If a diver displace water with a weight of 500N what is the upthrust on the diver?​

Answer:

A

Explanation:

At constant speed, acceleration=0

From the formula, Fnet=ma (Resultant force= mass x acceleration), sub a=0

Fnet=0

Since the resultant force=0, the pushing force is equal to the frictional force

the pressure is (200 N)/(10 cm2)×(100 cm/M)2=200,000 pa

Answer:

33m

Explanation:

Step 1: Whats going on?

We know that since they meet in the middle, and dont stop, that both knights take the same time to travel to the middle. This means that if they are traveling at a constant speed we can easily calculate the distance each travels

Step 2: Model it with Equations

General equation: V = D/t  [m/s]

T = D1 + D2 = V1*t + V2*t = t * (v1 + v2)

Step 3: Sub in knowns

T = 2.2 s* (6m/s + 9m/s)

T = 33m

[tex]\Large{\underline{\sf Given:-}}[/tex]

[tex]\Large{\underline{\sf To\:Find:-}}[/tex]

[tex]\Large{\underline{\sf Formula:-}}[/tex]

[tex]\boxed{\sf Force=Mass\times Acceleration}[/tex]

[tex]\Large{\underline{\sf Solution:-}}[/tex]

[tex]\\ \sf\longmapsto Force=4000(35)[/tex]

[tex]\\ \sf\longmapsto Force=14000N[/tex]

Answer:

4

Explanation:

because when u have 5 then take 1 away u have 4

Answer:

41.16J

Explanation:

m =2.8 kg

h1 = 4.5 m

h2 = 3 m

PE at top = mgh1= 4.5mg

PE at 3 m = mgh2= 3mg

energy is conserved los in PE = gain in KE

KE at 3 m above the ground

= mg(4.5 - 3) J

= 2.8 kg*9.8m/s^2*1.5 m

= 41.16 joules

Answer: 42 m/s

Explanation:

m=2.8 kg , V1=0 m/s , h1=4.5 m , h2=3 m , V2=? m/s

E1 = E2 >>> K1 + U1 = K2 + U2

Kinetic Energy (KE) = K = [tex]\frac{1}{2}[/tex] m [tex]V^{2}[/tex]          Potential Energy (PE) = U = mgh

[tex]\frac{1}{2}[/tex] m [tex]V1^{2}[/tex] + mg[tex]h_{1}[/tex] = K2 + mg[tex]h_{2}[/tex]  >>> V1=0 >> K1=0 >>> K2 = -mgΔh

K2 = 2.8 kg × 10 m/s2 × 1.5 m = 42 m/s

Answer:

Student science investigatory projects provide students practical experience in using the scientific method and help stimulate their interest in scientific inquiry. Given the benefits society can realise from professional scientific inquiry, such goals in themselves have importance.

Explanation:

I hope it helped U

stay safe stay happy

Explanation:

if the mass of both of the objects is doubled, then the force of gravity between them is quadrupled; and so on.

Answer:

The value of g on the moon is 1.625 m/s2 and the value of the g on the jupiter is 2.528g.

Jupiter's surface gravity is 24.79/s or 2.528 g .

The acceleration due to gravity on the surface of the moon is approximately 1.625m/s .

hope this helps you

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Explanation:

The relative change in length of the edges of a cube are the coef times the change in temperature.

One meter expands to (1 + coef x 100C) = 1.0019 meter

Divide the mass by this number cubed to correct for volume expansion.

10310 kg / 1.00571 = 10251 kg/m3

Answer:

213K = 100. 56

189K = 87. 22

113K = 45

201K = 93. 88

Explanation:

The formula for F to C = ( 1. 8*C) + 32

So, C = (F - 32) ÷ C

Answer:

D (density) = M (mass) /  V (volume)

M = D * V = 5 g / cm^3 * 1000 cm^3 = 5000 g

The mass of the block of granite is 5000 grams.

We know that density is defined as mass divided by volume. So, we can write the following equation:

Density = Mass / Volume

We are given that the density of the granite is 5 g/cm³ and the volume is 1000 cm³.

We can plug these values into the equation to solve for the mass:

5 g/cm³ = Mass / 1000 cm³

Mass = (5 g/cm³)(1000 cm³)

Mass = 5000 grams

1 cm³ of granite has a mass of 5 grams. So, a block of granite with a volume of 1000 cm³ will have a mass of 5000 grams.

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Answer:

A dog runs from his home & goes 400 m around the block before reaching back home. What is the dog's total distance & displacement?

Distance: 400 m & displacement:0m

Explanation:

Option B is the answer.

Hope it helps.

