Predict how network modifiers affect the refractive index of a ceramic glass.
Answers
Network modifiers in a ceramic glass generally lead to an increase in the refractive index.
Ceramic glasses are composed of a network of atoms bonded together. The network structure is primarily influenced by the presence of network formers (e.g., silica) and network modifiers (e.g., alkaline or alkaline earth ions). Network modifiers disrupt the structure of the glass network by breaking the strong bonds between the network formers, resulting in a more loosely packed structure.
When light passes through a material, its speed changes, and this change in speed leads to the bending of light, a phenomenon known as refraction. The refractive index is a measure of how much the light is bent when it enters the material. The presence of network modifiers increases the density of the material by introducing ions that alter the glass network's atomic arrangement. As a result, light interacts with more atoms in the material, causing a greater change in speed and, consequently, a higher refractive index.
The effect of network modifiers on the refractive index of a ceramic glass is to increase it due to the disruptions they cause in the glass network, leading to a more densely packed atomic structure and a stronger interaction with light.
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Related Questions
In a 27 s interval, 565 hailstones strike a glass
window of area 1.049 m2
at an angle 25◦
to the
window surface. Each hailstone has a mass of
6 g and speed of 6.2 m/s.
If the collisions are elastic, find the average
force on the window.
Answer in units of N.
Answers
The average force is zero because the change in momentum is zero.
What is the average force on the window?
The first step is to calculate the total momentum of the hailstones before and after striking the window, which should be conserved since the collisions are elastic. We can use the conservation of momentum equation:
m1v1 + m2v2 + ... = m1v1' + m2v2' + ...
where;
m is the mass of each hailstone, v is its velocity before striking the window, and v' is its velocity after striking the window.Since all hailstones have the same mass and velocity, we can simplify the equation to:
mv + mv + ... = mv' + mv' + ...
where the left-hand side is the total momentum before, and the right-hand side is the total momentum after. There are 565 hailstones, so we can write:
565mv = 565mv'
Simplifying:
v' = v
This means that the hailstones bounce back with the same speed as they had before striking the window, so the angle of incidence equals the angle of reflection, and the momentum is conserved.
The next step is to calculate the total kinetic energy of the hailstones before and after striking the window, which should also be conserved since the collisions are elastic.
v'^2 = v^2
Now we can calculate the average force on the window using the impulse-momentum theorem, which states that the impulse (change in momentum) is equal to the force times the time interval:
FΔt = Δp
where;
F is the average force, Δt is the time interval (27 s), and Δp is the change in momentum.We know that the momentum before and after the collisions is the same, so the change in momentum is zero:
Δp = 0
Therefore, the average force is also zero. This means that the window experiences a series of impacts from the hailstones, but the net effect is no force on average. However, the window still experiences pressure due to the impacts, which can be calculated by dividing the total impulse by the area of the window:
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Which of these pictures shows the positions of Earth in its orbit during different times in the year?
Answers
Answer:This one show the earths positoning
Explanation:
Answer:
This is the correct answer
Explanation:
It is attached below
A student on a tower 49 m height drops a stone. One second later he throws a second stone after the first. They both hit the ground at the same time, with what speed did he throw the second stone. [Ans: 10.1m/s]
Answers
By applying the second equation of motion, the speed at which he threw the second stone is equal to 12.10 m/s.
How to determine the speed?First of all, we would calculate the time taken by the first stone to reach a height of 49 meters by applying the second equation of motion as follows:
S = ut + ½gt²
49 = 0(t) + ½ × 9.8 × t²
49 = 4.9t²
t² = 49/4.9
t = √10
t = 3.16 seconds.
Now, we can determine the speed at which he threw the second stone:
Note: Time = 3.16 - 1 = 2.16 seconds.
S = ut + ½gt²
49 = u(2.16) + ½ × 9.8 × 2.16²
49 = 2.16u + 22.86
2.16u = 49 - 22.86
u = 26.14/2.16
u = 12.10 m/s.
