1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
kkurt [141]
3 years ago
13

Use the terms "force", "weight", "mass", and "inertia" to explain why it is easier to tackle a 220 lb football player than a 288

lb football player.
Physics
2 answers:
Tomtit [17]3 years ago
7 0
<span><u>Answer </u>
The mass of 220 lb football has less than 288 lb football. So, it will be easier to move it since it will require less force. The heavy football will have a bigger momentum. Since 288 lb has more weight than 220 lb, it will have bigger inertia making it difficult for the players to stop it.
This makes it easier to tackle 220 lb football than 288 lb football. 
</span>
Flura [38]3 years ago
6 0

There are several scientific aspects that require to be comprehended beforehand;

Force = mass * acceleration

Weight = mass * gravity (10m/s)

Momentum = mass * velocity

Inertia is a property of mass which is the tendency of an object to remain at constant velocity unless acted upon by an outside force.

Based on these formulae, it is evident that if the 220lb player and 288lb player are moving at the same velocity, the 288lb player has more inertia and momentum than the 22olb. Therefore, it would require more force (hence energy) to change the direction or the speed (in tackling) of the player with 288lb compared with what would be required on the 220lb player.

You might be interested in
A coil with an inductance of 2.3 H and a resistance of 14 Ω is suddenly connected to an ideal battery with ε = 100 V. At 0.13 s
klemol [59]

Given Information:

Resistance = R = 14 Ω

Inductance = L = 2.3 H

voltage = V = 100 V

time = t = 0.13 s

Required Information:

(a) energy is being stored in the magnetic field

(b) thermal energy is appearing in the resistance

(c) energy is being delivered by the battery?

Answer:

(a) energy is being stored in the magnetic field ≈ 219 watts

(b) thermal energy is appearing in the resistance ≈ 267 watts

(c) energy is being delivered by the battery ≈ 481 watts

Explanation:

The energy stored in the inductor is given by

U = \frac{1}{2} Li^{2}

The rate at which the energy is being stored in the inductor is given by

\frac{dU}{dt} = Li\frac{di}{dt} \: \: \: \: eq. 1

The current through the RL circuit is given by

i = \frac{V}{R} (1-e^{-\frac{t}{ \tau} })

Where τ is the the time constant and is given by

\tau = \frac{L}{R}\\ \tau = \frac{2.3}{14}\\ \tau = 0.16

i = \frac{110}{14} (1-e^{-\frac{t}{ 0.16} })\\i = 7.86(1-e^{-6.25t})\\\frac{di}{dt} = 49.125e^{-6.25t}

Therefore, eq. 1 becomes

\frac{dU}{dt} = (2.3)(7.86(1-e^{-6.25t}))(49.125e^{-6.25t})

At t = 0.13 seconds

\frac{dU}{dt} = (2.3) (4.37) (21.8)\\\frac{dU}{dt} = 219.11 \: watts

(b) thermal energy is appearing in the resistance

The thermal energy is given by

P = i^{2}R\\P = (7.86(1-e^{-6.25t}))^{2} \cdot 14\\P = (4.37)^{2}\cdot 14\\P = 267.35 \: watts

(c) energy is being delivered by the battery?

The energy delivered by battery is

P = Vi\\P = 110\cdot 4.37\\P = 481 \: watts

4 0
3 years ago
Is the classification for an instrument that produces sound whne a string or strings stretched between two points is plucked?
Yuki888 [10]
The correct answer for the question is Chordophone 
Chordophone is an instrument in which a stretched, vibrating string produces the initial sound. Strings instruments produce sound through the vibration of strings. The length, tightedness, and thickness determines the sound produced by the strings. 
5 0
2 years ago
11)
Vikki [24]

Answer:

salt w nulas...........

6 0
3 years ago
Familiarize yourself with the map showing the DSDP Leg 3 drilling locations and the position of the mid-ocean ridge (Figure 1 to
Inga [223]

Answer:

For more than 40 years, results from scientific ocean drilling have contributed to global understanding of Earth’s biological, chemical, geological, and physical processes and feedback mechanisms. The majority of these internationally recognized results have been derived from scientific ocean drilling conducted through three programs—the Deep Sea Drilling Project (DSDP; 1968-1983), the Ocean Drilling Program (ODP; 1984-2003), and the Integrated Ocean Drilling Program (IODP; 2003-2013)—that can be traced back to the first scientific ocean drilling venture, Project Mohole, in 1961. Figure 1.1 illustrates the distribution of drilling and sampling sites for each of the programs, and Appendix A presents tables of DSDP, ODP, and IODP legs and expeditions. Although each program has benefited from broad, international partnerships and research support, the United States has taken a leading role in providing financial continuity and administrative coordination over the decades that these programs have existed. Currently, the United States and Japan are the lead international partners of IODP, while a consortium of 16 European countries and Canada participates in IODP under the auspices of the European Consortium for Ocean Research Drilling (ECORD). Other countries (including China, Korea, Australia, New Zealand, and India) are also involved.

