D. frequency of the corresponding light wave
Answer:
1.19 m/s²
Explanation:
The frequency of the wave generated in the string in the first experiment is f = n/2l√T/μ were T = tension in string = mg were m = 1.30 kg weight = 1300 g , μ = mass per unit length of string = 1.01 g/m. l = length of string to pulley = l₀/2 were l₀ = lent of string. Since f is the second harmonic, n = 2, so
f = 2/2(l₀/2)√mg/μ = 2(√mg/μ)/l₀ (1)
Also, for the second experiment, the period of the wave in the string is T = 2π√l₀/g. From (1) l₀ = 2(√mg/μ)/f and from (2) l₀ = T²g/4π²
Equating (1) and (2) we ave
2(√mg/μ)/f = T²g/4π²
Making g subject of the formula
g = 2π√(2√(m/μ)/f)/T
The period T = 316 s/100 = 3.16 s
Substituting the other values into , we have
g = 2π√(2√(1300 g/1.01 g/m)/200 Hz)/3.16
g = 2π√(2 × 35.877/200 Hz)/3.16
g = 2π√(71.753/200 Hz)/3.16
g = 2π√(0.358)/3.16
g = 2π × 0.599/3.16
g = 1.19 m/s²
Answer:
This is because below 4°c, water unlike other materials becomes less dense when it's temperature is further lowered.
Explanation:
Due to the unusual nature of water; at about 4°c, the behavior of the density of water in relation to its temperature reverses. This means that water becomes less dense as it becomes colder below 4°c. The colder parts therefore floats to the top of the water body while the warmer part sinks allowing the top to freeze and the remaining body below to remain in its liquid state.
The freezing of the top of the lake alone protects the remaining depth of water from freezing by acting as an insulator and preventing further heat loss from the water to the ambient space. If this had not been the case, and water froze all through, marine lives will freeze to death and it will be more difficult to melt the ice come the next summer.
This behavior is due to the hydrogen bonding of the water molecules.
Answer:
The mass is 
Explanation:
Generally from Newton law for the first block
=>
For the second block the force is
and the acceleration is 
So from Newton law
=> 
substituting for a
=> 
=> 
Answer:
The formula i use is called, Product over Sum. Which means it is figured by their multiplied resistances divided by their sum. It is applied by pairs of known resistances. Starting with 20 and 30 Ohms, 600 is divided by 50. Using a quick mental calculation, the first pair has a resistance of 12 Ohms. Then, do that with 12 Ohms and 10 Ohms. 120 Ohms divided by 22. The answer is, about 5.5 Ohms. By this interesting development, we are reminded that resistances in parallel are effectively never more than the least one.
The students decide to assemble a convenient experiment and will run one amp through them all in parallel and measure their voltage. Watching the Amperage gauge on their teacher’s power supply. As one begins to turn it up to an Amp, another is watching its voltage till an Amp is perfectly applied. But as they carefully do that, watching the Amp gauge, another screams, their 10 Ohm resistor turns black and smokes as they were only pumping out 2 or 3 tenths of an Amp. What happened? What did they need, to make this simple experiment not so embarass-king?
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