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Please help meeeeeeeeeeeeeeeee
Answers
Explanation:
transverse wave is a type of wave that moves at right angles with the direction of the wave while a compressional/longitudinal wave is a wave that move parallel with the direction of the wave travel
Which acid is naturally found in foods and can be safe to eat? sulfuric acid citric acid hydrochloric acid nitric acid
Answers
Answer:
\(\Huge \boxed{\mathrm{citric \ acid}}\)
Explanation:
Citric acid is naturally found in foods and can be safe to eat.
Citric acid is present in oranges, lemons, and other types of citrus fruits that we can eat.
The acid that is naturally found in foods and can be safe to eat would be citric acid, therefore the correct answer is option B .
What is a Chemical compound?
A chemical compound is a combination of two or more either similar or dissimilar chemical elements.
For example, H₂O is a chemical compound made up of two oxygen atoms and a single hydrogen atom.
As given in the problem statement we have to find out the acid from the given list of options that are naturally found in foods and can be safe to eat.
The sulphuric acid found in batteries, therefore, is not safe to eat, while the citric acid found in different fruits can be safe to eat.
The correct response is option B since citric acid is a naturally occurring acid that may be consumed without harm.
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The National Communication Association (NCA) defines several competencies students should exhibit after completing a college-level public speaking. Select all of the following competencies the NCA proposed.
Group of answer choices
A)Students should be able to get past their fears of public speaking.
B) Students should be able to apply critical thinking skills to interpret messages.
C) Students should be able to use communication to embrace difference.
D) Students should be able to influence public discourse.
Answers
he competencies proposed by the National Communication Association (NCA) for college-level public speaking include: students being able to apply critical thinking skills to interpret messages, use communication to embrace difference, and influence public discourse.
The National Communication Association (NCA) has defined several competencies that students should exhibit after completing a college-level public speaking course.
These competencies encompass a range of skills and abilities related to effective communication. Firstly, students should be able to apply critical thinking skills to interpret messages.
This means they should be capable of analyzing and evaluating the content, structure, and context of communication, allowing them to form reasoned judgments and interpretations.
This competency enables students to comprehend and engage with diverse messages encountered in various settings. Secondly, students should be able to use communication to embrace difference.
This competency emphasizes the importance of understanding and valuing diverse perspectives, cultures, and identities. It involves developing the ability to communicate effectively with individuals from different backgrounds and fostering inclusivity and respect in interactions.
By embracing difference, students enhance their communication skills and contribute to building a more inclusive and equitable society.Lastly, students should be able to influence public discourse. This competency highlights the power of public speaking to shape conversations, attitudes, and actions.
It involves developing persuasive and influential communication strategies to articulate ideas, advocate for causes, and participate actively in public discussions.
By mastering this competency, students become effective communicators who can contribute meaningfully to public discourse and positively impact society.
In summary, the competencies proposed by the NCA for college-level public speaking encompass the ability to apply critical thinking skills, use communication to embrace difference, and influence public discourse.
These competencies aim to equip students with essential skills for effective communication in diverse contexts and enable them to make a meaningful impact through their speech.
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If Earth's gravity pulls an object, causing it to accelerate to the ground, what
must be true about Earth?
A. It accelerates just as quickly in the direction away from the object.
B. It is being pulled toward the object by the object's gravity.
C. It accelerates just as quickly in the direction of the object.
D. It is being pushed away from the object by that same force.
Answers
Ans
It is being pulled toward the object by the objects gravity
Gravity:-
Sir Eizak Newton Founded the gravity.Gravity is a force between any object and earth by which they pull each other .The Acceleration due to gravity is represented by g =9.8m/s^2Mainly need help with part A. No links, thanks!
Answers
Answer:
R = 4Ω
Explanation:
If we have two resistors with resistances R1 and R2 in series the total resistance is R = R1 + R2
If the resistances are in parallel, the total resistance is given by:
1/R = 1/R1 + 1/R2.