As IODP draws to a close in 2013, a new process for defining the scope of the next phase of scientific ocean drilling has begun. Illuminating Earth’s Past, Present, and Future: The International Ocean Discovery Program Science Plan for 2013-20231 (hereafter referred to as “the science plan”), which is focused on defining the scientific research goals of the next 10-year phase of scientific ocean drilling, was completed in June 2011 (IODP-MI, 2011). The science plan was based on a large, multidisciplinary international drilling community meeting held in September 2009.2 A draft of the plan was released in June 2010 to allow for additional comments from the broader geoscience community prior to its finalization. As part of the planning process for future scientific ocean drilling, the National Science Foundation (NSF) requested that the National Research Council (NRC) appoint an ad hoc committee (Appendix B) to review the scientific accomplishments of U.S.-supported scientific ocean drilling (DSDP, ODP, and IODP) and assess the science plan’s potential for stimulating future transformative scientific discoveries (see Box 1.1 for Statement of Task). According to NSF, “Transformative research involves ideas, discoveries, or tools that radically change our understanding of an important existing scientific or engineering concept or educational practice or leads to the creation of a new paradigm or field of science, engineering, or education. Such research challenges current understanding or provides pathways to new frontiers.”3 This report is the product of the committee deliberations on that review and assessment.

HISTORY OF U.S.-SUPPORTED SCIENTIFIC OCEAN DRILLING, 1968-2011

The first scientific ocean drilling, Project Mohole, was conceived by U.S. scientists in 1957. It culminated in drilling 183 m beneath the seafloor using the CUSS 1 drillship in 1961. During DSDP, Scripps Institution of Oceanography was responsible for drilling operations with the drillship Glomar Challenger. The Joint Oceanographic Institutions for Deep Earth Sampling (JOIDES), which initially consisted of four U.S. universities and research institutions, provided scientific advice. Among its numerous achievements, DSDP

Explanation:

7 0
3 years ago
A bee wants to fly to a flower located due North of the hive on a windy day. The wind blows from East to West at speed 6.68 m/s.
Aleonysh [2.5K]

Answer:  53.31\° East of North

Explanation:

We have the following data:

Speed of the wind from East to West: 6.68 m/s

Speed of the bee relative to the air:  8.33 m/s

If we graph these speeds (which in fact are velocities because are vectors) in a vector diagram, we will have a right triangle in which the airspeed of the bee (its speed relative to te air) is the hypotense and the two sides of the triangle will be the <u>Speed of the wind from East to West</u> (in the horintal part) and the <u>speed due North relative to the ground</u> (in the vertical part).

Now, we need to find the direction the bee should fly directly to the flower (due North):

sin \theta=\frac{Windspeed-from-East-to-West}{Speed-bee-relative-to-air}

sin \theta=\frac{6.68 m/s}{8.33 m/s}

Clearing \theta:

\theta=sin^{-1} (\frac{6.68 m/s}{8.33 m/s})

\theta=53.31\°

6 0
3 years ago
Other questions:
  • Hydrogen gas was cooled from 150c to 50c. its new volume is 75.0 ml. what was its original volume
    5·1 answer
  • A planet has a mass of 5.68 x 1026 kg and a radius of 6.03 x 107 m. What is the weight of a 65.0 kg person on the surface of thi
    5·1 answer
  • If an object moves twice as fast how do you think its energy changes? halves
    7·1 answer
  • Consider the following situations:
    12·1 answer
  • Convert 3 hours 21 minutes to decimal hours.
    9·1 answer
  • A weightlifter expends 294 w of power lifting a weight to a height of 2 m in 10 seconds. what mass has he lifted?
    9·1 answer
  • How do you increase the potential energy of an apple
    13·1 answer
  • A resistor R and a capacitor C are connected in series to a battery of terminal voltage V0. Which of the following equations rel
    7·1 answer
  • -x times -x what is the answer​
    12·2 answers
  • The light reactions could be viewed as analogous to a hydro-electric dam. In that case, the wall of the dam that holds back the
    10·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!