Answer:
16 m/s.
Explanation:
The following data were obtained from the question:
Mass of truck = 5000 Kg
Velocity of truck = 8 m/s
Mass of car = 2500 kg
Velocity of car =..?
Next, we shall determine the momentum of the truck. This can be obtained as follow:
Mass of truck = 5000 Kg
Velocity of truck = 8 m/s
Momentum of truck =.?
Momentum = mass × velocity
Momentum = 5000 × 8
Momentum of the truck = 40000 Kg.m/s
Finally, we shall determine the velocity of the car as follow:
From the question given above, we were told that the car and truck has the same momentum.
This implies that:
Momentum of the truck = momentum of car = 40000 Kg.m/s
Thus, the velocity of the car can be obtained as shown below:
Mass of car = 2500 kg
Momentum of the car = 40000 Kg.m/s
Velocity of car =..?
Momentum = mass × velocity
40000 = 2500 × velocity
Divide both side by 2500
Velocity = 40000/2500
Velocity = 16 m/s
Therefore, the velocity of the car is 16 m/s.
Answer:
There will be two forces acting on her: Gravitational force and Air resisitence
Explanation:
If you wrap some of the wire around the nail in one direction and some of the wire in the other direction, the magnetic fields from the different sections fight each other and cancel out, reducing the strength of your magnet
<span>As the charged insulating rod approaches the sphere (not in contact), free electrons in the sphere move. If the rod is negatively charged, free electrons move to the side of the sphere opposite the side with the rod. If the rod is positively charged, the free electron moves to the side of the sphere with the rod. In either case, the region of the sphere near the rod acquires a charge with the sign opposite to that on the rod.
a. Since opposedly charged objects always attract each other, the rod and ball always experience mutual attractive forces.
b. Since
the side of the sphere near the bar always has the opposite charge to
the charge of the rod, the rod and the sphere always attract each other. <span>They do not repel each other.</span></span>
Answer:
Steps in the order they should occur:
- Observes that there are acidic foods
- Asks a question about food’s acidity
- Creates a hypothesis about the acidity
- Prepares to conduct the experiment
- The student records the acidity of the food.
- Presents the results to the class
Explanation:
This question is addressed to reflect on the scientific method, and so it deals with the logical steps that are followed regularly in such process.
It is the observation of a natural phenomenum what sparks the whole process. In this case, <u><em>the student observes that there are acidic foods</em></u>.
After such observation, some minds, the curious minds, start to ask questions: why?, how?, when?, what happens if? Numerous questions might arise, it is the curiosity attitude, that accompanies the scientific mind. So,<em><u> the student asks a question about food’s acidity</u></em>.
The trained scientist then elaborate a hypothesis : a logical tentative prediction which relates a thesis and a conclusion, in the form if _________ then ________, addresed to answer the question. This hypotheisis must be testable, so it must contains objective variables, which can be verified through an experiment by measurements that can be replicated by any one. So, at this point <em><u>fhe student creates a hypothesis about the acidity</u></em>.
The next steps are:
- <em><u>Prepares to conduct the experiment</u></em>: the student must select the independent, dependent and control variables, and plan the materials and equipment needed, the place, the time, the budget, and the special conditions to perform the experiment.
- <u><em>The student records the acidity of the food</em></u>: the experiment is run and the data is recorded, and analyzed, to drive a conclusion:
- <em><u>Presents the results to the class</u></em>: this is how science evolve. The presentation of the results is important because 1) permits the validation of the results by the community, and 2) permits that other scientist use the results to continue with the process, start with a new question, and, might be, to validate a theory or create a new one.
