Answer:
Gases
Explanation:
The molecules in a gas are spaced very far apart.
Answer: solar winds
Explanation:
<u>A solar wind is composed of high speed charged particles (plasma) ejected from the Corona- the upper atmosphere of the Sun. </u>When the temperature of the corona crosses 2 million degrees, the rapidly moving particles are not held by the Sun's gravity and release away into the solar system.
<u>The Solar wind travels throughout the solar system and carries magnetic clouds along with it. It could be damaging to life if it could reach the surface but the planet's magnetic field shields us and redirects the material beyond it. </u>
Solar wind must have reached the planet Jupiter and Dr. Tate and Dr. Ramirez would be studying its effects.
Answer: 
Explanation:
According to the described situation we have the following data:
Horizontal distance between lily pads: 
Ferdinand's initial velocity: 
Time it takes a jump: 
We need to find the angle 
at which Ferdinand jumps.
In order to do this, we first have to find the <u>horizontal component (or x-component)</u> of this initial velocity. Since we are dealing with parabolic movement, where velocity has x-component and y-component, and in this case we will choose the x-component to find the angle:
(1)
(2)
(3)
On the other hand, the x-component of the velocity is expressed as:
(4)
Substituting (3) in (4):
(5)
Clearing :
This is the angle at which Ferdinand the frog jumps between lily pads
Answer:
Option e. Blue/Violet
Explanation:
We know that when white light passes through a diffraction grating it spits into a band of seven colors or spectrum which includes the color in the order VIBGYOR that stands for Violet, Indigo, Blue, Green, Yellow, Orange and Red respectively.
Red light has the longest wavelength and is least scattered whereas Violet light with the shortest wavelength is the one to get most scattered and as we move far from bright spot at the center, there is an increase in the wavelength of light, thus the color that corresponds to the closest one is Violet with the shortest wavelength in the band.
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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