Creativity has been studied in psychology. First, it ranges from individuals with little to no original thought to very creative and innovative thinkers. It does not just take the form of art. Consider the industrial titans Edison, Ford, and Harvey Firestone, all of whom were also extremely creative people. They are equally as imaginative as Beethoven, Monet, and Picasso. One can be creative in many different ways or just one. There might be a biological or genetic foundation for creativity. Take a look at the Bach family, Paloma Picasso, Eugen, and Manfred Bleuler for evidence that it may be inherited to some extent (father and son psychiatrists who greatly advanced the study of schizophrenia). After saying that, I have to add that creativity also requires HARD WORK, PRACTICE, etc. The traditional quip that just 10% of creativity comes from heredity or hard effort is actually accurate. I apologize if I misunderstood the humor. Before discovering the right mix of materials, Edison would test 1,000 different combinations. You can find piles of canvasses, shattered pots, and other items that failed to live up to the artist's expectations in their studio. The ability to persist is crucial to creativity. Divergent thought is yet another feature. Most individuals only see one solution when they examine a situation. When someone is creative, they might imagine dozens or even hundreds of solutions to the same issue. People that are creative don't hesitate to attempt and reject ideas. The creative process overvalues intelligence. The link between intellect and creativity disintegrates over a relatively low degree. And there are some fairly unimpressive individuals who are incredibly creative but not particularly gifted at managing their finances or producing academic work. To some extent, creativity may be taught. We must begin early in the learning and growth process in order to be as effective as possible.
Science knows quite a bit about creativity—but there remains much to learn.
- Eddie
For the development of this problem it is necessary to apply the concepts related to Force, momentum and time.
By definition we know that momentum can be expressed as
Where
P = Momentum
F = Force
t = Time
At the same time, another way of expressing the momentum is through mass and speed, that is,
P = mv
Where
m = Mass
v = Velocity
Equating both equations
F*t = mv
Our values are given as
Net velocity
Replacing we have then,
Therefore the average force exerted by the bat during the collision is 2223.3N
Answer:
33.89 m
Explanation:
We must first obtain the acceleration of the car from;
F=ma
Where
F= force= 9500 N
m= mass of the car= 1000kg
a= acceleration
a= F/m= 9500/1000
a= 9.5 m/s^2
From;
V^2=u^2 + 2as
Where;
V= final velocity
u= initial velocity
s= distance covered
a= acceleration
s= v^2 -u^2/2a
s= (30)^2 -(16)^2/2×9.5
s= 900 - 256/19
s= 644/19
s= 33.89 m
60 ° is the angle between W- direction and the run direction.
You need the angle betwee S-direction and the run direction. This is 90° - 60° = 30 °.
By geometry you can trace a right triangle, where the S-component is the adyacent side and the run is the hypotenuse.
Then cos 30° = adyacent side / hypotenuse = S-component / run
Then S-component = run * cos 30° = 5.0 km * 0.866 = 4.3 km
Answer: 4.3 km
Answer:
The height of the water column = 1.62405
× 10⁻¹ m
Explanation:
The air cavity in the Coke bottle = 0.220 m deep
The fundamental (frequency) it plays when water is added to shorten the column and it is blown across the top, f = 528 Hz
The given speed of sound in air, v = 343 m/s
We note that the air cavity in the coke bottle is equivalent to a tube closed at one end
The fundamental frequency for a tube closed at one end, 'f', is given as follows;
f = v/(4·L) = v/λ
Where;
L = The height of the water column
λ = The wavelength of the wave
∴ 4·L = v/f = (343 m/s)/(528 Hz) = 0.6496
m
∴ L = 0.6496 m/4 = 0.162405 m
The height of the water column = 1.62405 × 10⁻¹ m.
