A wheel is rotating about an axis that is in the z-direction. The angular velocity ωz is -6.00 rad/s at t = 0, increases linearly with time, and is +4.00 rad/s at t = 10.0 s. We have taken counterclockwise rotation to be positive. How long is the time interval during which the speed of the wheel is increasing?

Answer:

A convex mirror is a diverging mirror (f is negative) and forms only one type of image. It is a case 3 image—one that is upright and smaller than the object, just as for diverging lenses.

Explanation:

hope this helps have a good night :)

Concave mirror can produce both converging and diverging rays.

A hollow spherical can be made into a mirror by cutting it into pieces, painting the exterior surface, and using the interior surface as the reflecting surface. Concave mirrors are this kind of mirror.

When object is placed inside focal length, convex mirror diverges the light beams and produces virtual image.

When object is placed outside focal length,  convex mirror converges the light beams and produces real and diminish image.

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Answer:

J = FΔt

J = mΔv

J = Δp

Explanation:

Correct question is;

In an RC parallel circuit, Et = 480 V, R = 50kΩ, and XC = 47 kΩ. What is the reactive power?

Answer:

P_r = 4.9 VARs

Explanation:

We are given;

Total voltage: Et = 480 V

Resistance; R = 50kΩ = 50000 Ω

Capacitive reactance; XC = 47 kΩ = 47000 Ω

Formula for current across the capacitor is;

Et = I_c • XC

I_c = Et/XC

l_c = 480/47000

I_c = 0.01021 A

Formula for reactive power is;

P_r = (I_c)² × XC

P_r = 0.01021² × 47000

P_r = 4.9 VARs

Answer:

-4530 J

Explanation:

Given that

Mass of the car, m = 100 kg

Speed of the car at point A, v1 = 25 m/s

Speed at point B, v2 = 8 m/s

Radius of the track, r = 12 m and with respect to the origin of the center of the track, we say that y1 = -12 at point A and y2 = 12 at point B

We also know that

W(total) = W(grav) + W(other) = K₂ - K₁

Work done by the gravitational force, W(grav) = -U(grav) = mgy1 - mgy2

Kinetic Energy, K = ½mv²

Adding all together, we have

½mv₁² + mgy1 + W(other) = ½mv₂² + mgy2

½ * 100 * 25² + 100 * 9.8 * -12 + W = ½ * 100 * 8² + 100 * 9.8 * 12

50 * 625 + 980 * -12 + W = 50 * 64 + 980 * 12

31250 - 11760 + W = 3200 + 11760

19490 + W = 14960

W = 14960 - 19490

W = -4530 J

Answer:

from what i could figure out. A 6600 pound truck traveling at 113 km/ hr will need to have 58.4070965 psi. on each wheel. if going going on a curve that have an incline of atleast 2.℅ , which is close to the average curvature of a road. But at that speed and flat angle of the road. and distance . Once the truck is in itsvturn the truck will loose 1/4 of the tires psi, adding the weight , ofvtge truck and the ineshia of the tryck as it leans to one side . The truck will not be able to with stand the force on its tires and slide to the side and roll the tryck as it slide off the road dropping atleast 1-2 inch drop off the pavement.

Answer:

Answer:

C

Explanation:

The thing that is being compared in the given argument is Ethnic cleansing in Bosnia. The correct option is A.

Ethnic cleansing is the systematic removal of ethnic, racial, and religious groups from a given area with the goal of ethnically homogenizing the region.

In this group of resettled Bosnian refugees, ethnic cleansing has resulted in high rates of PTSD and depression, as well as other forms of psychological morbidity.

The long-term consequences of ethnic cleansing as a form of mass psychological trauma have yet to be studied.

Political elites seek to gain and/or consolidate political power by capitalizing on nationalism and the desire to create the domestic "other" in order to foster solidarity among the dominant nationality.

The topic under discussion in this argument is ethnic cleansing in Bosnia.

Thus, the correct option is A.

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Answer:

If a population exceeds carrying capacity, the ecosystem may become unsuitable for the species to survive. If the population exceeds the carrying capacity for a long period of time, resources may be completely depleted.

Answer:

Explanation:

Force of friction

F = μ mg

μ is coefficient of friction , m is mass and g is acceleration due to gravity .

