One proton or one neutron have very close to the same mass.
Their mass is about the same as the mass of 1,840 electrons !
So six electrons have roughly the same mass as 0.0033 of one
proton or one neutron.
Yes, these masses are very tiny. None of them was ever measured
until the 20th Century. But all of them have now been measured,
very precisely and accurately. This is very impressive, and should
give us a lot of admiration for scientists of the past hundred years.
It would be very interesting to look around online and find out
how they did it.
Explanation:
Efficiency is a way of describing the amount of useful output a process or machine can generate as a percentage of the input required to make it go. In other words, it compares how much energy is used to do work versus how much is lost or wasted to the environment. The more efficient the machine, the less energy wasted.
For example, if a heat engine is able to turn 75 percent of the fuel it receives into motion, while 25 percent is lost as heat in the process, it would be 75 percent efficient. Out of the original 100 percent of the fuel, 75 percent was output as useful work.
the equation:
energy efficiency =useful output energy/total input energy
Answer:
A. A statement of how the volume of a gas is related to its temperature.
The answer would be a=5 m/s^2
I hope this helps you, have a great day!
Phase 1. Forethought/preaction—This phase precedes the actual performance; sets the stage for action; maps out the tasks to minimize the unknown; and helps to develop a positive mindset. Realistic expectations can make the task more appealing. Goals must be set as specific outcomes, arranged in order from short-term to long-term. We have to ask students to consider the following:
<span>When will they start?Where will they do the work?How will they get started?<span>What conditions will help or hinder their learning activities are a part of this phase?
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Phase 2. Performance control—This phase involves processes during learning and the active attempt to utilize specific strategies to help a student become more successful.
We have to ask students to consider the following:
<span>Are students accomplishing what they hoped to do?Are they being distracted?Is this taking more time than they thought?Under what conditions do they accomplish the most?What questions can they ask themselves while they are working?<span>How can they encourage themselves to keep working (including self-talk—come on, get your work done so you can watch that television show or read your magazine!)
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Phase 3. Self-reflection—This phase involves reflection after the performance, a self-evaluation of outcomes compared to goals.
We have to ask students to consider the following:
<span>Did they accomplish what they planned to do?Were they distracted and how did they get back to work?Did they plan enough time or did they need more time than they thought?<span>Under what conditions did they accomplish the most work.
Hope this helps!!!!!
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