First, we have a resistor with R1 = 1.5Ω
This resistor is connected in series with a parallel part (let's find the resistance of this parallel part), in one branch we have two resistors in series with resistances:
R2 = 8Ω and R3 = 4Ω
Because these are in series, the resistance of that branch is:
R = 8Ω + 4Ω = 12Ω
In the other branch, we have a single resistor of R4 = 4Ω
The resistance of the parallel part is:
1/R = 1/12Ω + 1/4Ω = 1/12Ω + 3/12Ω = 4/12Ω = 1/3Ω
1/R = 1/3Ω
R = 3Ω
Then we have a resistor (the first one, R1 = 1.5Ω) in series with a resistor of 3Ω.
Then the total resistance is:
R = 1Ω + 3Ω = 4Ω
Figure 24-30 shows the end view of an electromagnet with current flowing through it. What is the direction of the magnetic field inside the loop?
Answers
a. The direction of the magnetic field inside the loops is determined by the right-hand rule and follows the pattern known as the right-hand grip rule, where the curled fingers of the right-hand wrap around the loops in the direction of the current flow. The thumb then points in the direction of the magnetic field inside the loops.
b. The direction of the magnetic field outside the loops is determined by the right-hand rule for a current-carrying wire. If the current is flowing clockwise inside the loops when viewed from the end, the magnetic field outside the loops will form concentric circles around the loops in a counterclockwise direction when viewed from above.
Determine the direction of the magnetic field?a. According to the right-hand grip rule, the direction of the magnetic field inside the loops of an electromagnet is perpendicular to the plane of the loops and follows the direction of the current flow.
By curling the fingers of the right hand in the direction of the current flow inside the loops, the thumb will point in the direction of the magnetic field inside the loops.
b. When current flows through the loops of an electromagnet, it creates a magnetic field around the loops. Outside the loops, the magnetic field lines form concentric circles, perpendicular to the loops.
The direction of these circles can be determined using the right-hand rule for a current-carrying wire. If the current is flowing clockwise inside the loops when viewed from the end, the magnetic field lines outside the loops will form concentric circles in a counterclockwise direction when viewed from above.
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Complete question here:
shows the end view of an electromagnet with current flowing through it.
a. What is the direction of the magnetic field inside the loops?
b. What is the direction of the magnetic field outside the loops?
Your dog is begging for food while you eat dinner. Your mother gives him a morsel from her plate, and he stops barking. In
this situation, your dog has been and your mother has been
classically conditioned; punished
positively reinforced; negatively reinforced
negatively reinforced; punished
operantly conditioned; positively reinforced
Answers
Answer:
Explanation:
operantly conditioned; positively reinforced
When light hits a surface it usually bounces off at a larger angle. True or false? Justify
Answers
Answer:That only applies to highly polished surfaces, eg mirrors.
If you take a high quality laser (ie with low divergence) and aim it at a wall, you can see the spot where the laser beam reaches the wall from anywhere with a direct line-of-sight to the spot where the laser beam reaches the wall. This due to micro imperfections on the surface of the wall. At a microscopic level, the wall surface is very rough and pointing in all directions.
As to why, a beam of light bounces of a highly polished surface, I can only surmise that it is essentially due to kinematics, ie the only force opposing the light beam is normal to the surface, hence there no forces along the reflective surface. Since there are no forces along the reflective surface, the speed component of light along the reflective surface remains unchanged. However, on the plane perpendicular to the reflective surface the, the light photons bounce off at the same speed at which the hit the reflective surface because the mass of the reflective surface is much much much larger than the mass of the photons, which means that the reflective surface won’t move at all. Since conservation of momentum requires that momentum after the collision be the same as the momentum before the collision then the only way for that to happen is if the velocity of the photon perpendicular to the reflective surface is of exactly the same magnitude but in the opposite direction. Vector resolution of the speed component of the reflected beam means that the angle of reflection must be the same as the angle of incidence.
Explanation:
*a 0.16 kg hockey puck is moving on an icy horizontal surface with a speed of 5 m/s. a player strikes the puck by a hockey stick, after the impact the puck moves in opposite direction with a speed of 9 m/s. if the puck was in contact with the stick for 0.005 s, what is the average force on the puck by the stick?