If f be the force applied to pull the sled , the horizontal component of force should be equal to frictional  force

The vertical component of applied force will reduce the normal force or reaction force from the ground

Reaction force R = mg - f sin28.3

frictional force = μ R where μ is coefficient of friction

frictional force = μ x (mg - f sin28.3 )

This force should be equal to horizontal component of f

μ x (mg - f sin28.3 ) = f cos 28.3

μ x mg = f μsin28.3 + f cos 28.3

f = μ x mg / (μsin28.3 + cos 28.3 )

a )

work done by pulling force  = force x displacement

f cos28.3 x d

μ x mg d cos28.3  / (μsin28.3 + cos 28.3 )

b ) Putting the given values

= .155 x 53.1 x 9.8 x 25.3 cos28.3 / ( .155 x sin28.3 + cos 28.3 )

= 1796.76 / (.073 + .88 )

= 1885.37  J

c )

Work done by frictional force

= frictional force x displacement

=  -  μ x (mg - f sin28.3 ) x d  

= -  μ x mgd + f μsin28.3  x d

= -  μ x mgd + μsin28.3  x d x μ x mg / (μsin28.3 + cos 28.3 )

d )

Putting the values in the equation above

- .155 x 53.1 x 9.8 x 25.3 +

.155 x .474 x 25.3 x .155 x 53.1 x 9.8 /( .155 x .474 + .88)

= -2040.67 + 149.92 / .95347

= -2040.67 + 157.23

= -1883.44 J .

The spaces labeled 1 through 14 in the diagram using the following terms are:

Plate tectonics is the scientific theory that explains the large-scale motions of Earth's lithosphere (the outermost layer of the Earth) and the processes that cause these motions. The lithosphere is divided into a number of large plates that move relative to each other over the asthenosphere, the more plastic, ductile, and weaker layer below the lithosphere.

Plate tectonics explains a variety of geologic phenomena, including the formation of mountains, earthquakes, volcanoes, and the distribution of continents and oceans. According to this theory, the lithospheric plates move due to the motions of convection cells in the Earth's mantle, which is the layer below the asthenosphere.

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Answer:

Winds are caused by differences in air pressure. Unequal heating of Earth’s surface creates areas of different pressure. Cooler areas have higher air pressure. Warmer areas have lower pressure. This causes air to move from high pressure to low pressure. This movement is the wind we feel.

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The statement that best describes the energy in this system is: The potential energy in the system is greatest at X.

When the ball is at the top of the hill at point X, it has the greatest potential energy in the system. Potential energy is the energy an object has due to its position or configuration in a system. In this case, the ball has the potential to roll down the slope and gain kinetic energy, which is the energy of motion.

As the ball rolls down the slope from point X to point Y, it loses potential energy due to its decreasing height above the ground. However, as it gains speed and motion, it gains kinetic energy. Therefore, the statement "total energy in the system decreases as the ball moves from X to Y" is not accurate.

At the bottom of the slope at point Y, the ball has the least potential energy and the most kinetic energy. Once the ball reaches the bottom of the slope, it will have converted all of its potential energy into kinetic energy.

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Answer:As relative density is the ratio of similar quantities, it has no unit.So RD remains the same in both CGS and SI unit

Explanation: i did the test

Answer:

Eubacteria Kingdom :)

Explanation:

Answer: eubacteria

Explanation:

In order to measure the angle of incidence and the angle of refraction using Tracker's protractor tool (the green angle in the video frame), the following steps should be followed:

Step 1: Open the video in Tracker software.

Step 2: Click on the "Measure" button on the toolbar at the top of the software.

Step 3: From the dropdown menu, select "Angle".

Step 4: Click on the "protractor tool" icon (the green angle in the video frame).

Step 5: Position the vertex of the protractor exactly at the origin of the coordinate axis and move the arms of the protractor so that one arm is on the vertical axis (above or below, as appropriate) and the other on the light ray.

Step 6: Measure the angle of incidence and the angle of refraction for the frame numbers specified in the table below by using the step buttons on the right to advance the video a frame at a time.

