation:

I got it right

Answer:

At STP,

1 mole of oxygen occupies 22.4litres.

∴ 0.1 mole of oxygen will occupy = 0.1 × 22.4

= 2.24 litres.

Thus, the volume occupied by 0.1 moles of CO

2

at STP is 2.24 L

The moment of inertia of a 14.2 kg sphere with a radius of 0.402 m when the axis of rotation is through its center is approximately  0.917 kg·m².

To find the moment of inertia (I) of a sphere rotating about an axis through its center, we can use the formula:

I = (2/5) * M * R²

Where:
I = moment of inertia
M = mass of the sphere (14.2 kg)
R = radius of the sphere (0.402 m)

1: Substitute the given values into the formula:

I = (2/5) * (14.2 kg) * (0.402 m)²

2: Calculate the moment of inertia:

I = (2/5) * (14.2 kg) * (0.1616 m²)
I = 0.4 * (14.2 kg) * (0.1616 m²)
I = 5.68 kg * 0.1616 m²
I ≈ 0.917 kg·m²

So, the moment of inertia of the 14.2 kg sphere with a radius of 0.402 m when the axis of rotation is through its center is approximately 0.917 kg·m².

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Answer:

the result of raising the temperature of the room in which a low-pressure chiller is located is a

Faster Refrigerant Recovery

On increasing the temperature, the pressure of chiller will increase, causing the blow of hot air in the condenser, which is quite harmful for mechanism of machine.

The given problem is based on the effect of raising temperature on low-pressure chiller.

Thus, we can conclude that on increasing the temperature, the pressure of chiller will increase, causing the blow of hot air in the condenser, which is quite harmful for mechanism of machine.

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Globe B is in the position of the summer solstice.

The summer solstice occurs when the tilt of the Earth's axis is inclined towards the Sun, resulting in the longest day of the year in the Northern Hemisphere. In Figure 18.11, the two labeled globes represent the Earth at different positions in its orbit.

Since the date of the summer solstice is mentioned as June 22, the globe labeled B must be in the position of the summer solstice because it corresponds to the time when the Northern Hemisphere experiences summer.

Globe A, therefore, represents the position of the winter solstice, which occurs when the Earth's axis is tilted away from the Sun, resulting in the shortest day of the year in the Northern Hemisphere.

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The perpendicular component of a displacement factor with a magnitude of 20 m is 20 m as well. When an object moves from its initial position to a final position, the displacement is the straight-line distance between the two positions and the direction of the displacement is from the initial position to the final position.

A perpendicular component is created when the displacement vector is resolved into two components. When a displacement vector is divided into two perpendicular components, the magnitude of each component is found using the Pythagorean theorem. The Pythagorean theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.

This theorem is represented mathematically as: a² + b² = c².Where c is the length of the hypotenuse, and a and b are the lengths of the other two sides of the triangle. In this case, the hypotenuse represents the displacement vector, and the two other sides represent the components of the displacement vector that are perpendicular to each other. Therefore, the perpendicular component of a displacement factor with a magnitude of 20 m is 20 m as well.

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It would take 1.556 seconds for the barrier to crumple and safely slow down the person with a force of 1180 N.

To calculate the time required to crumple the barrier and safely slow down the person, we can use the concept of impulse.

The impulse, denoted by J, is defined as the product of force and time, and it represents the change in momentum of an object. In this case, the impulse required to safely slow down the person can be calculated using the maximum force and the person's initial momentum.

The momentum of a person is given by the product of their mass and velocity:

Momentum = mass × velocity

Given that the person's mass is 68 kg and their velocity is 27 m/s, the initial momentum is:

Initial momentum = 68 kg × 27 m/s

To safely slow down the person, the impulse provided by the barrier should be equal to the change in momentum.

Therefore, we have:

Impulse provided by barrier = Final momentum - Initial momentum

Since the person is brought to rest, the final momentum is zero. Thus, we have:

Impulse provided by barrier = -Initial momentum

Now we can express the impulse in terms of force and time:

Impulse provided by barrier = Force × Time

Plugging in the known values, we can solve for time:

-Initial momentum = Force × Time

68 kg × 27 m/s = 1180 N × Time

Simplifying the equation, we find:

Time = (68 kg × 27 m/s) / 1180 N

Evaluating the expression:

Time = 1836 kg·m/s / 1180 N

Finally, converting kg·m/s to seconds, we get:

Time ≈ 1.5559 seconds

Therefore, it would take approximately 1.556 seconds for the barrier to crumple and safely slow down the person with a force of 1180 N.

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Answer:

Your answers are Continental crust and Mountain range.

Explanation:

Continental crust is the first blank, and Mountain range the second.

I hope I helped, and I always appreciate Brainliest!!! :)

Answer:

0.54 m

Explanation:

Example below.

Explanation:

300 second = 5 minutes

details

500 watts = 500 joules per second

Time = (1.50 x 10^5 joules)/(5 x 10^2 joules per second) = .3 x 10^3 seconds =300 second

If we throw a socks in to the bowl then it is going with a few unfold situation by means of the projectile and follows the trajectory. Crumpled paper use for the projectile additionally works gud for the simulation.

Crumpled paper has irregular form and mild in weight and it is able to divert in a way by air force or by means of any other motive mild weight. hence simulation and projectile interest are interlinked to every different.

Projectile motion is used in many real-life applications such as designing rockets, ballistic missiles, and artillery, as well as in sports such as baseball, golf, and archery. The concept of projectiles is also relevant in fields such as engineering, military science, and sports. For example, the design of a projectile such as a bullet or missile can affect its accuracy and effectiveness, while knowledge of projectile motion can aid in the design of sports equipment such as golf clubs or javelins.

When a projectile is launched, it follows a curved path known as a trajectory, which is determined by the initial velocity, angle of launch, and the gravitational and atmospheric forces acting on it. The motion of projectiles is studied in physics, where concepts such as projectile motion, trajectory, range, and maximum height are analyzed.

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