16. A kettle used at a building site is filled with 25 liters of water at 16 °C. The water is heated until it reaches 90 °C. Calculate the amount of heat required in kJ.

If you jump on the scale from a height of 1.9 m, the scale will read 7160 N at its peak.

When you jump on the scale, your weight and the force of your impact are both applied to the spring inside the scale. At its peak, the scale will read the sum of these two forces.

To calculate the force of your impact, we can use the principle of conservation of energy. When you jump from a height of 1.9 m, you convert potential energy into kinetic energy, given by:

mgh = (1/2)mv^2

where;

Solving for v, we get:

v = √(2gh)

Substituting the values, we get:

v = √(2 x 9.81 m/s^2 x 1.9 m) = 6.46 m/s

Now, the force of your impact on the scale is given by:

F = ma

where;

Assuming that the duration of the impact is very short, we can use the impulse-momentum theorem, which states that the change in momentum of an object is equal to the impulse applied to it. The impulse is given by:

J = Ft

where;

The change in momentum of your body is:

p = mv - 0

where;

Since the momentum is conserved, we have:

mv = Ft

Solving for F, we get:

F = mv/t

Substituting the values, we get:

F = (m x 6.46 m/s) / (0.001 s) = 6460 N

Therefore, the scale will read:

700 N + 6460 N = 7160 N

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The super red giant star is the aging star and it is a dying star in the final stage of stellar evolution. From the burst of the super red giant star, magnesium is formed from the core of the red giant star.

The super red giant star has a larger mass and produces greater gravitational pressure. The giant red star is in the final stage of dying and the core of the red star has heavier elements like nitrogen, carbon, etc.

In the core of stars, nuclear fusion takes place. Nuclear fusion is the process of two lighter nuclei fusing or joining together to form a heavier nucleus.

The hydrogen fuses to form helium and helium fuses together to form carbon atoms. Carbon atoms fuse together to form oxygen atoms and it forms heavier elements like magnesium and iron.

Hence, from the burst of a super red giant star, heavier elements like magnesium, iron, carbon, and helium ions are formed.

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Answer:

D) VL(t) leads IL(t) and VC(t) lags IC(t)

Explanation:

This is because The phase angle between voltage and current for inductors and capacitors is 90 degrees, or radians, also, this means that no power is dissipated in either the inductor or the capacitor, since the time average of current times voltage,

( I(t), V(t)), is zero.

vi = 20 m/s

angle = 60°

g= 10 m/s^2

a.Speed at the highest point:

At the highest point, the ball's speed is entirely horizontal.

vx= v0 cos 60 = 20 cos 60 = 10 m/s

b.Speed before it strikes the ground:

It strikes the ground with the same speed that it leaves the ground:

20 m/s

The wavelength of the sound wave with a frequency of 415.3 Hz is approximately 3.565 m.

The speed of sound in water is approximately 1482 m/s. Use the formula v = f × λ, where v = velocity (speed of sound), f = frequency, and λ = wavelength.

Given:

Frequency of the first sound wave (f₁) = 257.2 Hz

Wavelength of the first sound wave (λ₁) = 3.25 m

Velocity of sound in water (v) = 1482 m/s

Rearrange the formula to solve for λ₂ (wavelength of the second sound wave):

v = f × λ

λ = v / f

Substituting the values:

λ₂ = v / f₂

= 1482 m/s / 415.3 Hz

Calculating:

λ₂ ≈ 3.565 m

Therefore, the wavelength of the sound wave with a frequency of 415.3 Hz is approximately 3.565 m.

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Answer:

As we know that,

Now, come to the question -

\( \\ \implies \sf \: 2536 \times 1.66667E-5 m/s \\ \\ \\ \implies \sf \blue{0.0422666667 \:m/s } \\ \)

Result : 2536 mm/min = 0.0422666667 m/s.

Thunder can make objects inside a room vibrate  by which our house columns in underground that  causes the objects to vibrate.

Thunder is caused by the rapid expansion of  air around the path of lightning. It only takes a few millionths of a second for lightning to burst through the air from a cloud to a nearby tree or roof. The loud thunder that follows a lightning strike is generally said to come from the lightning itself. However, the rumbling and roaring heard during thunderstorms is actually due to the rapid expansion of air around the lightning.

