1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
vfiekz [6]
3 years ago
6

The asteroid belt circles the sun between the orbits of mars and jupiter. one asteroid has a period of 5.0 earth years. assume a

365.25-days year and msun = 1.99 × 1030 kg. what is the asteroid's orbital radius?

Physics
2 answers:
My name is Ann [436]3 years ago
8 0
Using Kepler's 3rd law which is: T² = 4π²r³ / GM 
Solved for r : 
r = [GMT² / 4π²]⅓ 
Where G is the universal gravitational constant,M is the mass of the sun,T is the asteroid's period in seconds, andr is the radius of the orbit.
Change 5.00 years to seconds : 
5.00years = 5.00years(365days/year)(24.0hours/day)(6... = 1.58 x 10^8s 
The radius of the orbit then is computed:
r = [(6.67 x 10^-11N∙m²/kg²)(1.99 x 10^30kg)(1.58 x 10^8s)² / 4π²]⅓ = 4.38 x 10^11m 
Rina8888 [55]3 years ago
5 0

The asteroid's orbital radius is about 4.37 × 10¹¹ m

\texttt{ }

<h3>Further explanation</h3>

Newton's gravitational law states that the force of attraction between two objects can be formulated as follows:

\large {\boxed {F = G \frac{m_1 ~ m_2}{R^2}} }

<em>F = Gravitational Force ( Newton )</em>

<em>G = Gravitational Constant ( 6.67 × 10⁻¹¹ Nm² / kg² )</em>

<em>m = Object's Mass ( kg )</em>

<em>R = Distance Between Objects ( m )</em>

Let us now tackle the problem !

\texttt{ }

<u>Given:</u>

orbital period of asteroid = T = 5 × 365.25 × 24 × 3600 ≈ 1.58 × 10⁸ s

mass of Sun = M = 1.99 × 10³⁰ kg

<u>Asked:</u>

orbital radius = R = ?

<u>Solution:</u>

\Sigma F = ma

G \frac{ M m} { R^2 } = m \omega^2 R

G \frac{ M } { R^2 } = \omega^2 R

G \frac{ M } { R^3 } = \omega^2

G \frac{ M } { R^3 } = (2\pi \div T)^2

R = \sqrt[3] { GM (\frac{T}{2\pi})^2 }

R = \sqrt[3] { 6.67 \times 10^{-11} \times 1.99 \times 10^{30} \times (\frac{1.58 \times 10^8}{2\pi})^2 }

R \approx 4.37 \times 10^{11} \texttt{ m}

\texttt{ }

<h3>Learn more</h3>
  • Impacts of Gravity : brainly.com/question/5330244
  • Effect of Earth’s Gravity on Objects : brainly.com/question/8844454
  • The Acceleration Due To Gravity : brainly.com/question/4189441

\texttt{ }

<h3>Answer details</h3>

Grade: High School

Subject: Physics

Chapter: Gravitational Fields

You might be interested in
Which two objects repel each other?
Rasek [7]
Two protons. Positive plus a positive will repel. Cheers.
3 0
3 years ago
One of the great upcoming sports in the Olympics is the sport of curling. Write a brief essay on the uses of momentum collisions
Svetllana [295]

The Olympic sport of curling is one that is practically designed to show Physics in motion. Curling is a sport in which two teams alternate sliding smoothed stone pucks down an ice rink court with the intent to seat their stone closest to the center of the target (called the house). Each team has eight stones, meaning that the team that goes second has the (could be) massive advantage of sending the last stone.  

The mass of the stone is important in that the more massive a stone (m) and the speed at which it travels (v) dictates it's momentum (momentum=mxv). As the curling stone slides down the ice (which is relatively frictionless unless acted upon by other players or objects) and having inertia, continues in it's straight course (again, unless acted upon by outside forces). If the stone hits another stone, it transfers some of its momentum in an elastic collision to that stone and the original stone is deflected in a calculable manner.    

Collisions are used in the game to either clear opponent's stones from the house or out of their defensive positions, or to make adjustments to one's stones present in the house, all based on the momentum of the moving stone, and its transference.

6 0
3 years ago
Two motorcycles are traveling in opposite directions at the same speed when one of the cyclists blasts her horn, which has frequ
Galina-37 [17]

Answer:

6ms^-1

Explanation:

Given that the frequency difference is

( 563- 544) = 19

So alsoThe wavelength of each wave is = v/f = 344 /544

and there are 19 of this waves

So it is assumed that each motorcycle has moved 0.5 of this distance

in one second thus the speed of the motorcycles will be

=> 19/2 x 344/544 = 6.0 m/s

5 0
3 years ago
For no apparent reason, a poodle is running at a constant speed of 5.00 m/s in a circle with radius 2.9 m . Let v⃗ 1 be the velo
Nostrana [21]

At a constant speed of 5.00 m/s, the speed at which the poodle completes a full revolution is

