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3 years ago

Because scientists cannot actually precisely measure a process like soil erosion over the entire planet, they must _____.

Physics

1 answer:

Pani-rosa [81]3 years ago

4 0

Your answer is C. I hope this helps you.

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What is the main incentive for using a traditional economy? A. profit B. stability C. progress D. economic equality Please selec

VladimirAG [237]

Answer:

the answer is B, stability

Explanation:

A traditional economy is a system that is based on honorable customs, history, and beliefs. Tradition guides economic decisions, such as production and distribution. Traditional economies depend on agriculture, fishing, hunting, gathering or some combination above. They use exchange instead of money. Most traditional economies operate in emerging markets and developing countries. They are often in Africa, Asia, Latin America and the Middle East. But you can find scholarships from traditional economies scattered all over the world. Economists and anthropologists believe that all other economies started out as traditional economies. Thus, they expect the remaining traditional economies to evolve into market, command or mixed economies over time.

8 0

3 years ago

Read 2 more answers

Particle q₁ has a charge of 2.7 μC and a velocity of 773 m/s. If it experiences a magnetic force of 5.75 × 10⁻³ N, what is the s

Ne4ueva [31]

The intensity of the magnetic force F experienced by a charge q moving with speed v in a magnetic field of intensity B is equal to
$F=qvB \sin \theta$
where $\theta$ is the angle between the directions of v and B.

1) Re-arranging the previous formula, we can calculate the value of the magnetic field intensity. The charge is $q=2.7 \mu C=2.7 \cdot 10^{-6}C$ . In this case, v and B are perpendicular, so $\theta=90^{\circ}$ , therefore we have:
$B= \frac{F}{qv \sin \theta} = \frac{5.75 \cdot 10^{-3}N}{(2.7 \cdot 10^{-6}C)(773m/s)\sin 90^{\circ}}=2.8 T$

2) In this second case, the angle between v and B is $\theta=55^{\circ}$ . The charge is now $q=42.0 \mu C=42.0 \cdot 10^{-6}C$ , and the magnetic field is the one we found in the previous part, B=2.8 T, so we can find the intensity of the force experienced by this second charge:
$F=qvB \sin \theta=(42\cdot 10^{-6}C)(1.21 \cdot 10^3 m/s)(2.8 T)(\sin 55^{\circ})=0.12 N$

5 0

3 years ago

Read 2 more answers

Un the way to the moon, the Apollo astro-

kherson [118]

Answer:

Distance = 345719139.4[m]; acceleration = 3.33*10^{19} [m/s^2]

Explanation:

We can solve this problem by using Newton's universal gravitation law.

In the attached image we can find a schematic of the locations of the Earth and the moon and that the sum of the distances re plus rm will be equal to the distance given as initial data in the problem rt = 3.84 × 108 m

$r_{e} = distance earth to the astronaut [m].\\r_{m} = distance moon to the astronaut [m]\\r_{t} = total distance = 3.84*10^8[m]$

Now the key to solving this problem is to establish a point of equalisation of both forces, i.e. the point where the Earth pulls the astronaut with the same force as the moon pulls the astronaut.

Mathematically this equals:

$F_{e} = F_{m}\\F_{e} =G*\frac{m_{e} *m_{a}}{r_{e}^{2} } \\$

$F_{m} =G*\frac{m_{m}*m_{a} }{r_{m} ^{2} } \\where:\\G = gravity constant = 6.67*10^{-11}[\frac{N*m^{2} }{kg^{2} } ] \\m_{e}= earth's mass = 5.98*10^{24}[kg]\\ m_{a}= astronaut mass = 100[kg]\\m_{m}= moon's mass = 7.36*10^{22}[kg]$

When we match these equations the masses cancel out as the universal gravitational constant

$G*\frac{m_{e} *m_{a} }{r_{e}^{2} } = G*\frac{m_{m} *m_{a} }{r_{m}^{2} }\\\frac{m_{e} }{r_{e}^{2} } = \frac{m_{m} }{r_{m}^{2} }$

To solve this equation we have to replace the first equation of related with the distances.

$\frac{m_{e} }{r_{e}^{2} } = \frac{m_{m} }{r_{m}^{2} } \\\frac{5.98*10^{24} }{(3.84*10^{8}-r_{m} )^{2} } = \frac{7.36*10^{22} }{r_{m}^{2} }\\81.25*r_{m}^{2}=r_{m}^{2}-768*10^{6}* r_{m}+1.47*10^{17} \\80.25*r_{m}^{2}+768*10^{6}* r_{m}-1.47*10^{17} =0$

Now, we have a second-degree equation, the only way to solve it is by using the formula of the quadratic equation.

$r_{m1,2}=\frac{-b+- \sqrt{b^{2}-4*a*c } }{2*a}\\ where:\\a=80.25\\b=768*10^{6} \\c = -1.47*10^{17} \\replacing:\\r_{m1,2}=\frac{-768*10^{6}+- \sqrt{(768*10^{6})^{2}-4*80.25*(-1.47*10^{17}) } }{2*80.25}\\\\r_{m1}= 38280860.6[m] \\r_{m2}=-2.97*10^{17} [m]$

We work with positive value

rm = 38280860.6[m] = 38280.86[km]

<u>Second part</u>

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The distance between the Earth and this point is calculated as follows:

re = 3.84 108 - 38280860.6 = 345719139.4[m]

Now the acceleration can be found as follows:

$a = G*\frac{m_{e} }{r_{e} ^{2} } \\a = 6.67*10^{11} *\frac{5.98*10^{24} }{(345.72*10^{6})^{2} } \\a=3.33*10^{19} [m/s^2]$

6 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

How many atoms are in each product silver sulfide

AlekseyPX

there are 3 atoms in each silver sulfide

5 0

3 years ago