Which two options are forms of potential energy?

Where is most of Earth’s freshwater found?

STALIN [3.7K]

In lakes and streams

5 0

3 years ago

Dr. Matthews has submitted a proposal to the institutional review board (IRB) of a university. At this university, she intends t

OlgaM077 [116]

The IRB at the university will decide whether her study meets ethical guidelines before it is initiated. The importance of these codes of conduct is to safeguard research participants, the status of psychology and the researchers or psychologists themselves. Moral issues hardly yield a simple, unequivocal, right or wrong answer. It is consequently often a matter of judgment whether the research is justified or not. For instance, it might be that a study roots psychological or physical uneasiness to participants, maybe they agonize pain or maybe even come to solemn harm.

6 0

3 years ago

What is the resistance of : A) A 1.70 m long copper wire that is 0.700 mm in diameter? B) A 20.0 cm long piece of carbon with a

astra-53 [7]

Answer:

(I). The resistance of the copper wire is 0.0742 Ω.

(II). The resistance of the carbon piece is 1.75 Ω.

Explanation:

Given that,

Length of copper wire = 1.70 m

Diameter = 0.700 mm

Length of carbon piece = 20.0 cm

Cross section area $A = (2.00\times10^{-3})^2\ m$

(I). We need to calculate the area of copper wire

Using formula of area

$A=\pi r^2$

$A=3.14\times(\dfrac{0.700\times10^{-3}}{2})^2$

We need to calculate the resistance

Using formula of resistance

$R=\dfrac{\rho l}{A}$

Put the value into the formula

$R=\dfrac{1.68\times10^{-8}\times1.70}{3.14\times(\dfrac{0.700\times10^{-3}}{2})^2}$

$R=0.0742\ \Omega$

(II). We need to calculate the resistance

Using formula of resistance

$R=\dfrac{\rho l}{A}$

Put the value into the formula

$R=\dfrac{3.5\times10^{-5}\times20\times10^{-2}}{(2.00\times10^{-3})^2}$

$R=1.75\ \Omega$

Hence, (I). The resistance of the copper wire is 0.0742 Ω.

(II). The resistance of the carbon piece is 1.75 Ω.

8 0

3 years ago

.You have always been impressed by the speed of the elevators in your apartment building. You wonder about the maximum accelerat

AlexFokin [52]

Answer:

5.51 m/s^2

Explanation:

Initial scale reading = 50 kg

assume the greatest scale reading = 78.09 kg

Determine the maximum acceleration for these elevators

At rest the weight is = 50 kg

Weight ( F ) = mg = 50 * 9.81 = 490.5 N

At the 10th floor weight = 78.09 kg

Weight at 10th floor ( F ) = 78.09 * 9.81 = 766.11 N

F = change in weight

Change in weight( F ) = ma = 766.11 - 490.5 (we will take the mass as the starting mass as that mass is calculated when the body is at rest)

50 * a = 275.61

Hence the maximum acceleration ( a ) = 275.61 / 50 = 5.51 m/s^2

3 0

3 years ago

PLZ! PLZ! PLZ! HELP! WILL GIVE BRAINLIEST! Scientific Claim Engaging in scientific argument is a critical piece to the applicati

Nastasia [14]

Answer:

Explanation:

1The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.

Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.

Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

8 0

2 years ago