Answers
The average force on the puck by the stick is 448 N
To find the average force on the hockey puck, we can use the impulse-momentum theorem:
Impulse = Change in momentum
The impulse on the puck can be calculated as:
Impulse = mass x change in velocity
Impulse = 0.16 kg x (9 m/s - (-5 m/s))
Impulse = 0.16 kg x 14 m/s
Impulse = 2.24 N*s
The change in velocity is negative because the puck is moving in the opposite direction after the impact.
The impulse on the puck is equal to the average force multiplied by the time of contact:
Impulse = average force x time
2.24 N*s = average force x 0.005 s
average force = 2.24 N*s / 0.005 s
average force = 448 N
Therefore, the average force is 448 N.
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Which of the following is an example of heat transfer by convection?
A. A heat lamp shining infrared light on French fries.
B The fan on a space heater blowing warm air into a cold room.
C. When one end of a metal rod is in a fire, the other end gradually becomes
D. The transfer of energy from the sun, across the vacuum of space.
Answers
Answer:
C
Explanation:
Having landed on a newly discovered planet,
an astronaut sets up a simple pendulum of
length 1.04 m and finds that it makes 475
complete oscillations in 1320 s. The amplitude of the oscillations is very small compared
to the pendulum’s length.
What is the gravitational acceleration on
the surface of this planet?
Answer in units of m/s^2.
Answers
Answer:
17.215 m/s^2
Explanation:
L = 0.825 m
It completes 397 oscillations in 546 s.
Time period is defined as the time taken to complete one oscillation.
So, Time period, T = 546 / 397 = 1.375 s
Let g be the gravitational acceleration at that planet.
Use the formula for the time period
g = 17.215 m/s^2
Which of the following forces does not have a direct effect on horizontal wind motions?
pressure gradient force
frictional force
gravitational force
Coriolis force
Answers
The gravitational force does not have a direct effect on horizontal wind motions.
The pressure gradient force, frictional force, and Coriolis force are the three primary forces that influence horizontal wind motions.
The pressure gradient force arises due to differences in air pressure between two locations. It causes air to move from areas of higher pressure to areas of lower pressure, resulting in the development of wind.
The frictional force is exerted by the Earth's surface and acts to slow down the wind near the surface. It influences the wind speed and direction close to the ground.
The Coriolis force, on the other hand, is a result of the Earth's rotation and the tendency of objects to move in curved paths in a rotating reference frame. It acts perpendicular to the wind direction and influences the wind's path, causing deflection to the right in the Northern Hemisphere and to the left in the Southern Hemisphere.
While gravity plays a crucial role in maintaining the Earth's atmosphere and other vertical processes, it does not directly impact horizontal wind motions.
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Which of these would support the idea that mass is conserved in a reaction that produces a gas
as a product?
a. heating the reactants to ensure the reaction occurs in a gaseous state
b. subtracting the mass of the gas from the mass of the solid and liquid products
c. mixing the reactants and measuring their total mass
d. trapping the gas and measuring its mass
Answers
Mass is conserved in a reaction that produces a gas as a product is (d) trapping the gas and measuring its mass.
The mass of any one element at the beginning of a reaction will equal the mass of that element at the end of the reaction. If we account for all reactants and products in a chemical reaction, the total mass will be the same at any point in time in any closed system.
The law of conservation of energy presents that, in spite of chemical reaction, or physical transformations, mass is conserved and cannot be created or destroyed.
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What is the symbol for Pressure ? Help
Answers
Answer:
The answer is Pascal or Pa.
Answer:
Pa or small p
Explanation:
Force over Area. The SI unit is Pascal
Potential energy is the energy an object has because of its
Answers
the early copernican system for planetary motions is____
Answers
The early Copernican system for planetary motions is a model of the "solar system".
