A car of mass 1000 kg is heading east at 25 m/s. it collides with a car of mass 1200 kg heading north at 30 m/s. when the cars collide, they stick together.

a. what is the total momentum of the system before the collision? remember that momentum is a vector quantity, and write the momentum in component notation, with x and y unit vectors. (1 point)

b. what is the total momentum of the system after the collision? write the momentum in component notation, with x and y unit vectors. (1 point)

c. what is the velocity of the cars after the collision? write the velocity in component notation, with x and y unit vectors. (1 point)

d. at what angle do the cars move after the collision? (1 point)

The concentration of an chemical in an oil spill in ppb is 0.013 ppb (approx).

concentration is the abundance of a constituent divided by the total volume to the  mixture. Several by the  types of mathematical description can be the  distinguished: mass of the  concentration, molar concentration, number and  concentration, and volume concentration.

Calculate the concentration in ppb by multiplying to the  ratio of the mass of solute to  mass of solution by 1 billion or 10 ^9

So here the answer can be calculated by

(10^ 9)(6×10 ^-8)/4600

(Here 0.060 mg = 6 × 10 ^-8 kh)

=  6/460

= 0.013 ppb (approx)

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Answer:

* if the spring force is greater than the maximum of the static friction force,  

               Fe = m (a + μ_k g)

* If the elastic force is less than or equal to the static friction force, the result is with static friction coefficient

              Fe =μ_s m g

Explanation:

For this exercise we must apply Newton's second law to the system

X axis

         Fe -fr = m a

         Fe = m a + fr

Y axis  

        N-W = 0

        N = W = mg

the roe force is given by

        fr = μ N

        fr = μ mg

we substitute

      Fe = m a + μ m g

      Ee = m (a + μ g)

Let's analyze the solution. We have several possibilities

* if the spring force is greater than the maximum of the static friction force, the system acquires an acceleration and the result is with the kinetic friction coefficient

               Fe = m (a + μ_k g)

* If the elastic force is less than or equal to the static friction force, the result is with static friction coefficient

              Fe =μ_s m g

Answer:

indirect sunlight

Explanation:

we're receiving some sunlight, but not much, if it's winter in one place, it's summer in another

Answer:

indirest sunlight

Explanation:

if there was no sunlight we would die.

Given,

Weight of a block on the Earth = 980 N

Acceleration due to gravity on Earth = 9.8 N/kg

To find,

Weight of the block on the moon.

Solution,

The  moon has acceleration (1/6) times that on earth. Let m be the mass of the block on the moon.

We know that,

W = mg

\(m=\dfrac{W}{g}\\\\m=\dfrac{980}{9.8}\\\\=100\ kg\)

As mass of an object remains the same everywhere. Weight of the block on Moon is :

W' = mg'

As g'=(g/6)

So,

\(W=100\times \dfrac{g}{6}\\\\=100\times \dfrac{9.8}{6}\\\\=163.33\ N\)

So, the weight of the block on the moon is 163.33 N.

True.  Light can exhibit both wave-like and particle-like behavior depending on the situation.  This is known as the wave-particle duality of light.

In certain experiments, such as the double-slit experiment, light behaves like a wave and displays interference patterns. However, in other experiments, such as the photoelectric effect, light behaves like discrete particles called photons. The behavior of light depends on the specific experimental setup and conditions.
The main answer to your question is: True. In some instances, light behaves like waves, and in others, like discrete particles. This dual behavior of light is known as wave-particle duality. When light interacts with matter or undergoes diffraction and interference, it exhibits wave-like behavior. However, when light interacts with certain materials or during the photoelectric effect, it behaves as discrete particles called photons.

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The final velocity of the bat would be 10.18 m/s.

We can use the law of conservation of momentum, which states that the total momentum of a system remains constant if no external forces act on it. We can write:

(mass of bat) x (initial velocity of bat) + (mass of ball) x (initial velocity of ball) = (mass of bat) x (final velocity of bat) + (mass of ball) x (final velocity of ball)

Plugging in the given values, we get:

(1.4 kg)(15 m/s) + (0.15 kg)(-45 m/s) = (1.4 kg)(final velocity of bat) + (0.15 kg)(50 m/s)

Simplifying the equation, we get:

21 + (-6.75) = 1.4(final velocity of bat) + 7.5

14.25 = 1.4(final velocity of bat)

Final velocity of bat = 10.18 m/s

Therefore, the bat's final velocity is approximately 10.18 m/s.

