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Setler79 [48]
3 years ago
5

What is the logical oreder for these words : verse, interlude,verse,refrain, introduction,refrain,coda,refrain,verse

Physics
1 answer:
Nikolay [14]3 years ago
3 0

Sorry to say but I know that t(e introduction is first and the coda is last


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Suppose I have a vector that is 7 units long and that makes an angle of +30 degrees from the positive x-axis. I want to add to t
Vinil7 [7]

Answer:

sum of these two vectors is 6.06i+3.5j-3.5i+6.06j = 2.56i+9.56j

Explanation:

We have given first vector which has length of 7 units and makes an angle of 30° with positive x-axis

So x component of the vector =7cos30^{\circ}=7\times 0.866=6.06

y component of the vector =7sin30^{\circ}=7\times 0.5=3.5

So vector will be 6.06i+3.5j

Now other vector of length of 7 units and makes an angle of 120° with positive x-axis

So x component of vector  =7cos120^{\circ}=7\times -0.5=-3.5i

y component of the vector =7sin120^{\circ}=7\times 0.866=6.06j

Now sum of these two vectors is 6.06i+3.5j-3.5i+6.06j = 2.56i+9.56j

5 0
3 years ago
Please help me .... ​
miss Akunina [59]

Explanation:

Orbital speed= 2pi x radius / time period

=2pi x 1.5x10^11 / 365.25

=2.58x10^9m/day

8 0
3 years ago
Which occupies mrs space, 3m cubed or 100ft cubed
Slav-nsk [51]

The question is somewhat ambiguous.

-- It's hard to tell whether it's asking about  '3 cubic meters'
or  (3m)³ which is actually 27 cubic meters.

-- It's hard to tell whether it's asking about    '100 cubic feet'
or  (100 ft)³ which is actually 1 million cubic feet.

I'm going to make an assumption, and then proceed to
answer the question that I have invented.
I'm going to assume that the question is referring to
'three cubic meters'  and  'one hundred cubic feet' .

OK.  We'll obviously need to convert some units here.
I've decided to convert the meters into feet.

For 1 meter, I always use    3.28084 feet.

Then (1 meter)³ = 1 cubic meter = (3.28084 ft)³ = 35.31 cubic feet.

So 3 cubic meters = (3 x 35.31 cubic feet) =  105.9 cubic feet.

That's more volume than  100 cubic feet.

6 0
3 years ago
The heat capacity of 0.125Kg of water is measured to be 523j/k at a room temperature.Hence, calculate the heat capacity of water
Naily [24]

Answer:

A. 4148 J/K/Kg

B. 4148 J/K/L

Explanation:

A. Heat capacity per unit mass is known as the specific heat capacity, c.

C = Heat capacity/mass(kg)

C = (523 J/K) / 0.125 Kg = 4148 J/K/Kg

B. Volume of water = mass/density

Density of water = 1 Kg/L

Volume of water = 0.125 Kg/ 1Kg/L

Volume of water = 0.125 L

Heat capacity per unit volume = (523 J/K) / 0.125 L

Heat capacity per unit volume = 4148 J/K/L

5 0
3 years ago
PLZ! PLZ! PLZ! HELP! WILL GIVE BRAINLIEST! Scientific Claim Engaging in scientific argument is a critical piece to the applicati
Nastasia [14]

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)

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community.

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.

8 0
2 years ago
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