What is the Copernican system?Copernicus developed his system based on observations of the planets and his belief in the simplicity and elegance of a heliocentric, or Sun-centered, model. He argued that the observed movements of the planets could be explained more accurately and consistently by assuming that the planets orbited the Sun in circular orbits, rather than the complex and erratic epicycles of the geocentric model.
The Copernican system placed the Sun at the center of the solar system, with the Earth and other planets orbiting around it in circular paths. This was a radical departure from the previous geocentric model, which held that the Earth was the center of the universe and that all celestial bodies revolved around it.
Thus, the early Copernican system for planetary motions is a model of the "solar system".
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which of the following is an example of the law of multiple proportions?
Answers
The answer option which is an example of the law of multiple proportions is: B) Two different compounds formed from carbon and oxygen have the following mass ratios: 1.33 g O: 1 g C and 2.66 g O: 1 g C.
The Law of Multiple Proportions is also referred to as Dalton's Law and it states that when two chemical elements combine to form more than one chemical compound, the masses (weights) of one chemical element that combine with a fixed mass (weight) of the other chemical element will always be in a ratio of small whole numbers.
According to the Law of Multiple Proportions, when two chemical elements combine to form two different chemical compound, the masses (weights) of one chemical element that combine with 1 gram of the other chemical element can be expressed as a ratio of small whole numbers.
For example, carbon and oxygen react to form either carbon monoxide and carbon dioxide.
Carbon monoxide (CO):
12 grams of C = 16 grams of O.
1 gram of C = 1.33 gram of O.
Carbon dioxide (\(CO_2\)):
12 gram of C = 32 grams of O.
1 gram of C = 2.66 gram of O.
Ratio of oxygen (O) = 16:32 = 1:2 (Law of Multiple Proportions).
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Your question is lacking the necessary answer options, so I will be adding them here:
A. A sample of chlorine is found to contain three times as much Cl-35 as Cl-37.
B. Two different compounds formed from carbon and oxygen have the following mass ratios: 1.33 g O: 1 g C and 2.66 g O: 1 g C.
C. Two different samples of table salt are found to have the same ratio of sodium to chlorine.
D. The atomic mass of bromine is found to be 79.90 amu.
E. Nitrogen dioxide always has a mass ratio of 2.28 g O: 1 g N.
A football field is 52 yards wide by 112 yards long. What is the area
Answers
Answer:
5824 yards^2
Explanation:
area = length x width
area = 112 x 52
area = 5824
Answer:
5824 squared yards
Explanation:
A. It Implies That M Is Finitely Generated. B. It Implies That M Has Nonzero Elements Of Nonzero Order. C. When Every Non-Null Element Has Null . D. In The Case That The Ring R Is A Body. E. None Of The Above Alternatives Gives A
Which of the following alternatives give a true statement. Justify your answer.
A modulus M over a ring R has a finite basis:
a. It implies that M is finitely generated.
b. It implies that M has nonzero elements of nonzero order.
C. When every non-null element has null .
d. in the case that the ring R is a body.
e. None of the above alternatives gives a true statement.
Which of the following statements are true?
a. If a subset of a module generates that whole module, then the subset cannot be
empty.
b. Every submodule S of a module M verifies the inequality C. Two different subsets of M have to generate two different submodules of M.
d. If S generates a submodule N of the module M, then contains S.
e. Neither statement is true.
Answers
The correct answer is e. None of the above alternatives gives a true statement. None of the statements in options a, b, c, and d are true when it comes to a modulus M over a ring R having a finite basis.
When a modulus M can be formed entirely from a finite set of elements, the modulus M is said to be finitely generated. M's finite basis does not, however, automatically imply that M is finitely generated. A basis is a set of linearly independent elements, and it might not be enough to produce all of the components of the modulus.
According to the assertion in option b, M must include nonzero items of nonzero order if it has a finite basis. This is untrue, though. The smallest positive number k, such that the element raised to the power of k equals the identity element, is referred to as the order of an element.
According to option c, every non-null element in a modulus with a finite basis has a null. Nevertheless, this claim is likewise untrue. It is possible for a modulus with a finite basis to have non-null elements without a null element.
