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2 years ago

Which statement about subatomic particles is not true?

Physics

2 answers:

Tresset [83]2 years ago

7 0

Answer:

B. is the right answer

Goryan [66]2 years ago

3 0

A) True. protons and neutrons have almost the same mass.

B) Not true. Booo ! protons and neutrons have the same charge.

C) True. unlike protons and electrons neutrons have no charge.

D) True. protons and electrons have opposite charges.

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If you went to a planet that had the twice the radius as Earth, but the same mass, a 1 kg pineapple would have a weight of

kicyunya [14]

Use the law of universal gravitation, which says the force of gravitation between two bodies of mass m₁ and m₂ a distance r apart is

F = G m₁ m₂ / r²

where G = 6.67 x 10⁻¹¹ N m²/kg².

The Earth has a radius of about 6371 km = 6.371 x 10⁶ m (large enough for a pineapple on the surface of the earth to have an effective distance from the center of the Earth to be equal to this radius), and a mass of about 5.97 x 10²⁴ kg, so the force of gravitation between the pineapple and the Earth is

F = (6.67 x 10⁻¹¹ N m²/kg²) (1 kg) (5.97 x 10²⁴ kg) / (6.371 x 10⁶ m)²

F ≈ 9.81 N

Notice that this is roughly equal to the weight of the pineapple on Earth, (1 kg)g, where g = 9.80 m/s² is the magnitude of the acceleration due to gravity, so that [force of gravity] = [weight] on any given planet.

This means that on this new planet with twice the radius of Earth, the pineapple would have a weight of

F = G m₁ m₂ / (2r)² = 1/4 G m₁ m₂ / r²

i.e. 1/4 of the weight on Earth, which would be about 2.45 N.

7 0

3 years ago

How to express whole numbers in scientific notation?

SCORPION-xisa [38]

Answer:

To write a number in scientific notation. First write a decimal point in the numbers so that there's only one digit to the left of the decimal point.

5 0

3 years ago

A certain spring stretches 3 cm when a load of 15 n is suspended from it. how much will the spring stretch if 30 n is suspended

Alik [6]

Initially, the spring stretches by 3 cm under a force of 15 N. From these data, we can find the value of the spring constant, given by Hook's law:
$k= \frac{F}{\Delta x}$
where F is the force applied, and $\Delta x$ is the stretch of the spring with respect to its equilibrium position. Using the data, we find
$k= \frac{15 N}{3.0 cm}=5.0 N/cm$

Now a force of 30 N is applied to the same spring, with constant k=5.0 N/cm. Using again Hook's law, we can find the new stretch of the spring:
$\Delta x = \frac{F}{k}= \frac{30 N}{5.0 N/cm}=6 cm$

4 0

3 years ago

Read 2 more answers

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

You observe two cars traveling in the same direction on a long, straight section of Highway 5. The red car is moving at a consta

Arte-miy333 [17]

Answer:

1) 3.66 s

2) 124.44 m

3) 3.12 s

Explanation:

Let's start by first listing down the information in the question.

Red Car : 34 m/s

Blue Car: 28 m/s

Distance between them : 22 m

The difference in speed between the cars is: 34 - 28 = 6 m/s

This means that the red car is catching up to the blue car at a speed of 6 m/s.

1) We can solve this by just dividing the distance by the difference in speed. This becomes: $\frac{Distance}{Speed}= \frac{22}{6} = 3.66$

Thus it takes 3.66 seconds for the red car to catch up to the blue car.

2) We know from (1) that it took 3.66 seconds for the red car to catch up. Since the speed it was travelling at is constant, we only need to multiply it by the time from (1) to get the distance.

This becomes: $Speed * Time = 34 * 3.66 = 124.44$

Thus the red car travels 124.44 m before catching up to the blue car.

3) If the red car starts to accelerate the moment we see it, the time taken to get to the blue car will be less than before. We can find this in a simple way.

We can use the motion equation : $s = u*t + \frac{1}{2}(a * t^2)$

Here s = 22 m

We can take u as the difference in speed. u = 6 m/s

Acceleration a = (2/3) m/s^2

Substituting the these into the equation we get:

$22 = 6t + \frac{1}{2}(\frac{2}{3}t^2)$

Solving this for the variable 't' using the quadratic formula we get the following two answers:

t1 = 3.12 s

t2 = - 21.12 s

Since t2 is not possible, the answer is t1. This means it takes 3.12 seconds for the red car to catch up to the blue.

4 0

3 years ago