Answer:
Scalar quantities have a size or magnitude only and need no other information to specify them. Thus, 10 cm, 50 sec, 7 litres and 3 kg are all examples of scalar quantities.
Explanation:
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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For the first part of this question, consider that "weight" can be described as mass x acceleration of gravity. Weight is expressed in Newtons. To solve for mass in this case, simply divide 9800N by 9.8m/s^2 (Earth's gravitational acceleration). This will give you a mass of 1000 kg. This mass is moved due to the net force supplied by the normal force from the rocket "pushing" off of Earth.
For the second part, we will use the equation F = ma, which is Newton's second law. For this, we know the m, or mass, is 1000 kg. Also, we know the a, or acceleration, will be 4 m/s^2. To solve for force, we will multiply both of these values. This gives a force of 4000 N. I hope this clears things up!
Answer:
La velocidad de la luz en el vacío es una constante universal con el valor de 299 792 458 m/s (186 282,397 mi/s),aunque suele aproximarse a 3·108 m/s. Se simboliza con la letra c, proveniente del latín celéritās (en español, celeridad o rapidez).
¿Cuál es la consecuencia que a velocidad de la luz sea constante?
Respuesta. En modificaciones del vacío más sutiles, como espacios curvos, efecto Casimir, poblaciones térmicas o presencia de campos externos, la velocidad de la luz depende de la densidad de energía de ese vacío.
Use Force=Mass x Acceleration (newtons second law states force is directly proportional to the acceleration) so you can say that the force is negative and solve for Acceleration.