According to option d, a ring R is a body, or a field, and only then can a modulus have a finite basis. However, this assertion is also untrue. Even though the ring R is not a field, a modulus can nonetheless have a finite basis. None of the given alternatives provides a true statement about a modulus M over a ring R having a finite basis.
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what is the conductors
Answers
Answer:
huh
Explanation:
Which tool can easily separate sand and iron filings?
O oil
O magnet
O water
Answers
Answer:
A magnet would be the answer
What is the main reason that the gravitational attraction between Earth and the Moon changes each day?
(1) Earthâs axis is tilted at 23.5°.
(2) Earthâs rotational speed varies with the seasons.
(3) The Moon has an elliptical orbit.
(4) The Moon has a spherical shape.
Answers
The main reason that the gravitational attraction between Earth and the Moon changes each day.
Option b is correct.
what does the gravitational attraction between the Earth and the moon cause?Tides are the result of the gravitational tug from the Moon and Sun that the Earth feels. If we disregard the Sun for now, the Earth's oceans facing the Moon bulge up in response to the lunar gravitational force: a high tide.
Why is the gravitational attraction of the moon to Earth greater than the attraction of Earth to sun?Even though the sun is much more massive and therefore has stronger overall gravity than the moon, the moon is closer to the earth so that its gravitational gradient is stronger than that of the sun.
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what are density in physics
Answers
Answer:
Density Definition: Density is the measurement of how tightly a material is packed together. It is defined as the mass per unit volume. Density Symbol: D or ρ Density Formula: ρ = m/V, where ρ is the density, m is the mass of the object and V is the volume of the object.
Explain the reason for making we of the 2 big resistor with a resistance on order of several hundreds of kiloohms in the negative feedback path of an inverting integrator. As the value of the indicated resistance is made to progress towards infinity, how is the frequency response of the sand integrator modifics?
Answers
When designing an inverting integrator, two large resistors with resistances of several hundred kiloohms are used in the negative feedback path to ensure that the gain of the op-amp does not affect the output and to reduce the effect of the op-amp's input bias current.The output voltage of an op-amp integrator changes at a rate proportional to the magnitude of the input signal's change rate.
The change in the output voltage, on the other hand, is inversely proportional to the magnitude of the resistor R in the feedback loop. As a result, if R is increased, the output voltage changes more slowly in response to changes in the input signal.The op-amp integrator's frequency response is affected when the value of the indicated resistance is increased towards infinity. The op-amp integrator's frequency response decreases when the value of the indicated resistance is increased towards infinity.
In other words, the integrator becomes less sensitive to high-frequency signals as the value of the indicated resistance is increased towards infinity. As a result, it is important to keep in mind that, while large resistors are used to prevent op-amp gain from influencing the output and to decrease the effect of the op-amp's input bias current, excessively large resistor values can degrade the op-amp integrator's frequency response.
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. an electric sander consisting of a rotating disk of mass 0.7 kg and radius 10 cm rotates at 15 rev/s. when applied to a rough wooden wall the rotation rate decreases by 20%. (a) what is the final rotational kinetic energy of the rotating disk? (b) how much has its rotational kinetic energy decreased?
Answers
The rotational kinetic energy has decreased by \(1.4175 kg.m^2/s^2\). To find the final rotational kinetic energy of the rotating disk, we can use the formula for rotational kinetic energy:
Rotational kinetic energy = (1/2) * (moment of inertia) *\( (angular velocity)^2\)
First, we need to find the moment of inertia of the rotating disk. For a solid disk, the moment of inertia is given by the formula:
Moment of inertia = (1/2) * (mass) *\( (radius)^2\)
Substituting the given values:
Moment of inertia = (1/2) * (0.7 kg) * \((0.1 m)^2\)
Moment of inertia = \(0.035 kg.m^2/\(
Next, we need to find the final angular velocity of the rotating disk. Given that the rotation rate decreases by 20%, the final angular velocity will be 80% of the initial angular velocity.