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Answer:

(a) Efficiency = 20%

(b) Efficiency = 88.8%

Explanation:

(a)

The efficiency of an engine is given by the following general formula:

Efficiency = Output/Input

Here, in this case:

Output = Work Done by Engine = 3700 J

Input = Chemical Potential Energy = 18500 J

Therefore,

Efficiency = 3700 J/18500 J

Efficiency = 0.2

Efficiency = 20%

(b)

the efficiency of a Carnot Engine is given by the following formula:

Efficiency = 1 - T₂/T₁

where,

T₁ = Source Temperature = 2700 K

T₂ = Sink Temperature = 301 K

Therefore,

Efficiency = 1 - 301 K/2700 K

Efficiency = 0.888

Efficiency = 88.8%

Elements are arranged on the periodic table in terms of valence electrons based on their atomic number and electron configuration.

1. Elements are arranged on the periodic table in terms of valence electrons based on their atomic number and electron configuration. The valence electrons are the outermost electrons in an atom's electron shell, and they are crucial in determining the chemical properties and reactivity of elements.

2. Evidence from data tables can be shown by examining the electron configuration and the group and period numbers of various elements on the periodic table. Here is a simplified example:

Element   | Electron Configuration | Group | Period |

--------------------------------------------

Hydrogen  | 1s^1                              | 1     | 1      |

Lithium       | [He] 2s^1                     | 1     | 2      |

Carbon       | [He] 2s^2 2p^2          | 14    | 2      |

Oxygen      | [He] 2s^2 2p^4          | 16    | 2      |

Neon          | [He] 2s^2 2p^6          | 18    | 2      |

--------------------------------------------

3. The evidence from the data table supports the claim that the arrangement of elements on the periodic table is based on valence electrons.

- Group Trend: Elements within the same group (vertical columns) share the same number of valence electrons. In the example table, Hydrogen, Lithium, and Neon are all in Group 1, indicating they have 1 valence electron.

- Period Trend: Elements within the same period (horizontal rows) have the same number of electron shells. In the example table, Hydrogen and Lithium are in Period 1, indicating they have their valence electron in the first energy level. Carbon, Oxygen, and Neon are in Period 2, indicating they have their valence electrons in the second energy level.

By examining the electron configurations, group numbers, and period numbers, we can clearly see the trends and patterns in the number of valence electrons for both groups and periods on the periodic table. This evidence supports the claim that the arrangement of elements on the periodic table is based on their valence electrons, which play a crucial role in determining their chemical behavior and properties.

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Answer:7.5J

Explanation:7.5

J

Explanation:

P

E

=

m

g

h

Since

F

=

m

g

in this case

P

E

=

F

h

P

E

=

5

N

⋅

1.5

m

=

7.5

The kinetic energy of the flywheel after 1 minute of rotation, given that it has a mass of 50 and radius of 40 cm is 32.4 KJ (Option D)

We'll begin by obtaining the velocity of the flywheel. This is shown below:

v = at

v = 0.6 × 60

v = 36 m/s

Finally, we shall determine the kinetic energy of the flywheel. Details below:

KE = ½mv²

KE = ½ × 50 × 36²

KE = 25 × 1296

KE = 32400 J

Divide by 1000 to express in KJ

KE = 32400 / 1000

KE = 32.4 KJ

Thus, the kinetic energy is 32.4 KJ (Option D)

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The solubility of a substance in a solvent is affected by many factors, including temperature. In general, increasing the temperature of a solvent increases the solubility of a solute in that solvent. This relationship is known as the temperature-solubility relationship.

There are a few different ways in which temperature can affect solubility, depending on the specific solute and solvent in question. For example:

For most solid solutes in liquid solvents, increasing the temperature of the solvent will increase the solubility of the solute. This is because increasing the temperature generally increases the kinetic energy of the solvent molecules, which in turn makes it easier for them to break apart the intermolecular forces holding the solute together and form new solute-solvent interactions.

