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Gnoma [55]
2 years ago
15

PLZ! PLZ! PLZ! HELP! WILL GIVE BRAINLIEST! Scientific Claim Engaging in scientific argument is a critical piece to the applicati

on of science and engineering and is necessary to solve a societal problem. Scientific argument is based on evidence and reasoning that leads to explanations. A scientific argument consists of three key pieces: Claim: a conclusion about a problem Evidence: scientific data that is appropriate and sufficient to support the claim. • Reasoning: a justification that shows why the data or information counts as evidence to support the claim and includes appropriate scientific principles 1. What is the claim made by the Big Bang theory regarding the creation of the universe? 2. What are three crucial pieces of evidence that support the claim for the Big Bang theory. Include a piece of evidence that relates each of the following: a. Light spectra b. Motion of distant galaxies c. Composition of matter in the universe 3. Explain how or why each piece of evidence supports the claim made in Big Bang theory.
​
Physics
1 answer:
Nastasia [14]2 years ago
8 0

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.

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A stone dropped from the top of a 80m high building strikes the ground at 40 m/s after falling for 4 seconds. The stone's potent
Sergeu [11.5K]

Answer: c. 40m

Explanation:

See picture

3 0
3 years ago
4. Some early mornings , dew drops can be found on grass or a car parked outside,
horsena [70]

In some early mornings , dew drops can be found on grass or a car parked outside, but not on other materials such as the sidewalk because  the night -time temperature on grass and the car went below the dew point, but  the temperature of the concrete did not drop enough to reach the dew point  level

Dew can be formed on any object when the temperature of the object drop. When this happen, the object will be cool which will eventually cool the surrounding air around the object.

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In some early mornings , dew drops can be found on grass or a car parked outside, but not on other materials such as the sidewalk because  the night -time temperature on grass and the car went below the dew point, but  the temperature of the concrete did not drop enough to reach the dew point  level

Therefore the correct option is therefore A

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3 0
2 years ago
3. Neha travels 4 m towards the north, 3m towards the east, and then 7 m towards south, find the displacement and total distance
Digiron [165]

Answer:

Explanation:

Explanation: total displacement =3√2m. and total distance covered=14m. I hope this is right and helps u.

7 0
3 years ago
A 15 kg box is sliding down an incline of 35 degrees. The incline has a coefficient of friction of 0.25. If the box starts at re
valina [46]

The box has 3 forces acting on it:

• its own weight (magnitude <em>w</em>, pointing downward)

• the normal force of the incline on the box (mag. <em>n</em>, pointing upward perpendicular to the incline)

• friction (mag. <em>f</em>, opposing the box's slide down the incline and parallel to the incline)

Decompose each force into components acting parallel or perpendicular to the incline. (Consult the attached free body diagram.) The normal and friction forces are ready to be used, so that just leaves the weight. If we take the direction in which the box is sliding to be the positive parallel direction, then by Newton's second law, we have

• net parallel force:

∑ <em>F</em> = -<em>f</em> + <em>w</em> sin(35°) = <em>m a</em>

• net perpendicular force:

∑<em> F</em> = <em>n</em> - <em>w</em> cos(35°) = 0

Solve the net perpendicular force equation for the normal force:

<em>n</em> = <em>w</em> cos(35°)

<em>n</em> = (15 kg) (9.8 m/s²) cos(35°)

<em>n</em> ≈ 120 N

Solve for the mag. of friction:

<em>f</em> = <em>µ</em> <em>n</em>

<em>f</em> = 0.25 (120 N)

<em>f</em> ≈ 30 N

Solve the net parallel force equation for the acceleration:

-30 N + (15 kg) (9.8 m/s²) sin(35°) = (15 kg) <em>a</em>

<em>a</em> ≈ (54.3157 N) / (15 kg)

<em>a</em> ≈ 3.6 m/s²

Now solve for the block's speed <em>v</em> given that it starts at rest, with <em>v</em>₀ = 0, and slides down the incline a distance of ∆<em>x</em> = 3 m:

<em>v</em>² - <em>v</em>₀² = 2 <em>a</em> ∆<em>x</em>

<em>v</em>² = 2 (3.6 m/s²) (3 m)

<em>v</em> = √(21.7263 m²/s²)

<em>v</em> ≈ 4.7 m/s

4 0
2 years ago
Calculate the percentage increase in length of a wire of diameter 2.2 mm stretched by a load of
vesna_86 [32]

Answer:

0.21%

Explanation:

We are given;

Mass; m = 100 kg

Diameter; d = 2.2 mm = 2.2 × 10^(-3) m

Young's modulus; E = 12.5 x 10^(10) N/m².

Formula for area is;

A = πd²/4

A = (π/4) x (2.2 x 10^(-3))²

A = 3.8 x 10^(-6) m²

Force; F = mg

g is acceleration due to gravity and has a constant value of 9.8 m/s²

F = 100 × 9.8

F = 980 N

Formula for young's modulus is;

E = Stress/strain

Formula for stress = F/A

Formula for strain = ΔL/L

Thus;

E = (F/A)/(ΔL/L)

Making ΔL/L the subject, we have;

ΔL/L = (F/A)/E

Plugging in the relevant values;

ΔL/L = 980/(3.8 x 10^(-6) × 12.5 × 10^(10))

ΔL/L = 0.0021

Then percentage increase in length of a wire = 0.0021 × 100% = 0.21%

8 0
3 years ago
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