This behavior helps Betty in <u>intellectual </u>development.
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>
Explanation:
For each object, the initial potential energy is converted to rotational energy and translational energy:
PE = RE + KE
mgh = ½ Iω² + ½ mv²
For the marble (a solid sphere), I = ⅖ mr².
For the basketball (a hollow sphere), I = ⅔ mr².
For the manhole cover (a solid cylinder), I = ½ mr².
For the wedding ring (a hollow cylinder), I = mr².
If we say k is the coefficient in each case:
mgh = ½ (kmr²) ω² + ½ mv²
For rolling without slipping, ωr = v:
mgh = ½ kmv² + ½ mv²
gh = ½ kv² + ½ v²
2gh = (k + 1) v²
v² = 2gh / (k + 1)
The smaller the value of k, the higher the velocity. Therefore:
marble > manhole cover > basketball > wedding ring
Answer:
32000 N
Explanation:
From the question given above, the following data were obtained:
Initial velocity (u) = 40 m/s
Distance (s) = 10 m
Final velocity (v) = 0 m/s
Mass (m) of car = 400 Kg
Force (F) =?
Next, we shall determine the acceleration of the the car. This can be obtained as follow:
Initial velocity (u) = 40 m/s
Distance (s) = 10 m
Final velocity (v) = 0 m/s
Acceleration (a) =?
v² = u² + 2as
0² = 40² + (2 × a × 10)
0 = 1600 + 20a
Collect like terms
0 – 1600 = 20a
–1600 = 20a
Divide both side by –1600
a = –1600 / 20
a = –80 m/s²
The negative sign indicate that the car is decelerating i.e coming to rest.
Finally, we shall determine the force needed to stop the car. This can be obtained as follow:
Mass (m) of car = 400 Kg
Acceleration (a) = –80 m/s²
Force (F) =?
F = ma
F = 400 × –80
F = – 32000 N
NOTE: The negative sign indicate that the force is in opposite direction to the motion of the car.
Answer: An atom that gains or loses an electron becomes an ion. If it gains a negative electron, it becomes a negative ion. If it loses an electron it becomes a positive ion
