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Anestetic [448]
3 years ago
5

A red rubber ball rolls down a hill from rest with an acceleration of 7.8 m/s 2 . How fast is it moving after it has traveled 5

m?
Physics
1 answer:
masya89 [10]3 years ago
7 0

Answer:

39 m/s

Explanation:

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the resistance of a heater element is 1200 ohms and draws a circuit of 0.4 amperes calculate the voltage of the circuit​
tensa zangetsu [6.8K]

Answer:

0.00033333333

Explanation:

8 0
2 years ago
The components of a 15 meters per second velocity at an angle of 60 degrees above the horizontal are?
mafiozo [28]

Answer:

x-component of velocity: 7.5 m/s

y-component of velocity: 13 m/s

Explanation:

This problem is pure trigonometry. Assuming you know trig, there are only a couple of steps to solving this problem. First, split the velocity into components; recall that any vector not directed along an axis has x and y components. Then, remember that sinΘ = opposite/hypotenuse. Applying this to your scenario, you get sin60° = vy/15. Multiplying this out gives you vy=15sin60. Put this into a calculator (make sure it's set to degree mode because the angle in this problem is in degrees) and you should get 12.99, which you can round up to 13 m/s. This is the velocity in the y-direction.

The procedure to find the x-velocity is very similar, but instead of using sine, we will use the cosine of theta. Recall that cosΘ=adjacent/hypotenuse. Once again plugging this scenario's numbers into that, you end up with cos60 = vₓ/15. Multiplying this out gives you vₓ = 15cos60. Once again, plug this into your calculator. 7.5 m/s should be your answer. This is the velocity in the x-direction.

By the way, a quick way to find the components of a vector, whether it's velocity, force, or whatever else, is to use these functions. Generally, if the vector points somewhere that's not along an axis, you can use this rule. The x-component of the vector is equal to hypotenuse*cosΘ and the y-component of the vector is equal to hypotenuse*sinΘ.

8 0
1 year ago
A car is at velocity of 20 km/h. If the car traveled 120 km in 3 hours at constant acceleration, what is its final velocity?
dedylja [7]
The velocity is dueuueue. 100
8 0
3 years ago
A student is bicycling north along Main Street to school. Another student is timing the bicycling student in order to determine
MatroZZZ [7]

The average velocity is -4.17 m/s

Explanation:

The average velocity of a body is given by:

v=\frac{d}{t}

where

d is the displacement of the body

t is the time elapsed

For the student in this problem, we have:

Initial position: x_i = 450 m

Final position: x_f = 200 m

So the displacement is

d=x_f -x_i = 200 - 450 = -250 m

The time elapsed is

t = 60 s

Therefore, the average velocity is

v=\frac{-250}{60}=-4.17 m/s

Where the negative sign means the student is moving towards the origin.

Learn more about average speed and velocity:

brainly.com/question/8893949

brainly.com/question/5063905

#LearnwithBrainly

8 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
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