Answer:

[tex]accelaration = \frac{v}{t} \\ = in \: intial2sec \: v = 40 \\ a = \frac{40}{2} = 20 \frac{m}{ {se}^{2} } \\ thank \: you[/tex]

Answer:

20 m/s^2

Explanation:

v = u + at

Velocity:-

u = 0

v2 = 40

v = v2 - u = 40 - 0 = 40

Time:-

t2 = 2

t1 = 0

t = t2 - t1 = 2 - 0 = 2

Substituting v and t in formula,

v = u + at

40  = 0 + (a)(2)

2a = 40

=> a = 40/2

=> a = 20

Answer:

Explanation:

Tides occur in the ocean but nit in lakes because an ocean is a free flowing body of water that can travel a large area of the globe while a lake or pond only covers a small area of the earth so it is not affected by gravity as violently and in turn, prevents the formation of tides.

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The value of a physical quantity is normally expressed as an implied product of a numeric value and a unit of measurement.

There are three categories to consider:

There is no explicit unit of measurement included. Examples of this would include index of refraction of a medium and the specific gravity of a substance (which is ratio of the density of the material divided by the density of some reference material, usually water at some specified temperature). In this category, there is an implied measurement unit of 1 . It is usually not written because 1 times any number is that same number, so it is pointless to write the “times 1”. The value of an index of refraction is simply a number, and that number is all you write for the quantity value. That number is the numerical value of the physical quantity. It is only slightly more complicated for specific gravity, because you are dividing one density by another, and both values should be expressed in the same units of measurement, and the division of one by the other cancels out those units, leaving you with 1 as the overall measurement unit.

For plane angles, there is a relationship between the length s of the arc of a circle, the radius r of that circle, and the angle a subtended by the arc at the circle center:

a = s/r

with the angle a being measured in the unit of radians. (To write the formula for some other angular unit requires incorporating a numeric factor, which is basically a conversion factor from radians to degrees,) Thus, if you have a circle of radius 3 m and an arc of 6 m on that circle, the the angle subtended or formed is:

(6 m)/(3 m) = 2, but we said this is the number of radians, so it is 2 rad.

Notice, we are dividing a length by a length (both the arc length and the radius being lengths), so if we use the same measurement unit for both lengths (regardless that unit being meters, feet, parsecs, or anything else), the two units cancel each other out upon division. This means that the unit we are calling radian is like with specific gravity in #1—it has the value 1. Indeed, we see the formula gives us 2 and we know that it is 2 rad, and the only way we can have them be the same, 2 rad = 2, is if the unit radian is actually just a funny, special name for the number 1. Why do we give the number 1 a special name here, unlike in category #1? That is because some inexperienced people find the concept of radian to be strange and inconvenient. They would rather use degrees, or arcminutes, or arcseconds, or semicircles, or some other such unit, and they all have different sizes. For example, a full circle is 2π rad and it is also 360°. Therefore, since both equal one circle of rotation, they must be equal to each other:

360° = 2π rad. Divide both sides by 360 to get:

1° = (2π/360) rad = (π/180) rad. Now, we saw above that rad = 1, so:

1° = (π/180) rad = (π/180) × 1 = π/180.

Thus, like the radian, the degree is also a number—not 1 though, but rather π/180, which cannot be “thrown away” because π/180 times a number does not yield back the original number.

Thus, 30° = 30 × π/180 = π/6 = π/6 × 1 = π/6 rad.

This is the explanation as to when we express an angle in degrees, we must write the ° symbol or spell out degrees, whereas when we express the angle in radians, we may either explicitly write rad or we may leave it off. Unfortunately secondary school geometry textbooks do not seem to understand this point and typically leave off the mandatory ° symbol. That usually gets straightened out when radians are presented—typically later in the second year of algebra or in trigonometry, but it becomes something necessary for students to unlearn the incorrect and learn the correct. Thus, if an angular unit is included, you can convert that angular unit into a real number and multiply by the numeric part of the physical quantity value to the the numeric value of the physical quantity. (And absence of angular unit implies radians, which have numeric value 1, so the numeric value of the quantity is just the numeric value that is present.

Solid angles work similarly, involving area divided by area. The steradian (sr) is the unit that has value 1.

==> Take an Earth weight. Don't forget the unit.

==> Multiply it by 0.166 .

==> The product is its Moon weight. Don't forget the unit.

Example:

If I weigh 1,000 lbs on Earth.

Multiply 1,000 lbs by 0.166 .

I weigh 166 lbs on the Moon

The complete table is as follows -

   ITEM                                   W(E)                               W(M)

   Apple                                 150 g                               25 g

   Hammer                            1.5 lbs                             0.25 lbs

   Person                              180 lbs                              30 lbs

   Blue whale                      200 tons                          33.3 tons

We have the force of gravity on the moon is only 16.6% the force of gravity on Earth.

We have to fill the table given in the question.

In physics, gravity is a fundamental interaction which causes mutual attraction between all things with mass or energy. The gravitational force between two bodies of mass 'm' and 'M' separated by a distance 'r' apart is given by -

[tex]$F = \frac{GMm}{r^{2} }[/tex]

According to the question, we have -

Force of gravity on the moon is only 16.6% the force of gravity on Earth.

