Newton's first Law implies that an object at rest will remain at rest unlss a net force acts on it / TRUE or FALSE?

The acceleration due to gravity on the Moon's surface is

Molodets [167]

Answer:

50 lb

Explanation:

Given,

The weight of astronaut's life support backpack on Earth (w) = 300 lb

Acceleration due to gravity on Earth (g) = 9.8 m/s²

Acceleration due to gravity on Moon = g'

$g'=\frac{g}{6}$

We know that weight of an object on Earth is,

$w = m\times g$

$m = \frac{w}{g}$

Similarly, weight on Moon will be

$w' = m\times g'$

$w' = \frac{w}{g}\times\frac{g}{6}$

$w' = \frac{300}{6}$

$w' = 50$

Thus the astronaut's life support backpack will weigh 50 lb on Moon.

7 0

3 years ago

Define unit aland how many types of unit are there . Name them?

Lana71 [14]

Answer:

7. They arethe meter (m), the kilogram (kg), the second (s), the kelvin (K), the ampere (A), the mole (mol), and the candela (cd)

Explanation:

7. They arethe meter (m), the kilogram (kg), the second (s), the kelvin (K), the ampere (A), the mole (mol), and the candela (cd)

4 0

3 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

Imagine an alternate universe where the value of the Planck constant is . In that universe, which of the following objects would

HACTEHA [7]

Question: The planck constant was not given. In this calculation, planck constant of 6.62607*10^-9 Js is used for the calculation.

Answer:

(a) A virus -------------Classical

(b) A buckyball -----Classical

(c) A mosquito ------ Quantum

(d) A turtle ------------Quantum

Explanation:

Calculating the wavelength using the formula;

λ= h/(mv)

where

λ= Wavelength

h = Planck Constant = 6.62607*10^-9 Js

m = mass in kg

v = velocity in m/s

Virus size = 280. nm = 2.80*10⁻⁷ m

a)

A Virus:

m = 9.4 x 10-17 g 9.4*10⁻²⁰ kg

v = 0.50 µm/s = 5 *10⁻⁷ m/s

h = 6.62607*10^-9 Js

Virus size = 280 nm = 2.80*10⁻⁷ m

Substituting into the formula; we have

λ= h/(mv)

λ= 6.62607*10^-9/ (9.4*10⁻²⁰* 5 *10⁻⁷)

= 6.62607*10^-9/4.7*10^-26

= 1.4*10^17 m

Classical : Wavelength is bigger than it's size

(b)

A buckyball

m = 1.2 x 10-21 g = 1.2 *10⁻²⁴ kg

V = 37 m/s

Size = 0.7 nm = 7*10⁻¹⁰ m

Substituting into the formula, we have

λ= h/(mv)

λ= 6.62607*10^-9/ ( 1.2 *10⁻²⁴* 37)

= 6.62607*10^-9/4.44*10^-23

= 1.49 *10^14 m

Classical : Wavelength is bigger than it's size

(c)

A mosquito

Mass = 1.0 mg = 1*10⁻⁶ kg

v = 1.1 m/s

Size = 6.3 mm = 6.3*10⁻³ m

Substituting into the formula, we have

λ= h/(mv)

λ= 6.62607*10^-9/ ( 1*10⁻⁶* 1.1)

= 6.62607*10^-9/1.1*10^-6

= 6.02*10^-3 m

Quantum Approach: The wavelength and the size are comparable

(d)

A turtle

Mass = 710. g = 0.71 kg

Size = 22. cm = 0.22 m

V = 2.8 cm/s. = 0.028 m/s

Substituting into the formula, we have

λ= h/(mv)

λ= 6.62607*10^-9/ ( 0.71* 0.028)

= 6.62607*10^-9/0.01988

= 3.33*10^-7 m

Quantum Approach: The wavelength and the size are comparable

8 0

3 years ago

Which of the following correctly identifies the relationship between the immune system and the integumentary system (skin, hair,

grigory [225]

Answer:

F - The skin is the body's first physical barrier, hairs in the nose filter air as it enters the body, pores in the skin release toxins and pathogens

3 0

2 years ago