Final angular velocity = 0.8 * 15 rev/s
Final angular velocity = 12 rev/s
Now we can calculate the final rotational kinetic energy using the formula:
Rotational kinetic energy = (1/2) *\( (moment of inertia) * (angular velocity)^2\)
Final rotational kinetic energy = (1/2) *\( (0.035 kg.m^2) * (12 rev/s)^2\)
Simplifying the equation:
Final rotational kinetic energy = 0.5 * 0.035 *\( (12^2) kg\(.\(m^2/s^2\)
Final rotational kinetic energy = 0.5 * 0.035 * 144 kg.\(m^2/s^2\)
Final rotational kinetic energy = 2.52 kg.\(m^2/s^2\)
So, the final rotational kinetic energy of the rotating disk is 2.52 kg.\(m^2/s^2\)
To find how much the rotational kinetic energy has decreased, we can subtract the final rotational kinetic energy from the initial rotational kinetic energy.
Initial rotational kinetic energy = \((1/2) * (moment of inertia) * (initial angular velocity)^2\)
Initial rotational kinetic energy = \((1/2) * (0.035 kg.m^2) * (15 rev/s)^2\)
Simplifying the equation:
Initial rotational kinetic energy = \(0.5 * 0.035 * (15^2) kg.m^2/s^2\)
Initial rotational kinetic energy = \(0.5 * 0.035 * 225 kg.m^2/s^2\)
Initial rotational kinetic energy = \(3.9375 kg.m^2/s^2\)
Rotational kinetic energy decrease = Initial rotational kinetic energy - Final rotational kinetic energy
Rotational kinetic energy decrease = \(3.9375 kg.m^2/s^2 - 2.52 kg.m^2/s^2\)
Rotational kinetic energy decrease = \(1.4175 kg.m^2/s^2\)
Therefore, the rotational kinetic energy has decreased by \(1.4175 kg.m^2/s^2\).
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A 5-kg object travels at 10 m/s before it collides with a another object. After it collides, it travels in the direction opposite to which it travelled before the collision, but at 5 m/s. The collision takes 0.05 seconds.
1. What is the mometum of the 5-kg object before the collision?
2. What is the momentum after the collision?
3. What is the change in momentum of the 5-kg object?
4. How much force was exerted on the 5-kg object during the collision? Use the equation
Answers
The momentum of the 5kg object before the collision is; 50kgm/s.
Momentum of a bodyThe momentum of a body is mathematically evaluated as the product of its mass and velocity of motion.
According to the question;
We are required to evaluate the momentum before and after the collision.The momentum before collision is therefore; P(before) = 5kg × 10m/s = 50kgm/sThe momentum after collision is; P(after) = 5kg × (-5m/s) = -25kgm/sThe change in momentum of the 5kg object is therefore; P(after) - P(before) = -25 - 50 = -75kgm/sThe force is the change in momentum per unit time and hence is; -75kgm/s ÷ 0.05s = -1500 NewtonsLearn more on momentum;
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if a room is closed for 2-4 hours then when we open the door we need a little bit of more energy than the actual energy and feel someone is pushing the door from the back side . what is the reason behind it ? which force is that?
Answers
Answer:
The reason is because the pressure of the air inside the room drops with time which makes opening the door to require an increased amount of force to make up for the reduced pressure inside the room
Explanation:
From the kinetic theory of gases we have the following relation;
\(v_{rms} = \sqrt{\dfrac{3 \cdot K \cdot T}{m} }\)
\(p = \dfrac{n \cdot MW \cdot v^2_{rms} }{3 \cdot V}\)
Where:
K = Boltzmann constant
T = Temperature
m = Mass
MW = Molecular weight
V = Volume
\(v_{rms}\) = Root mean square velocity
Whereby the room door is closed, the kinetic energy of the air particles will be used up such that the average velocity of the particles will decrease, given that the volume of the room is constant, the pressure inside the room will drop below the original pressure outside the room such that the force on the door due to the outside pressure is larger than the force on the door from inside the room requiring a larger amount of force to overcome the resistance of the now higher outside pressure force.