stars that have mass than the sun will end their lives as neutron stars. a. more b. less c. the same

The volume of H2 gas at STP would be approximately 6.0 L.

To determine the volume of H2 gas at STP when 17.5 L of H2 is stored at a pressure of 34.7 kPa, you can use the Boyle's Law formula, which states that P1V1 = P2V2 for a constant temperature.

the given values.
P1 = 34.7 kPa (Initial pressure)
V1 = 17.5 L (Initial volume)
P2 = 101.3 kPa (Pressure at STP)

Solve for V2 (the volume at STP) using the Boyle's Law formula:
P1V1 = P2V2

Rearrange the formula to find V2:
V2 = (P1V1) / P2

Plug in the values and calculate V2:
V2 = (34.7 kPa * 17.5 L) / 101.3 kPa

Calculate the result:
V2 ≈ 6.0 L

So, the volume of H2 gas at STP would be approximately 6.0 L.

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the new distance between the central and the second-order bright fringe, when the screen is moved 1.0 m further away, is approximately 9.92 m.

To solve this problem, we can use the equation for the location of bright fringes in the double-slit interference pattern:

y = (λL) / d

where:

y is the distance from the central bright fringe to the desired fringe (in this case, the second-order bright fringe),

λ is the wavelength of light,

L is the distance between the slits and the screen,

and d is the distance between the two slits.

Let's first calculate the distance between the slits using the given information:

λ = 520 nm

= 520 × \(10^{(-9)}\) m

L = 5.50 m

y = 8.40 cm

= 8.40 × \(10^{(-2) }\)m

Using the equation, we can rearrange it to solve for d:

d = (λL) / y

Substituting the values, we have:

d = (520 ×\(10^{(-9)}\) m × 5.50 m) / (8.40 × \(10^{(-2)}\) m)

d ≈ 3.40 ×\(10^{(-3)}\) m

So, the distance between the two slits is approximately 3.40 × 10^(-3) m.

Now, let's calculate the new distance between the central and the second-order bright fringe when the screen is moved 1.0 m further away: L' = L + 1.0 m = 5.50 m + 1.0 m = 6.50 m

Using the same equation, we can find the new distance:

y' = (λL') / d

Substituting the values:

y' = (520 × 10^(-9) m × 6.50 m) / (3.40 × 10^(-3) m)

y' ≈ 9.92 m

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Let consider the whole system to be at equilibrium where the net force is zero. The forces \(F_A\) and \(F_B\) are acting in the upward direction while the weight (w) of the crate is acting in the downward direction.

The force at equilibrium in the y-direction is computed as:

\(\sum F_y = ma_y\)

\(F_A +F_B= mg\)

\(\mathbf{F_A = mg -F_B}\)  ---- (1)

Recall that the weight w = mg

where;

w = 200 × 9.8

w = 1960 N

The torque about the bottom end is also zero. i.e.

\(\sum \tau=0\)

∴

\(F_B L_Z - wL_w = 0\) --- (2)

\(F_B L_Z= wL_w\)

\(F_B = \omega (\dfrac{L_w}{L_z})\)

\(F_B =1960\times (\dfrac{0.375\times cos 45^0}{1.25\times cos 45^0})\)

\(F_B =1960\times (0.3)\)

\(\mathsf{F_B = 588 \ N}\)

Replacing the value for the force of B into equation (1); we have:

\(F_A = mg - F_B\)

\(F_A = 1960 - 588\)

\(\mathsf{F_A = 1372 N}\)

Thus, we can conclude that the magnitude of these forces i.e force B and force A are 588 N and 1372 N respectively.

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Given: No. of fans = 5

           Current (I)= 0.8A

           Voltage (V) 220V

To find:   Total power P

Solution:  We know that P=VI

  Therefore for one fan P= 0.8*220

                                         = 176 W

Total Power for 5 fans = 176*5

                                      = 880W

The pinball will move with an acceleration of 250 m/s² across the frictionless surface after the force is applied by the flipper.

To find the acceleration of the pinball, we need to use Newton's Second Law of Motion, which states that force is equal to mass times acceleration (F=ma).

In this case, the force applied by the flipper is 50 N and the mass of the pinball is 0.2 kg.

Therefore, we can write the equation as 50 N = 0.2 kg x a.