\left(5.00\,\dfrac{\mathrm m}{\mathrm s}\right)\left(\dfrac{1\,\mathrm{rev}}{2\pi(2.9\,\mathrm m)}\right)\approx0.2744\,\dfrac{\mathrm{rev}}{\mathrm s}

so that its period is T=3.644\,\frac{\mathrm s}{\mathrm{rev}} (where 1 revolution corresponds exactly to 360 degrees). We use this to determine how much of the circular path the poodle traverses in each given time interval with duration \Delta t. Denote by \theta the angle between the velocity vectors (same as the angle subtended by the arc the poodle traverses), then

\Delta t=0.4\,\mathrm s\implies\dfrac{3.644\,\mathrm s}{360^\circ}=\dfrac{0.4\,\mathrm s}\theta\implies\theta\approx39.56^\circ

\Delta t=0.2\,\mathrm s\implies\dfrac{3.644\,\mathrm s}{360^\circ}=\dfrac{0.2\,\mathrm s}\theta\implies\theta\approx19.78^\circ

\Delta t=7\times10^{-2}\,\mathrm s\implies\dfrac{3.644\,\mathrm s}{360^\circ}=\dfrac{7\times10^{-2}\,\mathrm s}\theta\implies\theta\approx6.923^\circ

We can then compute the magnitude of the velocity vector differences \Delta\vec v for each time interval by using the law of cosines:

|\Delta\vec v|^2=|\vec v_1|^2+|\vec v_2|^2-2|\vec v_1||\vec v_2|\cos\theta

\implies|\Delta\vec v|=\begin{cases}3.384\,\frac{\mathrm m}{\mathrm s}&\text{for }\Delta t=0.4\,\mathrm s\\1.718\,\frac{\mathrm m}{\mathrm s}&\text{for }\Delta t=0.2\,\mathrm s\\0.6038\,\frac{\mathrm m}{\mathrm s}&\text{for }\Delta t=7\times10^{-2}\,\mathrm s\end{cases}

and in turn we find the magnitude of the average acceleration vectors to be

\implies|\vec a|=\begin{cases}8.460\,\frac{\mathrm m}{\mathrm s^2}&\text{for }\Delta t=0.4\,\mathrm s\\8.588\,\frac{\mathrm m}{\mathrm s^2}&\text{for }\Delta t=0.2\,\mathrm s\\8.625\,\frac{\mathrm m}{\mathrm s^2}&\text{for }\Delta t=7\times10^{-2}\,\mathrm s\end{cases}

So that takes care of parts A, C, and E. Unfortunately, without knowing the poodle's starting position, it's impossible to tell precisely in what directions each average acceleration vector points.

5 0
3 years ago
WILL GIVE BRAINLIEST! Briefly describe the three phases of self-regulation.<br> _PSYCHOLOGY_
Zinaida [17]

Phase 1. Forethought/preaction—This phase precedes the actual performance; sets the stage for action; maps out the tasks to minimize the unknown; and helps to develop a positive mindset. Realistic expectations can make the task more appealing. Goals must be set as specific outcomes, arranged in order from short-term to long-term. We have to ask students to consider the following:

<span>When will they start?Where will they do the work?How will they get started?<span>What conditions will help or hinder their learning activities are a part of this phase?
</span></span>

Phase 2. Performance control—This phase involves processes during learning and the active attempt to utilize specific strategies to help a student become more successful.

We have to ask students to consider the following:

<span>Are students accomplishing what they hoped to do?Are they being distracted?Is this taking more time than they thought?Under what conditions do they accomplish the most?What questions can they ask themselves while they are working?<span>How can they encourage themselves to keep working (including self-talk—come on, get your work done so you can watch that television show or read your magazine!)
</span></span>

Phase 3. Self-reflection—This phase involves reflection after the performance, a self-evaluation of outcomes compared to goals.

We have to ask students to consider the following:

<span>Did they accomplish what they planned to do?Were they distracted and how did they get back to work?Did they plan enough time or did they need more time than they thought?<span>Under what conditions did they accomplish the most work. 
Hope this helps!!!!!

</span></span>
6 0
3 years ago
Read 2 more answers
Other questions:
  • An object is dropped from a height of 100m, how long it it in the air
    14·1 answer
  • What are the characteristics of kinetic energy
    15·1 answer
  • What converts organic remains into fossil fuels? 1.chemical reaction 2.water 3.heat and pressure
    8·2 answers
  • What goes on the vertical (Y) axis
    10·1 answer
  • If a fan draws 220 watts on a 120- volt circuit what is the current being drawn?
    11·1 answer
  • Types of media that can influence one's social development include all of the following except
    7·2 answers
  • A skater is using very low friction rollerblades. A friend throws a Frisbee at her, on the straight line along which she is coas
    14·1 answer
  • Which one is it? Help ASAP
    11·2 answers
  • Describe the difference between distance, position, and displacement
    12·1 answer
  • Lowest energy?________(^_^)​
    11·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!