The role of learning in motivation is most obvious from the influence of

Which diagram best represents the field around a positively charged particle?

AveGali [126]

The last one. Opposites attract while similar ones repulse each other so all forces are pushing them apart

6 0

3 years ago

What is the frequency of radiation whose wavelength is 11.5 a0 ?

irakobra [83]

Answer:

The frequency of radiation is $2.61 \times 10^{17} s^{-1}$

Explanation:

Given:

Wavelength $\lambda = 11.5 \times 10^{-10}$ m

Speed of light $c = 3 \times 10^{8}$ $\frac{m}{s}$

For finding the frequency of radiation,

$c = f \lambda$

$f = \frac{c}{\lambda}$

$f = \frac{3 \times 10^{8} }{11.5 \times 10^{-10} }$

$f = 2.61 \times 10^{17}$ $s^{-1}$

Therefore, the frequency of radiation is $2.61 \times 10^{17} s^{-1}$

4 0

3 years ago

????The Earth is made of mostly_______. Mountains Water Land Carbon

soldier1979 [14.2K]

The answer is water!!!

7 0

3 years ago

Two tiny particles having charges of +5.00 μC and +7.00 μC are placed along the x-axis. The +5.00-µC particle is at x = 0.00 cm,

Liula [17]

Answer:

The third charged particle must be placed at x = 0.458 m = 45.8 cm

Explanation:

To solve this problem we apply Coulomb's law:

Two point charges (q₁, q₂) separated by a distance (d) exert a mutual force (F) whose magnitude is determined by the following formula:

$F = \frac{k*q_1*q_2}{d^2}$ Formula (1)

F: Electric force in Newtons (N)

K : Coulomb constant in N*m²/C²

q₁, q₂: Charges in Coulombs (C)

d: distance between the charges in meters (m)

Equivalence

1μC= 10⁻⁶C

1m = 100 cm

Data

K = 8.99 * 10⁹ N*m²/C²

q₁ = +5.00 μC = +5.00 * 10⁻⁶ C

q₂= +7.00 μC = +7.00 * 10⁻⁶ C

d₁ = x (m)

d₂ = 1-x (m)

Problem development

Look at the attached graphic.

We assume a positive charge q₃ so F₁₃ and F₂₃ are repulsive forces and must be equal so that the net force is zero:

We use formula (1) to calculate the forces F₁₃ and F₂₃

$F_{13} = \frac{k*q_1*q_3}{d_1^2}$

$F_{23} = \frac{k*q_2*q_3}{d_2^2}$

F₁₃ = F₂₃

$\frac{k*q_1*q_3}{d_1^2} = \frac{k*q_2*q_3}{d_2^2}$ We eliminate k and q₃ on both sides

$\frac{q_1}{d_1^2}= \frac{q_2}{d_2^2}$

$\frac{q_1}{x^2}=\frac{q_2}{(1-x)^2}$

$\frac{5*10^{-6}}{x^2}=\frac{7*10^{-6}}{(1-x)^2}$ We eliminate 10⁻⁶ on both sides

$(1-x)^2 = \frac{7}{5} x^2$

$1-2x+x^2=\frac{7}{5} x^2$

$5-10x+5x^2=7 x^2$

$2x^2+10x-5=0$

We solve the quadratic equation:

$x_1 = \frac{-b+\sqrt{b^2-4ac} }{2a} = \frac{-10+\sqrt{10^2-4*2*(-5)} }{2*2} = 0.458m$

$x_2 = \frac{-b-\sqrt{b^2-4ac} }{2a} = \frac{-10-\sqrt{10^2-4*2*(-5)} }{2*2} = -5.458m$

In the option x₂, F₁₃ and F₂₃ will go in the same direction and will not be canceled, therefore we take x₁ as the correct option since at that point the forces are in opposite way .

x = 0.458m = 45.8cm

8 0

3 years ago

Newton’s second law of motion addresses the relationship between what two variables that influence the force on a body?

Helen [10]

Answer:

A. Mass and acceleration

Explanation:

According to Newton's second law of motion, the resultant force is directly proportional to the rate of change in momentum
Therefore; F = ma , where F is the resultant force, m is the mass, and a is the acceleration of the body.
Resultant force depends on the acceleration and the mass of a body in motion, an increase in acceleration causes a corresponding increase in resultant force. A body with higher mass will have a larger strong force if the acceleration is kept constant.

3 0

3 years ago

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The role of learning in motivation is most obvious from the influence of​

The role of learning in motivation is most obvious from the influence of