To solve for the acceleration, we can divide both sides by the mass, which gives us a = 50 N / 0.2 kg.

Simplifying this equation, we get a = 250 m/s².

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Color perception is a complex process influenced by various factors such as the interaction between light and objects, the human visual system, lighting conditions, cultural influences, and personal experiences. Understanding these factors helps us appreciate the subjective nature of color perception and how it can vary among individuals and in different contexts.

Color perception is the process by which our brain interprets the electromagnetic radiation reflected or emitted by objects and translates it into the sensation of color. While the physical properties of an object, such as its surface reflectance and light absorption, play a role in color perception, it is also influenced by various subjective factors.

One important factor is the interaction between the light source and the object. The color of an object depends on the wavelengths of light it reflects or transmits. For example, an object that reflects only red light will appear red when illuminated with white light. Similarly, if an object absorbs all wavelengths except blue, it will appear blue under white light.

Another factor is the human visual system, which consists of specialized cells called cones that are sensitive to different ranges of wavelengths. The three types of cones respond primarily to short (blue), medium (green), and long (red) wavelengths. The combination and intensity of signals from these cones determine the perceived color. For instance, when both the red and green cones are stimulated, we perceive the color yellow.

Additionally, factors like lighting conditions, background colors, and individual differences in color perception can influence how we perceive an object's color. For example, the same object may appear differently under natural daylight compared to artificial lighting.

Furthermore, cultural and contextual factors can influence color perception. Different cultures may associate certain colors with specific meanings or emotions. Additionally, factors like memory, attention, and personal experiences can influence color perception. For instance, an object may trigger different associations or emotional responses based on an individual's past experiences with similar objects.

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The question probable may be:

Explain the concept of color perception and the factors that influence the perceived color of an object. Provide examples to support your explanation.

Answer:

C

Explanation:

Answer:

C on plato

Explanation:

Since an ammeter is meant to measure current and is a low resistance device, it is always connected in series with the circuit element through which current is to be measured.

Current of a system is defined as the rate at which the electrons flow from a given point in the absolute electrical circuit.

a. Since, Current in two or more components connected in series is always the same. So circuit (a) will be used.

b. As per manufacturer's claim, resistance of bulb r = V /I.

= 12 /6 = 2 Ω.

Total resistance in circuit a,  R = 2 +0.1 = 2.1 A

Ammeter reading I' = V /R

= 12 /2.1 = 5.71 A

Which is close enough to claimed value of 6 A.

c. Now the bulb and ammeter are connected in parallel, so the voltage across both will be the same.

Current through ammeter I' = V /Ra = 12 /0.1 = 120 A

Which is 20 times greater than claimed value.

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The question is incomplete, but most probably the complete question is,

The manufacturer of a 12V car headlight specifies it will draw a current of 6A. You would like to check this claim with an ammeter designed to measure currents up to 10Aand having a resistance of 0.1 Ohms.

a)Which of the two figures represents a circuit where the ammeter correctly measures the current in the headlight?

b) How much current (in A) would flow in the ammeter for Circuit a?

c) How much current (in A) flows through the ammeter for Circuit b?

Answer:

D.

Explanation:

Force and distance are inversely related, so a greater distance results in a weaker force.

Fertility fraud is a deceptive act that involves medical professionals using their own sperm or someone else's without the patient's consent during fertility treatments.

It is a violation of trust and a grave breach of ethical standards that can have significant emotional and psychological consequences for those who experience it.

Individuals and couples who undergo fertility treatments often do so with the hope and expectation of having a child. Fertility fraud can shatter that hope, leaving individuals feeling violated, betrayed, and devastated. The emotional pain and trauma that follow can be long-lasting, and can impact their personal relationships and mental health.

The desire to become a parent is a fundamental human need and is often accompanied by feelings of loss, grief, and despair when fertility treatments fail. The emotional burden of fertility fraud compounds these feelings, leading to an indescribable sense of betrayal and a loss of trust in the medical system.

It is important to acknowledge and support those who have experienced fertility fraud, and to advocate for legal and ethical standards that prioritize patient autonomy, informed consent, and transparency in all aspects of fertility treatments

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Answer:

The solar nebula became hot and dense because of that it pulling in more gas. This flattened into a rotating disk. It  spun  faster and faster, forming the Sun.