Step 7: Record the measured angles in the table below. Note that the angle of incidence should be measured on the incident ray (the ray that is coming from the left), and the angle of refraction should be measured on the refracted ray (the ray that is coming from the right).In conclusion, by following these steps, one can measure the angle of incidence and the angle of refraction using Tracker's protractor tool.

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Answer:

Real images are obtained using a converging lens or a concave mirror. The size of the real image depends upon the placement of the object. A virtual image is an upright image that is achieved where the rays seem to diverge. A virtual image is produced with the help of a diverging lens or a convex mirror.

Answer:

Light rays actually pass through a real image.

Explanation:

Option C is somehow correct but the hurdle is that it's only for convex mirror

The concave mirror always produce a virtual image larger than object

So option D is correct

Answer: A straight line on the coordinate plane where all points on the line have the same y-coordinate.

Explanation: The purpule iine is the horizontal line:

Factors such as Cognitive function, Wisdom & experience,genetics, lifestyle choices, education, etc play a role in determining how aging affects intellect.

Intellect and aging are related in multiple ways. Here are some key aspects to consider:

Cognitive Function: As individuals age, there is a general decline in cognitive function, including memory, processing speed, and problem-solving abilities. This decline can affect intellectual performance, such as reasoning and decision-making skills.

Wisdom and Experience: Despite the cognitive decline associated with aging, older adults often possess a wealth of knowledge and experience accumulated over their lifetime. This experiential wisdom can compensate for certain cognitive deficits and contribute to intellectual growth.

Lifelong Learning: Intellectual engagement and learning opportunities play a vital role in maintaining cognitive abilities as one ages. Continuing to challenge the mind through activities like reading, puzzles, learning new skills, and pursuing education can help slow down cognitive decline and promote intellectual well-being.

Expertise and Specialization: With age comes the opportunity for individuals to specialize in certain fields or develop expertise in specific areas. This specialization can lead to a deeper understanding and enhanced intellectual abilities within those particular domains.

Emotional Intelligence: Aging is often associated with increased emotional intelligence. Older adults tend to have a better understanding of their emotions and the emotions of others, which can positively impact their intellectual interactions and decision-making processes.

Neuroplasticity: Although aging is typically associated with a decline in cognitive abilities, research has shown that the brain remains capable of plasticity throughout life. This means that individuals can continue to learn, adapt, and form new neural connections, potentially offsetting some of the cognitive decline associated with aging.

Health Factors: Physical and mental health can significantly influence intellectual functioning in older adults. Chronic health conditions, such as cardiovascular disease, diabetes, or neurodegenerative disorders, can impact cognitive abilities. Conversely, maintaining good physical and mental health through regular exercise, a balanced diet, social engagement, and managing stress can support intellectual well-being.

It's important to note that the relationship between intellect and aging is complex and varies between individuals. While some may experience significant cognitive decline, others may maintain their intellectual abilities well into old age. Factors such as genetics, lifestyle choices, education, and overall cognitive reserve also play a role in determining how aging affects intellect.

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Plate Boundaries on Earth assignment involves identifying and illustrating different types of plate movements at the Earth's contact points.

Here are the steps to be followed:

Step 1: Understanding the Assignment Requirements

Read through the assignment instructions carefully to ensure a clear understanding of the tasks and expectations.

Step 2: Research

Start by conducting research on plate boundaries, their types, movements, and associated geological processes. Use reliable and valid resources such as scientific journals, textbooks, and reputable websites. Take notes on the different plate movements, their characteristics, and examples of each.

Step 3: Worksheet Setup

Create a table or chart with six rows corresponding to the six categories specified in the assignment instructions: Plate Boundary (Movement), Diagram, Lithosphere (Created or Destroyed), Geologic Process, Real World Example, and References.

Step 4: Fill in Row 1 - Plate Boundary (Movement)

In the first row, list the three types of plate boundaries: convergent, divergent, and transform. Next to each type, write the correct description in parentheses: sliding, separating, or colliding.

Step 5: Fill in Row 2 - Diagram

In the second row, draw a diagram or illustration for each type of plate movement. Use arrows to indicate the direction of movement and whether the plates are colliding, separating, or sliding past each other.