In some cases, however, the opposite may be true: the solubility of a solute in a solvent may decrease with increasing temperature. This is often observed for gases dissolved in liquids, where increasing the temperature decreases the solubility of the gas. This is because increasing the temperature of the liquid also increases the kinetic energy of the gas molecules, making them more likely to escape from the liquid and form a gas phase.

In rare cases, the temperature-solubility relationship may be more complex and exhibit unusual behavior. For example, for some solutes, the solubility may initially increase with temperature but then decrease at higher temperatures.

Overall, the relationship between temperature and solubility is an important consideration in many chemical processes, including crystallization, precipitation, and dissolution. Understanding this relationship can help scientists and engineers optimize their processes and achieve their desired outcomes.

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Answer:

To write 150,000,000,000 meters in scientific notation, we need to move the decimal point 11 places to the left to get a number between 1 and 10. This gives us:

1.5 × 10^11 meters

Therefore, m is 1.5 and n is 11.

The answer is: 1.5,11

Given data

*The given temperature is T = 17 °C

Convert the temperature into Fahrenheit scale​ as

Hence, the temperature in Kelvin is 62.6 degree Fahrenheit

Answer:

The drop in temperature overnight causes a decrease in the average kinetic energy of the air molecules inside the tires. According to the ideal gas law, this leads to a decrease in tire pressure. The low tire pressure light in vehicles is triggered when the pressure falls below a certain threshold, alerting the driver to check and adjust the tire pressure.

Explanation:

The ideal gas law, represented by the equation PV = nRT, relates the pressure (P), volume (V), number of moles (n), and temperature (T) of an ideal gas. In this case, we can analyze how the drop in temperature affects the tire pressure.

When the temperature drops, according to the ideal gas law, the pressure of a gas will decrease if the volume and the number of moles remain constant. This is because the decrease in temperature causes a decrease in the average kinetic energy of the gas particles, leading to less frequent and less forceful collisions with the tire walls, resulting in a decrease in pressure.

In the context of the tire pressure, the air inside the tires behaves as an ideal gas. When the temperature drops overnight, the air inside the tires also cools down, causing a decrease in its temperature. As a result, the average kinetic energy of the air molecules decreases, leading to a decrease in pressure inside the tires.

The low tire pressure light comes on as a result of this drop in pressure. The tire pressure monitoring system in modern vehicles is designed to detect significant deviations from the recommended tire pressure. When the pressure drops below a certain threshold, typically due to temperature changes or a puncture, the light is triggered to alert the driver to check and adjust the tire pressure.

Therefore, the drop in temperature overnight causes a decrease in the average kinetic energy of the air molecules inside the tires, resulting in a decrease in tire pressure, which triggers the low tire pressure warning light.

Hope this helps!

The average acceleration of the motorcycle over the given distance is approximately 9.39 m/s².

To calculate the average acceleration of the motorcycle, we can use the formula:

Average acceleration = (final velocity - initial velocity) / time

First, let's convert the final velocity from km/h to m/s since the distance is given in meters. We know that 1 km/h is equal to 0.2778 m/s.

Converting the final velocity:

Final velocity = 78 km/h * 0.2778 m/s = 21.67 m/s

Since the motorcycle starts from rest (initial velocity is zero), the formula becomes:

Average acceleration = (21.67 m/s - 0 m/s) / time

To find the time taken to reach this velocity, we need to use the formula for average speed:

Average speed = total distance/time

Rearranging the formula:

time = total distance / average speed

Plugging in the values:

time = 50 m / 21.67 m/s ≈ 2.31 seconds

Now we can calculate the average acceleration:

Average acceleration = (21.67 m/s - 0 m/s) / 2.31 s ≈ 9.39 m/s²

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The work done by the teacher can be calculated using the equation:

work = force x distance x cos(θ)

Here, the force is 10 N, the distance is 20 feet (converted to meters) and the angle between the direction of force and distance is 0 degrees, so cos(0) = 1.

So, work = 10 N x 20 feet x 0.3048 m/foot x 1 = 60.96 J

The teacher did 60.96 joules of work.

In an electrical circuit, a capacitor is a component that is used to hold charges.

A capacitor operates under the principle that when an earthed conductor is moved close to a conductor, its capacitance increases noticeably. As a result, a capacitor contains two plates with equal and opposing charges that are spaced apart.