Explanation:

hope this helps

The solar nebula became hot and dense because of that it pulling in more gas. This flattened into a rotating disk. It  spun  faster and faster, forming the Sun. This order did the events forming our solar system occur.

In the so-called nebular hypothesis of the genesis of the solar system, the Sun and planets originated by condensation from a gaseous cloud. In 1734, Swedish philosopher Emanuel Swedenborg claimed that the planets arose from a nebular crust that enveloped the Sun before breaking apart. Immanuel Kant, a German philosopher, proposed in 1755 that the Sun and planets were created by a slow rotating nebula that was eventually pushed together by its own gravitational force and flattened into a spinning disc. In 1796, the French astronomer and mathematician Pierre-Simon Laplace presented a similar concept, but with the planets forming before the Sun. The Kant-Laplace theories were criticised by the British physicist James Clerk in the late nineteenth century.

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The magnitude of the average emf induced in the triangle ABC during the 6.0-s period after the rod has passed is E m f = 0.124 V.  

Calculation:-

As B is constant, then

E m f = B (A f - Ai) / t

Here,

Ai = 0

A f = b h /2

As

b = 0.60 m/s * 6.0 s = 3.6 m

h = b tan 19 = 0.5457 m

A f = 1.9646 m^2

e m f = 0.124 V  

A magnetic field is a vector area that describes the magnetic impact on moving electric costs, electric powered currents, and magnetic substances. A moving price in a magnetic area reviews a pressure perpendicular to its very own pace and to the magnetic area.

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Answer:

340 kg/m³

Explanation:

\(Relative density \: = \frac{density \: ofsubstance}{density \: of \: equal \: volume \: ofwater} \)

density of water = 1000 kg/m³

density of the liquid = 0.34 × 1000

= 340 kg/m³

Answer:

A wave that transmits speech, music, and other signals

Explanation:

Hope it helps

(Give a thank OR mark as brainliest if it's the right answer)

Answer:

a wave that transmits speech, music, and other signals :)

Explanation:

The resultant vector A + B + C is approximately 5.1 m at an angle 74 degrees north of east.

To find the resultant vector A + B + C, we need to break down each vector into its horizontal (x) and vertical (y) components, and then add them together.

Given:

Vector A: magnitude = 8.0 m, angle = 30 degrees north of east

Vector B: magnitude = 6.0 m, angle = 30 degrees west of north

Vector C: magnitude = 5.0 m, angle = 30 degrees west of south

Let's calculate the x and y components for each vector:

For Vector A:

A_x = 8.0 m × cos(30°)

A_x = 8.0 m × 0.866

A_x ≈ 6.928 m

A_y = 8.0 m × sin(30°)

A_y = 8.0 m ×0.5

A_y = 4.0 m

For Vector B:

B_x = 6.0 m × sin(30°)

B_x = 6.0 m × 0.5

B_x = 3.0 m

B_y = 6.0 m × cos(30°)

B_y = 6.0 m × 0.866

B_y ≈ 5.196 m

For Vector C:

C_x = 5.0 m × sin(30°)

C_x = 5.0 m ×0.5

C_x = 2.5 m

C_y = 5.0 m × cos(30°)

C_y = 5.0 m × 0.866

C_y ≈ 4.33 m

Now, let's add up the x and y components:

Resultant x component = A_x + B_x + C_x

Resultant x component = 6.928 m + 3.0 m + 2.5 m

Resultant x component ≈ 12.428 m

Resultant y component = A_y + B_y + C_y

Resultant y component = 4.0 m + 5.196 m + 4.33 m

Resultant y component ≈ 13.526 m

Finally, we can find the magnitude and angle of the resultant vector:

Resultant magnitude = sqrt((Resultant x component)² + (Resultant y component)²)

Resultant magnitude = sqrt((12.428 m)^2 + (13.526 m)^2)

Resultant magnitude ≈ 18.015 m

Resultant angle = arctan(Resultant y component / Resultant x component)

Resultant angle = arctan(13.526 m / 12.428 m)

Resultant angle ≈ 48.413°

Considering the answer choices provided:

A) 2.1 m at an angle 66 degrees east of north.

B) 5.9 m at an angle 74 degrees north of east.

C) 2.7 m at an angle 74 degrees north of east.

D) 5.1 m at an angle 74 degrees north of east.