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The speed of wave with a wavelength of 4 m and a frequency of 85 Hz is 340m/s

The speed of a wave is the product of the frequency of the wave and its wavelength. Mathematically, it is expressed as:

\(v = f \lambda\) where:

f is the frequency

\(\lambda\) is the wavelength

Given the following:

f =85Hz

\(\lambda\) = 4 m

Substitute the given parameter into the formula:

v = 85 × 4

v = 340m/s

Hence the speed of wave with a wavelength of 4 m and a frequency of 85 Hz is 340m/s

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Answer: Substance 3 is liquid at room temperature

Explanation: The common room temperature is assumed to be 20-22°C, we need to find the substance that will be in liquid state in that temperature.

For Substance 1, the boiling point is -195.975°C, and hence at room temperature, it would be in vapor phase and all liquid would have turned to gas.

For Substance 2, the boiling point is 3.85°C, and hence at room temperature, it would be in vapor phase and all liquid would have turned to gas in this case too.

For Substance 3, the boiling point is 77.85°C, and melting point is -108.15°C, hence at room temperature, it would be in liquid state.

For Substance 4, the melting point itself is 1800°C, due to which at room temperature it would be in solid state.

wZAnswer:d

Explanation:

efwdx

Parallax is a valuable technique used in astronomy to measure the distances of nearby celestial objects accurately. It relies on the apparent shift in an object's position when viewed from different locations on Earth's orbit and utilizes trigonometry to calculate the distance to the object.

Parallax is the apparent shift or change in the position of an object when viewed from different perspectives. This effect occurs when an observer changes their viewing angle. In astronomy, parallax is used to measure the distances of stars, planets, and other celestial objects.

The principle behind parallax is simple: Observers on Earth have slightly different views of a nearby object compared to a distant one, due to the difference in the observer's location on the planet. By measuring the apparent shift in the position of an object when viewed from two different points (such as two different locations on Earth), astronomers can calculate the object's distance.

The baseline used for measuring the parallax is the distance between the two observing points. In the case of celestial objects, the baseline is the distance between two points on the Earth's orbit, which are six months apart. This is because the Earth's position is significantly different after half a year due to its revolution around the Sun.

To measure parallax accurately, astronomers use specialized instruments like telescopes and cameras to observe the position of stars or other celestial objects at different times of the year. By comparing the apparent shifts in the object's position, they can determine the parallax angle. Using trigonometry, they can then calculate the distance to the object.

The formula used to calculate the distance to the object is:

Distance (in parsecs) = 1 / Parallax (in arcseconds)

That 1 parsec is approximately equal to 3.26 light-years.

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Answer:

Below

Explanation:

384 400 km / 300 000 km/s = 1.28 seconds

Answer:

leaving a copper penny in vinegar until it turns green

Explanation:

Answer:

vjad zdmenrmdnbeanssshsnaaamrnrnealatkujejdshdendddddjnyejeynarnDhdndndddnN\nnddzNHNdnnkddkddzmdddhmeeenNDN

Answer:....

Explanation:.....

Geber’s role in the history of science is the spread of Arabic alchemical theories throughout western Europe.

Geber is an Islamic scholar of the Middle Ages who is considered the father of alchemy and one of the founders or pioneers of pharmacology and modern chemistry.

Geber accepted most of the Arabic alchemical theories and spread them throughout western Europe.

Geber assumed that all metals are composed of sulfur and mercury and gave detailed descriptions of metallic properties in those terms.

He also explained the use of an elixir in transmuting base metals into gold.

Thus, the Geber’s role in the history of science is the spread of Arabic alchemical theories throughout western Europe.

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Answer:

hello Mimi make me brainalist

Explanation:

all objects free fall at the same rate regardless of their mass.

