A Wii remote flung from a hand through a TV, with a kinetic energy of 1.44J and a mass of 4.5kg. Whats the velocity?

A tensile test uses a test specimen that has a gage length of 50 mm and an area = 206 mm2. During the test, the specimen yields

vampirchik [111]

Answer:

The percent elongation in the length of the specimen is 42%

Explanation:

Given that:

The gage length of the original test specimen $L_o$ = 50 mm

The final gage length $L_f$ = 71 mm

The area = 206 mm²

maximum load = 162,699 N

To determine the percent elongation in %, we use the formula:

$\%EL = \dfrac{L_f-L_o}{L_o}\times 100$

$\%EL = \dfrac{71 \ mm-50 \ mm}{50 \ mm}\times 100$

$\%EL = \dfrac{21 mm}{50 \ mm}\times 100$

$\%EL = 0.42 \times 100$

$\mathbf{\%EL = 42 \%}$

The percent elongation in the length of the specimen is 42%

4 0

4 years ago

In a slowly cooled hypereutectoid iron-carbon steel, the pearlite colonies are

jek_recluse [69]

In a slowly cooled hypereutectoid iron-carbon steel, the pearlite colonies are normally separated from each other by a more or less continuous boundary layer of cementite done by Slower cooling reasons coarse Pearlite, even as rapid cooling reasons first-rate pearlite to form.

<h3>What levels is in Hypereutectoid metal?</h3>

Hypoeutectoid steels can, upon preliminary cooling from the austenite single segment field, exist as extraordinary levels, eutectoid ferrite and austenite, every with extraordinary carbon contents.

At room temperature, hypereutectoid steels have a pearlitic primary microstructure (ferrite grains with embedded cementite lamellae) with moreover induced cementite on the grain boundaries! The micrograph under suggests a hypereutectoid metal with 1.0 Carbon (C100).

Read more about the cementite:

brainly.com/question/24924853

#SPJ1

7 0

2 years ago

List 3 specific things you can do with a screw gun (not just screw in screws)

alexandr402 [8]

Answer:

1: Attaching a fork and wip eggs/batter/ ect.

2: You can entertain a cat by putting yarn on the gun/drill

3: If you get yarn everywere, you can spin the yarn up on the drill/gun

Explanation:

I hope this helps you out somehow

8 0

3 years ago

Pls answer and I will give a like!

lubasha [3.4K]

Answer:

a

Explanation:

6 0

3 years ago

According to Moore and Marra's (2005) case study, which observed two online courses, students in the first course implemented a

Archy [21]

Your question is incomplete, please let me assume this to be your complete question;

ORIGINAL SOURCE:

When instructors are creating discussion board activities for online courses, at least two questions must be answered. First, what is the objective of the discussions? Different objectives might be to create a "social presence" among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. Based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. The second question is, how important is online discussions in comparison to the other activities that students will perform? This question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. If a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions.

References:

Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols.Journal of Research on Technology in Education, 38(2), 191-212.

STUDENT VERSION:

According to Moore and Marra's (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. As they stated, when instructors create online discussion board activities, they must answer at least two questions. These questions are: "What is the objective of the discussions?" And "How important are online discussions in comparison to the other activities that students will perform?". According to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (Moore & Marra, 2005).

References:

Moore, J. L., & Marra, R. M. (2005) A comparative analysis of online discussion participation protocols.Journal of Research on Technology in Education, 38(2), 191-212.

Which of the following is true for the students work;

Word-for-word plagiarism

Paraphrasing plagiarism

Not Plagiarism

ANSWER: IT IS NOT PLAGIARISM

Explanation: plagiarism is the act of extracting knowledge from someone's literature work, without acknowledging the literature work. In other words, this can be called a theft of knowledge, because when you failed to acknowledge the literature source that helped you to produce your paper work, it means you have claimed to be the original owner of that knowledge.

This is not a Plagiarism because the student has acknowledged the source of the knowledge in it's literature work. The original source and the student has cited the same literature work, this why their work looks similar but not exactly the same. So the student has not committed Plagiarism

4 0

4 years ago