E) 4.8 m at an angle 74 degrees east of north.

The closest match to our calculated result is:

D) 5.1 m at an angle 74 degrees north of east.

Therefore, the resultant vector A + B + C is approximately 5.1 m at an angle 74 degrees north of east.

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Answer:

Here is a claim-evidence-reasoning (CER) model for the student's claim about the flooding of the Scablands:

Claim: The flooding of the Scablands is due to erosion and melting of glaciers which increased the amount of water until it overwhelmed the dams.

Evidence:

Erosion patterns in the Scablands that suggest a large amount of water was present in the region.

The presence of glacial deposits in the area.

The location of the Scablands near glacial formations that would have melted and contributed to the increase in water.

Reasoning: The evidence supports the idea that melting glaciers and erosion caused a significant increase in water in the region, which then overwhelmed the dams and caused flooding in the Scablands. The presence of glacial deposits and the proximity to active glacial formations suggest that a large amount of water was released into the area, causing the observed erosion patterns and the flooding.

Explanation:

The average velocity of an object is a measure of how its position changes over a given time interval. It relates the object's displacement (change in position) to the time taken for that displacement to occur.

The average velocity of an object is related to its position through the formula for average velocity, which is defined as the change in position divided by the change in time. Mathematically, average velocity (Vavg) is given by the formula:

Vavg = (Δx) / (Δt)

Where Δx represents the change in position and Δt represents the change in time.

The average velocity describes the displacement of an object over a given time interval. It indicates how far an object has moved and in what direction during that time period. The sign of the velocity (+ or -) indicates the direction of motion.

A positive average velocity indicates that the object is moving in the positive direction, while a negative average velocity indicates motion in the negative direction.

If an object's position remains constant, then there is no change in position (Δx = 0), and therefore the average velocity is zero. This implies that the object is at rest, not moving.

On the other hand, if an object undergoes a change in position, the average velocity will be non-zero. The magnitude of the average velocity represents the speed at which the object is moving, and the direction of the average velocity indicates the object's direction of motion.

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Answer: 1.5 × 10^-17

Explanation:

Given the following :

Frequency(f) = 2.2 × 10^16 Hz

Planck's constant(h) = 6.63 × 10^-34

The energy of a photon 'E' is given as the product of frequency and the planck's constant

E = hf

E = (6.63 × 10^-34) × (2.2 × 10^16)

E = 6.63 × 2.2 × 10^(-34 +16)

E = 14.586 × 10^-18

E = 1.4586 × 10^-17

E = 1.5 × 10-17 (2 S. F)

Answer:

C. 1.5 × 10–16 J

Explanation:

If a star is moved twice as far away, it would appear one-fourth as bright.

The apparent brightness of a star depends on its distance and the inverse square law. According to the inverse square law, the brightness of an object decreases as the square of its distance increases. If a star is moved twice as far away, its distance from the observer would be doubled.

Applying the inverse square law, the brightness would decrease by a factor of four (2^2). This means the star would appear one-fourth as bright as before. The amount of light reaching the observer decreases as the distance increases, leading to a decrease in apparent brightness. Therefore, moving a star twice as far away reduces its apparent brightness to one-fourth of its original value.

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Hi there!

\(\large\boxed{F_{A} = -5000N}}\)

For an object to be moving at constant velocity:

∑F = 0 (The sum of the forces acting on the object MUST be 0 N)

We can do a summation of forces for this helicopter in the HORIZONTAL direction:

∑Fₓ = Ft (Force of Thrust) + Fa (Force of air resistance) = 0

Thus, if we substitute in the given value for Ft:

Ft = -Fa

5000N = -Fa

Fa = -5000N

The acceleration of the car when get around the slower vehicle is 0.86m/s².

The initial velocity U of the car is 15m/s.

The final velocity V of the car is 20m/s.

The time taken by the car to overtake the slow vehicle is 5.8 seconds.

To find the acceleration of the car, we can use the equation of motion,

The equation is,

V = U + at

Where,

V is final velocity of object,

U is the initial velocity if the object,

a is the acceleration of the body,

t is the time taken by the body to accelerate,

Putting all the values of find the acceleration a of the car,

V = U + at

20 = 15 + a5.8

5 = a5.8

a = 5/5.8

a = 0.86 m/s².

