Answer:
a)3312 x 10⁴ J
b)I = 57.5 A
c)9200 W
Explanation:
Given that
P =4600 W
Time t= 2 h = 2 x 3600 s= 7200 s
We know that
1 W = 1 J/s
a)
Energy stored in the battery = P .t
=4600 x 7200 J
=3312 x 10⁴ J
b)
We know that power P given as
P = V .I
V=Voltage ,I =Current
4600 = 80 x I
I = 57.5 A
c)
The energy supplied = 4600 x 2 = 9200 W
Answer:
The final kinetic energy of the two-car system is 60,000 J.
Explanation:
Given;
mass of the car, m = 1200 kg
time of motion, t = 8.8 s
final velocity of the car, v = 10 m/s
Apply the principle of conservation of kinetic energy; the initial kinetic energy is equal final kinetic energy.

Therefore, the final kinetic energy of the two-car system is 60,000 J.
Answer:

Explanation:
At some distance from the Earth the force of attraction due to moon is balanced by the force due to Moon
so we will have

now we have


so we will have

Now by energy conservation



-- Take a sample of the first fluid.
-- Measure its mass.
-- Measure its volume.
-- Divide its mass by its volume.
This gives you the density of the first fluid.
-- Take a sample of the second fluid.
-- Measure its mass.
-- Measure its volume.
-- Divide its mass by its volume.
This gives you the density of the second fluid.
You want their average ?
OK
-- Add (Density of the first fluid) + (Density of the second fluid).
-- Divide the sum by 2 .
Now you have the average of the two densities.
Note:
That's NOT necessarily the density of a mixture when you
pour some of fluid-1 and fluid-2 into a jar. The density of the
fluid in the jar is going to depend on how much of each fluid is
in there.
I started to calculate how much of each one has to be there in order
for the density of the mixture to be equal to the average of their two
densities. But then I sat up straight, asked myself "Why ? !" .
Then I stopped, and went into the kitchen and ate some meatloaf.
Answer:
“I think it’s about putting yourself in the students’ shoes and seeing how a first-time student, maybe someone who hasn’t even taken chemistry before, is looking at it.”
—Valerie Taraborelli, undergraduate chemistry student, University of Arizona1
“In some ways, I think the people who are the most successful as teachers are the ones who are able to remember what it was like being uncertain and not knowing. When you become an expert, things are easy. So the idea is to try and see where [students] are coming from and why they’ve developed this misconception and what you can do to specifically address it.”
—Dee Silverthorn, biology professor, University of Texas2
<h2>Hope this helps !! </h2>