It is more effective if I explain using examples. So, for multiplication, you just have to multiply the magnitude, then add the exponents of the base 10. For example, when you multiply 5.2×10³ and 1.6×10², the solution would be:
(5.2)(1.6)(10³⁺²) = 8.32×10⁵
Now, for division, you will have to divide the magnitudes, and subtract the exponents by numerator minus denominator. The solution is as follows:
(5.2/1.6)(10³⁻²) = 3.25×10¹
Answer:
8 m/s²
Step-by-step explanation:
4KN = 4000 N
F = ma
4000 = 500 a
a = 4000 ÷ 500
a = 8 m/s²
Complete question:
Dr. Lyte wishes to study speed of Reaction Time to press a button in response to the onset of a lamp. The independent variable (V) is the color of the light produced by the lamp (red, orange, yellow, green, or blue) Since only 10 participants are available, she elects to administer the IV within-subjects with all 10 participants being exposed to all five levels of the color variable. The order of the color of the light presentation is to be counterbalanced. Using concepts from the textbook, why would Dr. Lyte need to use counterbalancing in this scenario?
Answer:
Here,
Independent variable (IV) is: the color of the light produced by the lamp (red, orange, yellow, green, or blue)
We are also told only 10 participants are available.
All 10 participants are being exposed to all five levels of the color variable in the same order.
Counterbalancing is said to be a technique used when establishing task order. It helps prevent introduction if cofounding variables.
Dr. Lyte will need to use counterbalancing technique in this scenario because some of the participants may be unable to understand difference in similar colours. Example some participants may not be able to differentiate between orange and red when the red colour comes after orange.
But using counterbalancing technique, Dr. Lyte can avoid such an error.
Answer:
Here you go
Step-by-step explanation:
Hope this helps :)