So, the acceleration of the car is 0.86 m/s

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Answer:

acid rain corrodes a monument. d.

Explanation:it only makes sense because its doing something to a physical object.and the other ones aren't.

A thermal energy of 32J is equivalent to the work done by a 2-N force acting over a distance of 16 m (option A).

Work done is measure of energy expended in moving an object. It can be said that no work is done if the object does not move.

Work done can be calculated by multiplying the force by distance as follows:

Work done = force × distance

According to this question, the thermal energy transferred during a calorimetry experiment is equal to 32 J.

Since work done is force multiplied by distance, this suggests that a force of 2N will be acting over a distance of 16metres.

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The image that shows the free body diagram of the bag pack is option J.

The term free body diagram has to do with the way the that the forces that act on an object are able to carry on. We know that an object is always acted upon by a system of forces. The forces that act on the object could be balanced or unbalanced. If the system of forces is balanced than the object would remain stationary. If the system of forces is not balanced then the object would move.

In this case, we have been told that high school student holds a backpack one meter above the ground. We know that we expect that the free body diagram would be able to show us the forces that act on the bag and this would include the weight of the bag which is the gravitational pull on it and the tension on the rope that holds the bag.

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The wire's resistance at different lengths and analyzing the data, Bob can determine the appropriate length of wire needed to achieve a resistance of 3.2 ohms.

To determine the length of wire Bob needs to achieve a resistance of 3.2 ohms, he can perform an experiment using the wire to measure its resistance at different lengths. Here's a step-by-step explanation of how Bob can carry out the experiment:

1. Gather materials: Bob will need the wire, a power supply (e.g., a battery), an ammeter (to measure current), and a voltmeter (to measure voltage). Ensure all equipment is properly calibrated and suitable for the current and voltage levels.

2. Design a circuit: Bob should set up a simple circuit consisting of the power supply connected in series with the wire, the ammeter to measure the current passing through the wire, and the voltmeter connected across the wire to measure the voltage drop.

3. Safety precautions: It is important for Bob to follow safety protocols while conducting the experiment. He should handle the wire and electrical equipment with care, avoid touching exposed wires, and ensure the circuit is properly insulated. Additionally, he should wear appropriate safety gear such as gloves and goggles.

4. Initial wire length: Bob should start with an initial length of wire and measure its resistance using a multimeter or an ohmmeter. This measurement will serve as the baseline value.

5. Adjusting wire length: Bob can then modify the length of the wire by cutting or extending it. For each length, he needs to ensure the wire is securely connected in the circuit.

6. Recording data: At each wire length, Bob should record the current (I) and voltage (V) values from the ammeter and voltmeter, respectively. These readings will help him calculate the resistance using Ohm's law: R = V/I.

7. Repeat measurements: Bob should repeat the measurements for several different wire lengths to gather enough data points to analyze and determine a trend.

8. Data analysis: Bob can plot a graph of wire length (x-axis) against resistance (y-axis) using the recorded data. By observing the relationship between wire length and resistance, he can identify the length of wire that corresponds to a resistance of 3.2 ohms.

Variables and Hazards:

Independent variable: Wire length. Bob can manipulate this variable by changing the wire's length.

Dependent variable: Resistance. Bob will measure this variable and use it to determine the relationship with the wire length.

Control variables: Bob should keep other factors constant throughout the experiment, such as the thickness of the wire and the material used.

Hazards: The main hazards involved in this experiment are electrical hazards, including electric shock and short circuits. Bob should ensure the circuit is properly insulated, handle the wires and equipment safely, and follow electrical safety guidelines.

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The given statement is incomplete and is missing the options or the possible answer from which we could determine the appropriate term that fits in the blank.

Therefore, I can provide a general answer to the question.

Scuba tanks should always have some pressure in them to prevent moisture contamination. When there is no pressure in the tanks, there is a chance that the moisture can enter the tank and contaminate the air inside. Therefore, it is crucial to have some pressure in the scuba tank. Also, a full scuba tank is around 3000 psi, and an empty scuba tank is around 200 psi. A scuba tank should be visually inspected annually and tested hydrostatically every five years to ensure that they are safe to use.

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They do not transmit sufficient energy to kill cancer cells.  Longer wavelengths than visible light define infrared waves (IR), a kind of electromagnetic radiation.

The electromagnetic radiation known as infrared, also referred to as infrared light, has wavelengths that are longer than those of visible light and shorter than those of radio waves. Wavelength range and sources: between 780 nm and 1 mm. Infrared radiation (IR), commonly referred to as heat radiation, is that region of the electromagnetic spectrum with wavelengths above red visible light, between 780 nm and 1 mm. IR can be divided into three groups: IR-A (780 nm-1.4 m), IR-B (1.4-3 m), and IR-C, commonly known as far-IR (3 m-1 mm).

IR wavelengths range from 700 nanometers (frequency 430 THz), which corresponds to the visible spectrum's notional red edge, to 1 millimeter (300 GHz). Long-term IR exposure, according to medical studies, can harm the lens, cornea, and retina, causing cataracts, corneal ulcers, and retinal burns, respectively. Workers can use gear with IR filters or reflective coating to help prevent long-term IR exposure. Electrical warmers, food-cooking appliances, remote controls, optical fibres, security systems, and thermal imaging cameras that can see individuals in the dark all employ infrared (IR) light. whereas, gamma rays, which have the highest energy (and thus the most penetrating), for instance, have higher frequencies than infrared waves.Gamma rays are the electromagnetic waves with the highest energy, highest frequency (300 EHz), and shortest wavelengths (1 pm) (1,24 MeV) and are used in treating cancer.

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In the dry and extremely hot conditions of Southern California during summer, at approximately 1 pm, one would expect to see that the stomata of plants are closed. This is because to avoid excessive water loss through transpiration, plants tend to close their stomata, which are tiny openings on the surface of leaves responsible for gas exchange. Closing the stomata helps to conserve water by reducing the loss of water vapor from the plant's leaves.

Stomata play a crucial role in gas exchange during photosynthesis. However, when plants are exposed to hot and dry conditions, the closure of stomata becomes essential to prevent excessive water loss. By closing their stomata, plants can reduce transpiration and conserve water. Transpiration is the process through which water vapor escapes from the plant through the stomata.

Closing the stomata helps in minimizing water loss by reducing the evaporation of water from the plant's leaves into the surrounding dry air. This is particularly important in drought conditions when water availability is limited. By conserving water, plants can better withstand the dry and hot environment.

While the closure of stomata helps in water conservation, it also has an impact on photosynthesis. When the stomata are closed, the exchange of gases, including carbon dioxide (CO2) for photosynthesis, is restricted. As a result, the rate of photosynthesis decreases. However, in extremely hot and dry conditions, the priority for the plant is to conserve water rather than carry out photosynthesis. Therefore, it is expected that the stomata will be closed to limit water loss, even though this reduces the availability of CO2 for photosynthesis.

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The water outflow in 30 secs through 200 mm of the capillary tube is mathematically given as

\(Qo=1.6 \times 10^{2} \mathrm{~mL}\)

\(\begin{aligned}\Delta P &=6660 \mathrm{~m} / \mathrm{m}^{2} \\\mu &=8.01 \times 10^{-4} \text { Pas } \\t &=30 \mathrm{~s} \\L &=200 \mathrm{~mm}=200 \times 10^{-3} \mathrm{~m} \\D &=1.5 \mathrm{~mm}=1.5 \times 10^{-3} \mathrm{~m} \Rightarrow \gamma=\frac{1.5 \times 10^{-3}}{2} \mathrm{~m}\end{aligned}\)

Generally, the equation for Rate of flow of Liquid is  mathematically given as

\(\\$$Q=\frac{\pi r^{4} \times \Delta P}{8 \mu L}\)

$$

Where dP is pressure difference r is the radius

\(\mu\) is the viscosity of water

L is the length of the pipe

\(Q=\frac{\pi \times\left(\frac{1.5 \times 10^{-3}}{2}\right)^{4} \times 6660}{8 \times 8.01 \times 10^{-4} \times 200 \times 10^{-3}}\)

\(Q=5.2 \mathrm{~mL} / \mathrm{s}\)

In $30s the quantity that flows out of the tube

\(&Qo=5.2 \times 30 \\&Qo=1.6 \times 10^{2} \mathrm{~mL}\)

In conclusion, the quantity that flows out of the tube

\(Qo=1.6 \times 10^{2} \mathrm{~mL}\)

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