Near Earth's surface, gravitational acceleration is approximately 9.81 m/s2, which means that, ignoring the effects of air resistance, the speed of an object falling freely will increase by about 9.81 metres per second every second.
The weight of an object when calculated by multiplying with the pull of the gravity is dependent on the mass of the object and the value of g. The value of g is constant however is still dependent on the distance of the object from the center of the Earth. Thus, the answers are <em>mass and distance. </em>
The force of friction is 300 N
Explanation:
We can solve the problem by applying Newton's second law of motion: in fact, the net force acting on an object is equal to the product between the mass of the object and its acceleration. So we can write

where
is the net force acting on the object
m is its mass
a is its acceleration
For the cart in this problem, we have two forces acting on it:
- The force of push, F = 500 N, forward
- The force of friction,
, backward
So Newton's second law can be rewritten as

where
m = 50 kg
is the acceleration of the cart
And solving for
, we find the force of friction:

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Phase 1. Forethought/preaction—This phase precedes the actual performance; sets the stage for action; maps out the tasks to minimize the unknown; and helps to develop a positive mindset. Realistic expectations can make the task more appealing. Goals must be set as specific outcomes, arranged in order from short-term to long-term. We have to ask students to consider the following:
<span>When will they start?Where will they do the work?How will they get started?<span>What conditions will help or hinder their learning activities are a part of this phase?
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Phase 2. Performance control—This phase involves processes during learning and the active attempt to utilize specific strategies to help a student become more successful.
We have to ask students to consider the following:
<span>Are students accomplishing what they hoped to do?Are they being distracted?Is this taking more time than they thought?Under what conditions do they accomplish the most?What questions can they ask themselves while they are working?<span>How can they encourage themselves to keep working (including self-talk—come on, get your work done so you can watch that television show or read your magazine!)
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Phase 3. Self-reflection—This phase involves reflection after the performance, a self-evaluation of outcomes compared to goals.
We have to ask students to consider the following:
<span>Did they accomplish what they planned to do?Were they distracted and how did they get back to work?Did they plan enough time or did they need more time than they thought?<span>Under what conditions did they accomplish the most work.
Hope this helps!!!!!
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