Answer:

Chemical changes cause a substance to change into an entirely substance with a new chemical formula.

Explanation:

Chemical changes are also known as chemical reactions. The “ingredients” of a reaction are called reactants, and the end results are called products.

Answer:

She won't have any kenetic energy at the bottom of the hill

Explanation:

(a) The moment of inertia of the combination about an axis perpendicular to the bar through its center is 0.054 kg·m².

(b) The moment of inertia of the combination about an axis perpendicular to the bar through one of the balls is 0.024 kg·m².

(c) The moment of inertia of the combination about an axis parallel to the bar through both balls is 0.348 kg·m².

(d) The moment of inertia of the combination about an axis parallel to the bar and 0.500 m from it is 0.087 kg·m².

The moment of inertia measures the resistance of an object to changes in its rotational motion. For the given combination of a uniform bar with two small balls, the moment of inertia is calculated differently depending on the axis of rotation.

(a) When the axis of rotation is perpendicular to the bar and passes through its center, the moment of inertia is 0.054 kg·m². This can be determined by considering the bar as a continuous object and applying the formula for the moment of inertia of a slender rod.

(b) If the axis of rotation is perpendicular to the bar but passes through one of the balls, the moment of inertia is 0.024 kg·m². In this case, the moment of inertia of the bar is considered along with the additional moment of inertia contributed by the two balls, which can be treated as point masses.

(c) When the axis of rotation is parallel to the bar and passes through both balls, the moment of inertia is 0.348 kg·m². This can be obtained by considering the individual moments of inertia of the bar and the two balls and summing them up according to the parallel axis theorem.

(d) If the axis of rotation is parallel to the bar and positioned at a distance of 0.500 m from it, the moment of inertia is 0.087 kg·m². This calculation incorporates the parallel axis theorem again, taking into account the increased distance from the axis of rotation.

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Answer:

A book on its side exerts a greater force.

Explanation:

Pressure = Force / Area

Assuming that 1kg = 10N

2kg = 20N

Area of book lying flat = 0.3m × 0.2m

                                     = 0.6m²

Pressure of book lying flat = 20N / 0.6m²

                                            = 30Pa (1 s.f.)

Area of book on its side = 0.2m × 0.05m

                                        = 0.01m²

Pressure of book on its side = 20N / 0.01m²

                                               = 2000Pa (1 s.f.)

Since 2000Pa (1 s.f.) > 30Pa (1 s.f.), a book on its side applies greater pressure than lying flat.

T he relationships between the systems of units of temperarua can be completed in the table

             K = ºC +273

           ºF = 9/5 ºC + 32

Systems of units are systems that arbitrarily define which are the fundamental units of measurement. The most widely used system worldwide is the International Measurement (SI) where the basic units are: Length, mass, time, absolute temperature, current, amount of substance and light intensity, all other units are derived from these.

But there are still in the world several practical systems that are used, among them the temperature measurement is one of the measurements that has more practical systems, for example the centrifugal and fahrenheit degrees are extremely used.

The relations to pass between systems of units of temperature we have;  

           K = ºC +273

           ºF = 9/5 ºC + 32

With these expressions we can make the changes of units

1) T = 0ºC

              K = 0 + 273

              K = 273 K

              ºF = 9/5 0 + 32

              ºF = 32º F

2) T = 212ºF

               ºC = 5/9 (ºF-32)

               ºC = 5/9 (212 - 32)

               ºC = 100ºC

                K = 100 + 273

                K = 373

3) T = 450 K

               ºC = K - 273

               ºC = 450-273

               ºC = 177ºC

               ºF = 9/5 177 +32

               ºF = 350.6ºF

4) T = 98.6ºF

                ºC = 5/9 (98.6 - 32)

                ºC = 37ºC

                 K = 37 +273

                 K = 310K

5) T = -273ºC

                 K = -273 +273

                 K = 0

                 ºF = 9/5 (-273) + 32

                 ºF = 523.4ºF

6) T = 294K

                  ºC = 294 -273

                  ºC = 21ºC

                  ºF = 9/5 21 + 32

                   ºF = 69.8ºF

7) T = 77ºF

                   ºC = 5/9 (77 -32)

                   ºC = 25ºC

                    K = 25 + 273

8) T = 225K

                    K = 298K

                   ° C = 225 - 273

                   ºC = -48ºC

                   ºF = 9/5 (-48) + 32

                   ºF = -54.4ºF

With the equivalences between sysems of units, units can be converted from one system to another.

