Answer:
The ball experiences the greater momentum change
Explanation:
The momentum change of each object is given by:
where
m is the mass of the object
v is the final velocity
u is the initial velocity
Both objects have same mass m and same initial velocity u. So we have:
- For the ball, the final velocity is
Since it bounces back (so, opposite direction --> negative sign) with same speed (so, the magnitude of the final velocity is still u). So the change in momentum is
- For the clay, the final velocity is
since it sticks to the wall. So, the change in momentum is
So we see that the greater momentum change (in magnitude) is experienced by the ball.
Answer:
2.5 m/s²
Explanation:
a = ∆v/∆t = (15 m/s)/(6 s) = (15/6) m/s² = 2.5 m/s²
The best answer is d - while comparing the data with the hypothesis. The scientific method defines the correct steps as:
1. observation - use of the five senses to learn about something.
2. Question - where you raise questions based on your observation.
3. Hypothesis - a prediction or guess of what the answer to the question is.
4. Method - point where you test the hypothesis by carrying out an experiment.
5. Results / data - this is what happened after each step of the experiment.
6. Conclusion - where the results of the experiment are discussed and it is summarized if the prediction was true or not, based on data from the results.
<h2>
So, the correct answers are:</h2>
Travels in longitudinal waves
Travels most slowly through a gas
Speeds up when temperature is increased
Is caused by vibration
Explanation for correct answers:
Yes, it does travel in longitudinal waves
Yes, sounds weird, but travels faster in the water
Yes, does speed up when temperature is increased
And yes, Is caused by vibration.
<h2>
Wrong answer is:</h2>
Can travel through a vacuum
Explanation for wrong answer:
actually, in space, there is NO sound, because there are no particals for the sound to vibrate with, there's just empty SPACE.
Conservation is the understanding that the quantity of an object stays the same even when it changes in appearance. A concrete operational child between ages seven and eleven understands this fact because of the development of his cognitive ability while a preoperational child does not.
For example, change the tea cup of a 5 year old boy from an oblong shape to a short round shape of the same size, he begins to cry because he believes the change in cup has translated to a change in quantity.
In addition, change the denominations contained in an amount of money owned by each of the children of these two categories, the pre operational child seems a lot bothered, but the concrete operational child has enough knowledge of conservation to be undisturbed by this re-arrangement.