This means that for an object of mass 'm' -

F(M) = 16.6% of F(E)

This means that a person would weigh six times less on the moon than they do on Earth -

W(moon) = [tex]\frac{1}{6}[/tex] W(earth)

Let's complete the table -

   ITEM                                   W(E)                               W(M)

   Apple                                 150 g                        1/6 x 150 = 25 g

   Hammer                            1.5 lbs                        1/6 x 1.5 = 0.25 lbs

   Person                              180 lbs                       1/6 x 180 = 30 lbs

   Blue whale                      200 tons                     1/6 x 200 =  33.3 tons

Hence, the complete table is given above.

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Answer:

Below

Explanation:

4. You can use this formula to calculate the acceleration of an object

     acceleration = velocity / elapsed time

Plugging our values in....

     acceleration = 1700 m/s / 25 s

                          = 68 m/s^2

5. You can use this formula to calculate the final velocity of an object

     finalvelocity = initialvelocity + (acceleration) (time)

Plugging our values in....

     finalvelocity = 1.5 m/s + (2.4 m/s^2) ( 3 seconds)

                         = 8.7 m/s

Hope this helps! Best of luck <3

Answer:

D (density) = Mass / Volume

V (ice) = Mass / Density = 50000 g / .92 kg / L

V = 50 kg / .92 kg / L  

1 Liter of water weighs 1 kilogram = 50 L weighs 50000 g

V = 54.3 L     the mass does not change upon the change of phase (freezing)

Answer:

d=s

t

d=36

4

d=10m/s

Explanation:

distance is equal to speed over t therefore 36 divide by 4 is 10

Answer:

Your father has just built a new house for the family. Write a letter to your either brother who lives abroad describing the new house and the prestige has accorded your family

Here we can study the different temperatures of each one of the layers of the sun.

We will find that the way that the scientist can identify which layer are they studying is "The lowest temperatures are from the photosphere."

A brief description of the temperature of each layer is:

Center of the sun: about 15 million K

Radiative Zone:  Goes from 7 million K to 2 million K.

Convection Zone: goes from 2 million K to 5800K

Photosphere: Is in average 5800 K , but there are sunspots with lower temperatures, of around 3800 K.

Chromosphere: goes from 4300 K to  8300 K

Corona: Around 2 million K.

So now we can analyze each of the options to see which ones make sense.

A) The highest temperatures are from the corona.

This is false, we can see that in the center and in the radiative zone we have larger temperatures than in the corona.

B) The lowest temperatures are from the photosphere.

While on average the temperature of the photosphere is larger than the smaller temperature of the chromosphere, in the photosphere we have the sunspots, and there we have the smallest temperatures in the whole sun, so this is true.

C) The lowest temperatures are from the core (or center).

Clearly false, there we have the larger temperatures.

D)  The highest temperatures are from the radiative zone.

Again false, the larger temperatures are in the center.

So the only true option is "The lowest temperatures are from the photosphere."

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Answer:

The lowest temperatures are from the photosphere

Explanation:

I just took this quick check on connexus

Answer:

The inquiry process takes advantage of the natural human desire to make sense of the world... This attitude of curiosity permeates the inquiry process and is the fuel that allows it to continue. Process skills are not used for their own sake.

Answer:

175 miles

Explanation:

because when the girl walked from point A to B which is 150 miles and walks away 25 miles to a shop.

Answer:

a - temperature

b sun ( how things work science)

Answer:

(A)

Explanation:

because they are asking at temperature does water boil they can do experaments to find or they can use science

Using third equation of kinematics

[tex]\\ \rm\longmapsto v^2=u^2+2as[/tex]

[tex]\\ \rm\longmapsto v^2=0^2+2(0.5)(1.6)[/tex]

[tex]\\ \rm\longmapsto v^2=1.6[/tex]

[tex]\\ \rm\longmapsto v=\sqrt{1.6}[/tex]

[tex]\\ \rm\longmapsto v=0.4m/s[/tex]

Now using 1st equation of motion

[tex]\\ \rm\longmapsto v=u+at[/tex]

[tex]\\ \rm\longmapsto t=v-u/a[/tex]

[tex]\\ \rm\longmapsto t=\dfrac{0.4-0}{0.5}[/tex]

[tex]\\ \rm\longmapsto t=\dfrac{4}{5}[/tex]

[tex]\\ \rm\longmapsto t=0.8s[/tex]

Answer:

Using third equation of kinematics

[tex]\begin{gathered}\\ \rm\longmapsto v^2=u^2+2as\end{gathered}[/tex]

⟼v

2

=u

2

+2as

[tex]\begin{gathered}\\ \rm\longmapsto v^2=0^2+2(0.5)(1.6)\end{gathered}[/tex]

⟼v

2

=0

2

+2(0.5)(1.6)

Answer:

LDRs and thermistors

Light dependent resistors or LDRs are made of semiconductor material. Their resistance decreases as the light intensity increases. ... Their resistance decreases as the temperature increases.

Since the body is moving with uniform velocity, its velocity after it travels 100 m in 20 s is 15 m/s.

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