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AysviL [449]
3 years ago
12

"What is the energy density (energy per cubic meter) carried by the magnetic field vector in a small region of space in a EM wav

e at an instant of time when the electric vector is a maximum of 3500V/m
Physics
1 answer:
Pachacha [2.7K]3 years ago
6 0

Answer:

The energy density is  Z  = 5.4 2 *10^{-5 } \  J/m^3

Explanation:

From the question we are told that

    The electric vector is  E =  3500 \ V/m

Generally the energy vector is mathematically represented as

      Z  =  0.5  *  \epsilon_o  *  E^2

Where  \epsilon_o is the permitivity of free space with the value  \epsilon_o  =  8.85*10^{-12} \  \  m^{-3} \cdot kg^{-1}\cdot  s^4 \cdot A^2

substituting values

      Z  =  0.5  * 8.85 *10^{-12} *  3500^2

      Z  = 5.4 2 *10^{-5 } \  J/m^3

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Answer:

smaller one

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5 0
3 years ago
Examine the cross-sectional slice of a stem of a mint plant. Which statement most specifically describes mint?
Maslowich

The available options are:

Mint is a dicot.

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Mint is an angiosperm.

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Answer:

Mint is a dicot.

Explanation:

Given the fact that Mint is considered to be a member of Lamiaceae, an angiosperm plant which is characterized by typically having leaves that consist of reticulate vacation and appears like veins in structure. It also has a seed that contains two cotyledons.

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7 0
2 years ago
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5 0
3 years ago
Read 2 more answers
If the box weighs 40 newtons and is lifted a distance of 2 meters, how much work is done on the box?
Zarrin [17]

Answer:

The work done on the box is 80 J.

Explanation:

Given that,

Weight of box = 40 N

Distance = 2 meter

We need to calculate the work done

Using formula of work done

W=F\times x

W=mg\times x

Where, x = distance

mg = weight

Put the value into the formula

W=40\times2

W= 80\ Nm

W=80\ J

Hence, The work done on the box is 80 J.

5 0
3 years ago
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Answer:

Explanation:

1The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

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Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.

Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

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2 years ago
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