Be careful since some of the equation is of physics, the temperature must be in absolute units or in degrees kelvin.

In conclusion, with the relationships between the systems of temperature units, the table can be completed

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The distance from the Sun where ice and gases become prevalent on a planet's surface relative to liquid water is defined as the frost line.

A frost line also known as frost depth or freezing depth, is the depth to which the groundwater in soil is expected to freeze.

It is the distance from the Sun where ice and gases become prevalent on a planet's surface relative to liquid water.

Thus, the distance from the Sun where ice and gases become prevalent on a planet's surface relative to liquid water is defined as the frost line.

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Answer:

b

Explanation:

i know

Answer:

b one will not accelerate

Explanation:

Wave motion

ex...longitudinal wave.

Answer:

Answer in Observational evidence (b)

The evidence needed to formulate a hypothesis is observational evidence. From keen observations, we are formulating a scientific hypothesis.

Hypothesis is a plausible scientific statement which predicts a process or result of an experiment based on observations. Hypothesis can be made from well established scientific records also.

Some are formulating hypothesis based on some intuitions, while some others are formulated based on inductions or  deductions. An experiment starts from a clear cut hypothesis.

A hypothesis must be testable, falsifiable. A scientific hypothesis must be based on a strict observation and for a considerable time and the observations must support for the statement derived for the solution.

Hence, the evidence is needed for a or a hypothesis to be supported or not supported is observational evidence.

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Answer:

I don't know sorry brother/sister

Explanation:

please mark as brilliant

A strong magnetic field prevented the creation of charged particles or ions.

This is because the magnetic field exerts a force on charged particles, causing them to move in a circular path around the field lines, which in turn prevents them from combining and forming new particles or ions.

A strong magnetic field can have various effects on the physical and chemical processes occurring within a system, and can sometimes prevent the creation or modification of certain materials or structures.

One example of this is in the field of material science and engineering, where magnetic fields can be used to control the growth and alignment of crystalline structures in materials.

In some cases, a strong magnetic field can prevent the creation of certain materials altogether.

For example, when attempting to produce graphene using chemical vapor deposition (CVD), a strong magnetic field can disrupt the growth process and prevent the formation of the desired structure.

This is because the magnetic field can affect the movement and orientation of the precursor molecules, leading to a non-uniform growth pattern and the formation of defects in the graphene lattice.

Similarly, in certain chemical reactions, a strong magnetic field can alter the rate and outcome of the reaction, making it difficult or impossible to create certain products.

This is because the magnetic field can affect the spin states of the reacting molecules and alter their reactivity and selectivity.

Overall, a strong magnetic field can have significant and sometimes unpredictable effects on the creation and modification of materials and chemicals, and must be carefully considered and controlled in many research and industrial processes.

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The trip takes a total of 1.5 hours and has an average speed of 40 mph.

To calculate the time taken for each leg of the trip, we can use the formula time = distance/speed.

For the first leg of the trip, the car travels 15 miles at a speed of 45 mph. Using the formula, we find that the time taken for this leg is 15/45 = 0.33 hours.

For the second leg of the trip, the car travels another 15 miles but at a speed of 30 mph. Using the formula, we find that the time taken for this leg is 15/30 = 0.5 hours.

To find the total time for the trip, we add the times for each leg: 0.33 hours + 0.5 hours = 0.83 hours.

To calculate the average speed for the entire trip, we use the formula average speed = total distance/total time. The total distance traveled is 15 miles + 15 miles = 30 miles. The total time taken is 0.83 hours. Plugging these values into the formula, we find that the average speed for the trip is 30/0.83 = 36.14 mph.

Therefore, the trip takes a total of 1.5 hours and has an average speed of 40 mph.

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