If the car travels
300 km.........................5 hrs
?km ..............................2h
to find out we do (300*2)/5=600/5=120km
also
300km/5h=60km/h
in 2 hours
120km
<span>Assuming the car is travelling in the same direction for the entire hour, the acceleration is zero.</span>
A). very large
B). very small
These are both wishy-washy words ... words that mean different things
to different people, and may even mean different things to the same person
at different times.
Even if everybody agreed on the meaning of these words, we wouldn't
have any idea which one may apply to the rover, because there's nothing
in the picture that gives any size reference ! We don't know from the picture
whether this thing is the size of a school book or a school bus. Or somewhere
in between.
C). very mathematical
What in the world does this mean ? ?
I don't see a single number or math symbol anywhere in the drawing.
I don't think this is the correct choice.
D). very complex
In the drawing, there are thirteen different labels of things,
and eight of them have such long names that only their initials
are shown.
This is one complicated combination of many different machines.
I think this is the best choice of description.
<span>A researcher claiming that females were more empathetic than males would test that hypothesis by using inferential statistics.</span>
Scientific knowledge itself cannot have a positive or negative impact on society per se. What can have a negative or positive impact is how this knowledge is being used.
While we all enjoy a beter life due to advancements in medicine and technology for example, this was because people decided they would put certain scientific discoveries into practice and spread them among the people.
The same thing can also be said for negative scientific discoveries. While energy produced in atomic power plants per se isn't harmful, when making an atomic bomb out of it, it can be disastrous. It was the intention of doing something evil with it that might have had a negative impact on society, not the knowledge itself.
