A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (Framework) recommends science education in grades K–12 be built around three major dimensions: science and engineering practices, crosscutting concepts that unify the study of science and engineering through their common application across fields, and core ideas in the major disciplines of natural science.
A physical change in something doesn't change what the it is. For example, if you break glass, it will still be glass. In a chemical change where there is a chemical reaction, a new thing is formed and energy is either given off or absorbed. For example, when you burn a log. The carbon in the log is reacting to the oxygen to create ashe and smoke
Hey there!:
Here the Statement - D is correct.
Because Orbitals containing the core electrons are more attracted towards nuclear charge and hence less shilded from nuclear charge than an orbital that doesn't penetrate. Also due to more attraction between the orbital containing core electron and nucleus, it will have less energy.
Hope this helps!
Answer:
Explanation:
mass of the bicycle + cyclist = 50 kg
constant speed = 6 km/h
a cyclist coasting down a 5.0° incline
the downward velocity is constant, so net acceleration must be zero
the air drag must be equal to gravitational force downward along the ramp
now for upward motion