Step 6: Fill in Row 3 - Lithosphere (Created or Destroyed)

In the third row, identify whether the Earth's crust is created or destroyed at each type of plate boundary. Note the corresponding effects of plate movement on the lithosphere.

Step 7: Fill in Row 4 - Geologic Process

In the fourth row, provide at least one example of a geologic process or event that occurs as a result of plate movement at each type of boundary. This could include processes like subduction, seafloor spreading, or earthquakes.

Step 8: Fill in Row 5 - Real World Example

In the fifth row, give at least one real-world example of a location where each type of plate movement is demonstrated along a plate boundary. Include the name of the location and its corresponding plate boundary type.

Step 9: Fill in Row 6 - References

In the final row, provide the references for your research in APA format. Include the sources you used to gather information on plate boundaries, plate movements, and related geological processes.

Step 10: Review and Proofread

Review the completed assignment, ensuring that all information is accurate and properly cited. Proofread for any grammatical or spelling errors.

Note: The specific format and layout of the worksheet may vary based on your preference or instructor's instructions. Make sure to follow any specific formatting guidelines provided by your instructor.

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Answer:

The ball would fall vertically for 112.45m

Explanation:

The vertical height of a horizontal throw is affected only by the speed of the throw and the acceleration due to gravity.

At this point, we may use this formula to determine the vertical height of the throw

vertical height = \(-v^2/2g\)

The initial throwing speed has to be converted to m/s to ensure uniformity during the calculations. To do this we multiply by 1000 and divide by 3600

169.1km/hr = 46.972m/s

Maximum height = \(46.972^2 /2 \times 9.81=112.45\) m

The pitch would make the ball fall vertically for 112.45m by the time it reached the home plate 18.2 m away

Answer:

a.work done=force *displacement

=500N*46m

=23000 Joule

b.power=work done/time taken

=23000/25

=920 watt

c.GPE=m*g*h(m=mass,g=gravity due to acceleration,h=height)

=60kg*9.8m/s*14m

=8232 joule

Explanation:

Answer:

\(\boxed{12250N}\)

Explanation:

Assuming we disregard air resistance, the only force acting on the elevator will be its weight.

\(F \implies w=m\cdot g\)

where:

\(F=\) force

\(w=\) weight

\(m=\) mass → 1250kg

\(g=\) gravity acceleration  → 9.8m/s^2

Then:

\(F= 1250kg \cdot 9.8m/s^2\\F=12250 kg\cdot m/s^2= 12250N\)

Hope it helps.

\(\text{-B$\mathfrak{randon}$VN}\)

To calculate the resultant force on the aircraft as it accelerates from the catapult, we can use the work-energy principle, which states that the work done on an object is equal to the change in its kinetic energy.

Since all of the kinetic energy at take-off is from the work done on the aircraft by the catapult, we can equate the work done by the catapult to the kinetic energy of the aircraft at take-off, that is:

Work done by catapult = kinetic energy of aircraft at take-off

The work done by the catapult is given by the force provided by the catapult multiplied by the distance over which it acts, that is:

Work done by catapult = force × distance

The distance over which the force provided by the catapult acts is given as 150 m, so we have:

Work done by catapult = force × 150

The kinetic energy of the aircraft at take-off is given by:

(1/2) × mass × velocity^2

Since the aircraft is initially at rest, its initial velocity is zero, so we have:

kinetic energy of aircraft at take-off = 0.5 × mass × (final velocity)^2

Using the work-energy principle, we can equate the two expressions for work done and kinetic energy, that is:

force × 150 = 0.5 × mass × (final velocity)^2

Solving for force, we get:

force = 0.5 × mass × (final velocity)^2 / 150

Therefore, the resultant force on the aircraft as it accelerates is given by:

force = 0.5 × mass × (final velocity)^2 / 150

Note that we need to know the mass and final velocity of the aircraft in order to calculate the resultant force.

Mark's work decreases when he climbs the same flight of stairs again in the same amount of time without the cello.

The correct answer is option D.

The amount of work Mark does depends on the weight of the cello, as well as the distance he climbs and the time it takes. Work is calculated using the formula :

Work = Force × Distance.
In the given scenario, Mark is carrying a full-sized cello while climbing the stairs. The weight of the cello adds to the force he exerts. So, the total force Mark exerts is the weight of the cello plus his own weight (375 N).

