From the case we know that:
- The moment of inertia Icm of the uniform flat disk witout the point mass is Icm = MR².
- The moment of inerta with respect to point P on the disk without the point mass is Ip = 3MR².
- The total moment of inertia (of the disk with the point mass with respect to point P) is I total = 5MR².
Please refer to the image below.
We know from the case, that:
m = 2M
r = R
m2 = 1/2M
distance between the center of mass to point P = p = R
Distance of the point mass to point P = d = 2R
We know that the moment of inertia for an uniform flat disk is 1/2mr². Then the moment of inertia for the uniform flat disk is:
Icm = 1/2mr²
Icm = 1/2(2M)(R²)
Icm = MR² ... (i)
Next, we will find the moment of inertia of the disk with respect to point P. We know that point P is positioned at the arc of the disk. Hence:
Ip = Icm + mp²
Ip = MR² + (2M)R²
Ip = 3MR² ... (ii)
Then, the total moment of inertia of the disk with the point mass is:
I total = Ip + I mass
I total = 3MR² + (1/2M)(2R)²
I total = 3MR² + 2MR²
I total = 5MR² ... (iii)
Learn more about Uniform Flat Disk here: brainly.com/question/14595971
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Answer:
a) [volts] = [N m / C],
b) The lines or surface that has the same potential are called equipotential
c) the equipotential lines must also be perpendicular to the electric field lines
Explanation:
a) find the units of the volt
the electric potential energy is
V = k q / r
V = [N m² / C²] C / m
V = [N m / C]
The electric potential is defined as
V = E .s
V = [N / C] [m]
V = [N m / C] = [volt]
we see that in the two expressions the same result is obtained therefore the volt is
[volts] = [N m / C]
b) The lines or surface that has the same potential are called equipotential surfaces, the great utility of these lines or surfaces is that a face can be displaced on it without doing work.
c) The electric potential is defined as the gradient of the electric field
v = 
therefore the equipotential lines must also be perpendicular to the electric field lines
That's two different things it depends on:
-- surface area exposed to the air
AND
-- vapor already present in the surrounding air.
Here's what I have in mind for an experiment to show those two dependencies:
-- a closed box with a wall down the middle, separating it into two closed sections;
-- a little round hole in the east outer wall, another one in the west outer wall,
and another one in the wall between the sections;
So that if you wanted to, you could carefully stick a soda straw straight into one side,
through one section, through the wall, through the other section, and out the other wall.
-- a tiny fan that blows air through a tube into the hole in one outer wall.
<u>Experiment A:</u>
-- Pour 1 ounce of water into a narrow dish, with a small surface area.
-- Set the dish in the second section of the box ... the one the air passes through
just before it leaves the box.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
=============================
-- Pour 1 ounce of water into a wide dish, with a large surface area.
-- Set the dish in the second section of the box ... the one the air passes through
just before it leaves the box.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
=============================
<span><em>Show that the 1 ounce of water evaporated faster </em>
<em>when it had more surface area.</em></span>
============================================
============================================
<u>Experiment B:</u>
-- Again, pour 1 ounce of water into the wide dish with the large surface area.
-- Again, set the dish in the second half of the box ... the one the air passes
through just before it leaves the box.
-- This time, place another wide dish full of water in the <em>first section </em>of the box,
so that the air has to pass over it before it gets through the wall to the wide dish
in the second section. Now, the air that's evaporating water from the dish in the
second section already has vapor in it before it does the job.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
==========================================
<em>Show that it took longer to evaporate when the air </em>
<em>blowing over it was already loaded with vapor.</em>
==========================================
Plans used for work that has to do with construction in or around Earth are called, “Civil Plans.”
Hope this helped!
Answer:
Seafloor spreading is a geologic process in which tectonic plates—large slabs of Earth's lithosphere—split apart from each other. ... As tectonic plates slowly move away from each other, heat from the mantle's convection currents makes the crust more plastic and less dense
Explanation:
