Answer:
Explanation:
String theory proposes that the fundamental constituents of the universe are one-dimensional “strings” rather than point-like particles. String theory also requires six or seven extra dimensions of space, and it contains ways of relating large extra dimensions to small ones. In statistical mechanics, entropy is an extensive property of a thermodynamic system. It quantifies the number Ω of microscopic configurations that are consistent with the macroscopic quantities that characterize the system theyre related It later developed into superstring theory, which posits a connection called supersymmetry between bosons and the class of particles called fermions. Five consistent versions of superstring theory were developed before it was conjectured in the mid-1990s that they were all different limiting cases of a single theory in 11 dimensions known as M-theory. In late 1997, theorists discovered an important relationship called the AdS/CFT correspondence, which relates string theory to another type of physical theory called a quantum field theory.
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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Answer:
laser pointer does not make use of total internal reflection
Answer:
Explanation:
Based on the wave model of light, physicists predicted that increasing light amplitude would increase the kinetic energy of emitted photoelectrons, while increasing the frequency would increase measured current.
Contrary to the predictions, experiments showed that increasing the light frequency increased the kinetic energy of the photoelectrons, and increasing the light amplitude increased the current.
Based on these findings, Einstein proposed that light behaved like a stream of particles called photons with an energy of \text{E}=h\nuE=hνstart text, E, end text, equals, h, \nu.
The work function, \PhiΦ\Phi, is the minimum amount of energy required to induce photoemission of electrons from a metal surface, and the value of \PhiΦ\Phi depends on the metal.
The energy of the incident photon must be equal to the sum of the metal's work function and the photoelectron kinetic energy:
