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Rasek [7]
2 years ago
6

Please help me Why do objects in the sky appear to move and change so much?

Physics
1 answer:
bearhunter [10]2 years ago
6 0

Answer:

It depends on the climate and wind speed at the time.

If the climate is hot and no breeze it will move slower.

If it is cold and very windy it will move rapidly.

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A 70.9-kg boy and a 43.2-kg girl, both wearing skates face each other at rest on a skating rink. The boy pushes the girl, sendin
Lelechka [254]

Answer:

Explanation:

Given

mass of boy m_b=70.9\ kg

mass of girl m_g=43.2\ kg

speed of girl after push v_g=4.64\ m/s

Suppose speed of boy after push is v_b

initially momentum of system is zero so final momentum is also zero because momentum is conserved

P_i=P=f

0=m_b\cdot v_b+m_g\cdot v_g

v_b=-\frac{m_g}{m_b}\times v_g

v_b=-\frac{43.2}{70.9}\times 4.64  

v_b=-2.82\ m/s

i.e. velocity of boy is 2.82 m/s towards west                

8 0
2 years ago
Explain how a star's absorption spectrum and the concept of red shift help support the Big Bang Theory.
marta [7]

Answer:

Red shift supports the big bang theory. ... The light from distant galaxies is red shifted (this tells us the galaxies are moving away from us) and the further away the galaxy the greater the red shift (this tells us that the more distant the galaxy the faster it is moving). Constellations look like they are moving because earth is rotating on it's axis.

May I have brainliest, please?

4 0
2 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
Helicopter blades withstand tremendous stresses. In addition to supporting the weight of a helicopter, they are spun at rapid ra
BabaBlast [244]

Explanation:

It is given that,

Length of the helicopter, l = 3.1 m

The helicopter rotates, the length of helicopter will become the radius of circular path, r = 3.1 m

Angular speed of the helicopter, \omega=280\ rev/min=29.32\ rad/s

(a) The centripetal acceleration in terms of angular velocity is given by :

a_c=r\times \omega^2

a_c=3.1\times (29.32)^2

a_c=2664.95\ m/s^2

(b) Let v is the linear speed of the tip. The relation between the linear and angular speed is given by :

v=r\times \omega

v=3.1\times 29.32

v = 90.89 m/s

\dfrac{v_{tip}}{v_{sound}}=\dfrac{90.89}{340}=0.267

Hence, this is the required solution.

4 0
3 years ago
What type of stress is based on folds
Ipatiy [6.2K]
Life stress is bad on the fold

3 0
3 years ago
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