Two metal plates, a substance known as a dielectric, and other components make up a capacitor.

The dielectric is positioned between the parallel metal plates, which are positioned very near to one another, to prevent them from touching.

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The measure of the indicated angle to the nearest degree is Sin 42°.

An angle is formed when two immediate traces or rays meet at a not-unusual endpoint.

The names of primary angles are Acute angle, Obtuse perspective, proper attitude, straight attitude, reflex angle, and full rotation. A perspective is a geometrical form shaped by using joining rays at their endpoints. An angle is normally measured in stages. there are various varieties of angles in geometry.

A right triangle or proper-angled triangle, or greater officially an orthogonal triangle, formerly called a rectangle triangle, is a triangle wherein one angle is a proper angle or facets are perpendicular. The relation among the perimeters and different angles of the proper triangle is the premise for trigonometry.

calculation:-

perpendicular = 43

hypoteneuse = 64.4

Sin θ = perpendicular / hypoteneuse

            = 43 / 64.4

Sin θ   =   0.66770

Sin θ = 41.889

Sin θ = 42° ( nearest degree)

Sin α = 90 - 42

        = 48°

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Answer:

10s

Explanation:

The time to get to the maximum would be the same as the time to get down to the maximum unless somehow gravity’s changes during the duration it goes up to and from maximum height.

To encourage children to eat, create a pleasant and distraction-free mealtime environment, serve a variety of visually appealing and small portions of favorite foods, involve them in meal planning and preparation, provide a relaxed and comfortable atmosphere, and avoid using food as a reward or punishment. Appropriate snack foods from each food group for school-age children can be selected from fruits, vegetables, grains, protein, and dairy. Adults can help children learn to enjoy nutritious food and establish healthy eating habits by modeling healthy eating behaviors, involving children in grocery shopping and meal planning, making meals enjoyable and fun, providing healthy food choices, and avoiding using food as a reward or punishment.

1. To create an atmosphere that encourages children to eat, several features can be used, such as:

A pleasant and inviting mealtime environment that is free of distractions such as television, mobile phones, or tablets.

Serve a variety of colorful, visually appealing foods in small portions, making sure to include favorite foods of the child.

Involve children in meal planning and preparation, giving them the opportunity to select foods and participate in simple meal preparation tasks.

Provide a relaxed and comfortable atmosphere by allowing enough time for meals and offering positive reinforcement for good eating behaviors.

Avoid using food as a reward or punishment and ensure that mealtimes are stress-free and enjoyable for children.

2. MyPlate is a visual representation of the five food groups that form a healthy and balanced diet. Appropriate snack foods from each food group for school-age children could include:

Fruits: apple slices, berries, bananas, or orange wedges.

Vegetables: carrot sticks, cherry tomatoes, cucumber slices, or celery sticks.

Grains: whole-grain crackers, granola bars, rice cakes, or air-popped popcorn.

Protein: hard-boiled eggs, cheese sticks, nut butter, or hummus.

Dairy: yogurt, milk, or cheese cubes.

3. Adults can help children learn to enjoy nutritious food and establish healthy eating habits by:

Modeling healthy eating behaviors and food choices themselves.

Encouraging children to try new foods and flavors, involving them in grocery shopping, and meal planning.

Making meals enjoyable and fun by creating a positive mealtime environment and involving children in meal preparation tasks.

Providing healthy food choices and limiting the availability of unhealthy options at home and school.

Offering regular mealtimes and avoiding using food as a reward or punishment.

Hence, Encourage children to eat by providing a pleasant and distraction-free mealtime environment, serving a variety of visually appealing and small portions of favorite foods, involving them in meal planning and preparation, providing a relaxed and comfortable environment, and avoiding using food as a reward or punishment. Fruits, vegetables, grains, protein, and dairy are examples of appropriate snack foods from each food group for school-age children. Adults can assist children in learning to enjoy nutritious food and develop healthy eating habits by modeling healthy eating behaviors, involving children in grocery shopping and meal planning, making meals enjoyable and fun, providing healthy food options, and avoiding using food as a reward or punishment.

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Answer:

So do 2400 divided by 70. I got 34.285714 and the numbers behind the decimal are repeating. If you round it you get 34.3

A heavy truck would have larger momentum.

