1.) Use the formula to solve -
1/f = 1/do + 1/di; Where f = focal length; 1/do + 1/di
1/f = 1/do + di
1/8 = 1/25 + 1/?
.125 = .04 + 1/di
.125 -.04 = 1/di (transferred .04 to the left side of the equation)
.085/1 = 1/di
.085di/.085 = 1/.085 (multiplied both sides by di and divided both sides by .085)
di = 11.76 or 12
2.) Therefore, 12 cm is the distance from the image to the mirror
Answer:
= 4
Explanation:
To solve this exercise we will use Bohr's atomic model
= - 13.606 / n² [eV]
The transition from level n = 2 to level n = 1 is valid
= - 13.606 [¼ -1/1]
= 10.2045 eV
Bohr's model for atoms with only one electron is
= -13.606 Z² / n²
Where Z is the atomic number of the atom.
In this case the helium atom has an atomic number of Z = 2 from the level n₀ = 2 let's look up to what level it reaches
ΔE = -13.606 [4 / ² - 4/4]
4 / ² = -ΔE / 13.606 + 1
4 / ² = -10.2045 / 13.606 +1 = -0.75 +1
4 / ² = 0.25
= √ 4 / 0.25
= 4
Answer:
F = 1250000 N
Explanation:
If you have 50,000 S, by 25 M. It would be calculated to 1,250,000 N.
Stars are huge celestial bodies made mostly of hydrogen and helium that produce light and heat from the churning nuclear forges inside their cores. Aside from our sun, the dots of light we see in the sky are all light-years from Earth. They are the building blocks of galaxies, of which there are billions in the universe. It’s impossible to know how many stars exist, but astronomers estimate that in our Milky Way galaxy alone, there are about 300 billion.
The triarchic theory of intelligence<span> was formulated by </span>Robert J. Sternberg<span>, a prominent figure in research of human </span>intelligence<span>. The theory by itself was among the first to go against the </span>psychometric<span> approach to intelligence and take a more </span>cognitive approach<span>. The three meta components are also called triarchic components. These are the triarchic theory of human intelligence.
</span>1.
Analytical - Analytical Intelligence similar to the standard psychometric definition of intelligence e.g. as measured by Academic problem solving: analogies and puzzles, and corresponds to his earlier componential intelligence. Sternberg considers this reflects how an individual relates to his internal world.
Sternberg believes that Analytical Intelligence (Academic problem-solving skills) is based on the joint operations of metacomponents and performance components and knowledge acquisition components of intelligence
2.
Practical - Practical Intelligence: this involves the ability to grasp, understand and deal with everyday tasks. This is the Contextual aspect of intelligence and reflects how the individual relates to the external world about him or her.
<span>Sternberg states that Intelligence is: </span>"Purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life" (Sternberg, 1984, p.271)
3.
Creative - Creative Intelligence: this involves insights, synthesis and the ability to react to novel situations and stimuli. This he considers the Experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.
<span>Sternberg </span>considers the Creative facet to consist of the ability which allows people to think creatively and that which allows people to adjust creatively and effectively to new situations.
<span>Sternberg believes that more intelligent individuals will also move from consciously learning in a novel situation to automating the new learning so that they can attend to other tasks.</span>