When Mark climbs the stairs with the cello, he is doing work against the force of gravity.

The work done is equal to the force exerted multiplied by the distance climbed (375 N + weight of cello) × 4 m.

Now, if Mark were to climb the same flight of stairs again in the same amount of time (3 seconds), but this time without the cello, the amount of work he does would decrease. This is because without the cello, the force exerted would only be Mark's weight (375 N), which is less than the total force exerted with the cello.

Therefore, mark's work decreases.

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Answer:

Velocity

Explanation:

Velocity equals the original velocity... Plus

the acceleration is multiplied by time.

If the acceleration is multiplied by time then we get velocity as a result, therefore velocity has the same unit.

Pressure is measured as the amount of force applied in the one-meter of area. Pascal is used as the SI unit of it. The amount of pressure can be calculated by dividing the amount of force by the area of force applied. In relation to atmospheric pressure, the pressure is measured. Pressure does not represent any direction, so it comes under a scalar quantity. Many scientific and day-to-day life equipment use pressure principles like gauge meter thermometers in designing cars, ships, and every mechanical part.

We know that acceleration has an SI unit of m /\(s^{2}\) So if we multiply the time with an acceleration whose unit is second we will get m / s which is the unit of velocity.

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The normal stress in portion AB is σ₁ = 79.48 psi and the normal stress in portion BC is σ₂ = 47.69 psi.

We can start by drawing a free body diagram of the polystyrene rod and identifying the unknown reactions at A and C:

|-------- 6 kips --------|

          A                       C

          |-----------------------|

          |                       |

          |          BC           |

          |          σ₂           |

          |          L₂           |

          |                       |

          |-----------------------|

          |                       |

          |          AB           |

          |          σ₁           |

          |          L₁           |

          |                       |

          |-------- 6 kips --------|

Where σ₁ and σ₂ are the normal stresses in portions AB and BC of the rod, respectively.

Next, we can use the equations of static equilibrium to solve for the reactions at A and C. Taking moments about point A, we have:

6 kips * L₂ + 6 kips * (L₁ + L₂) - Cz = 0

where z is the distance from A to the line of action of the force at C. Since the rod is symmetric about the midpoint of portion BC, we can take z = L₁ + L₂/2. Substituting the given values, we have:

6 kips * L₂ + 6 kips * (L₁ + L₂) - C(L₁ + L₂/2) = 0

Solving for C, we get:

C = (12 kips * L₁ + 18 kips * L₂) / (3 L₁ + 2 L₂)

Taking vertical forces, we have:

A + C - 12 kips - 6 kips - 6 kips = 0

Substituting the value of C we just obtained, we get:

A = 12 kips - C - 6 kips - 6 kips = 0.4 kips

Therefore, the reactions at A and C are A = 0.4 kips and C = 11.6 kips.

Next, we can calculate the normal stresses in each portion of the rod. Using the formula for normal stress, we have:

σ₁ = P₁ / A₁ = A₂ / A₁ * σ₂

where P₁ and A₁ are the axial load and cross-sectional area of portion AB, and A₂ is the cross-sectional area of portion BC. Since the rod is of uniform diameter and the areas of the cylindrical portions are proportional to their lengths, we have:

A₂ / A₁ = L₂ / L₁

Substituting this into the equation for σ₁, we get:

σ₁ = (L₂ / L₁) * σ₂

Substituting the given values, we have:

σ₂ = P₂ / A₂ = 6 kips / (π/4 * (0.6 in)^2) = 47.69 psi

σ₁ = (2.5 ft / 1.5 ft) * 47.69 psi = 79.48 psi

Therefore, the normal stress in portion AB is σ₁ = 79.48 psi and the normal stress in portion BC is σ₂ = 47.69 psi.

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Answer:

69.62 minutes

Explanation:

From the information we have here,

1 byte is = 8 bits

So 1 megabyte = 8 megabits

Then

783.216 x 8 megabits = 6265.728 megabits

This player has its reading capacity at 1.5 megabits / second

So 1 minute = 60x1.5

= 90 megabits / min

Then we have the entire reading time of this CD player to be =

6265.728/90

= 69.62 minutes.

This answers the question