Because a body's mass and velocity affect its momentum. Additionally, a large truck would have higher momentum because its mass is greater than that of a light truck.

As momentum depends on both velocity and the direction of the body's motion, it is quantified by "mass velocity". Since velocity is a vector and mass is a scalar, momentum is a vector quantity.

The highest velocity change occurs in instance B, and momentum change relies on velocity change (as stated above). Keep in mind that each of the aforementioned collisions involved a ball rebounding off a wall. Observe that the acceleration, momentum change, and impulse increase with increasing rebound effect.

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The reason why photons take about 170,000 years to reach the surface of the Sun while neutrinos take only approximately three minutes for the same trip lies in the interaction of these particles with matter.

Photons are electromagnetic radiation and they interact strongly with the charged particles present in the dense plasma of the Sun's core. These interactions cause frequent scattering and absorption, resulting in a random walk-like path for the photons. As a result, they experience numerous collisions and absorptions, which significantly slows down their journey to the Sun's surface. The process is often referred to as "radiative diffusion."

On the other hand, neutrinos are electrically neutral particles that interact only very weakly with matter. This weak interaction allows neutrinos to pass through the dense plasma of the Sun's core almost unimpeded. Neutrinos can traverse matter, including the Sun, without being significantly absorbed or scattered, making their journey from the core to the surface much faster than photons.

The differing interaction strengths of photons and neutrinos with matter explain why photons take much longer to reach the Sun's surface compared to neutrinos. This phenomenon highlights the unique properties and behavior of these fundamental particles in the realm of astrophysics and particle physics.

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Answer:

- They need oxygen to burn fuel

- Aerodynamics

- Extreme temperatures

- Radiation

- Pressure issues

Explanation:

A airplane is a heavier-than-air aircraft kept aloft by the upward thrust exerted by the passing air on its fixed wings and driven by propellers, jet propulsion, etc.

Aeroplanes cannot travel in space for several reasons:

They need oxygen to burn fuel - Aeroplane engines rely on the oxygen in the atmosphere to burn fuel and generate thrust. In space, there is no atmosphere so there is no oxygen for the engines to work.

Aerodynamics - Aeroplane wings generate lift by interacting with the air. In space, there is no air so wings would be unable to generate any lift. Aeroplanes rely on aerodynamics to fly which does not work in space.

Extreme temperatures - In space, temperatures can range from -150 degrees Celsius to 150 degrees Celsius. Aeroplanes are designed to operate within a much narrower temperature range. The extreme cold and heat of space could damage aeroplane components.

Radiation - In space, there are high levels of radiation from the Sun and cosmic rays. Aeroplane bodies are not designed to shield against this type of radiation and it could damage electronics and affect aeroplane systems.

Pressure issues - Aeroplanes are designed to withstand air pressures at altitudes up to around 12 kilometers. In low-Earth orbit and beyond, the air pressure is essentially zero. This extreme change in pressure could cause structural damage to the aeroplane.

In summary, while aeroplanes are designed to fly through the Earth's atmosphere, they lack the key features needed to operate in the extreme environment of outer space like spaceships. Aeroplanes require things like oxygen, aerodynamics and being able to withstand changes in pressure - all of which do not exist or work the same way in space.

Explanation:

The wing is pushed up by the air under it. Large planes can only fly as high as about 7.5 miles. The air is too thin above that height. It would not hold the plane up.

Answer:

get 2 jugs of water put an egg in each one drop the jugs with parachutes on them in long grass on a sunny non windy day

Explanation:

egg+ground=broken

egg-ground= egg+air

egg+air=unbroken

egg+water= egg+wet

egg+water= unbroken

egg+egg= 2 egg

egg+egg+air= egg+egg+unbroken+unbroken

egg+egg+unbroken+unbroken=(egg+unbroken)2

longgrass+egg= 40%unbroken+60broken+egg

longgrass+egg+egg=20%unbroken+80%broken+2egg

ground+water=mud

mud+egg=unbroken+egg+muddy

air+water=raining

egg+raining+air=wet+egg+slip+50%broken+50%unbroken

ask if need more proof