Two physics students, Ben and Bonnie, are in the weightlifting room. Bonnie lifts the 50 kg barbell over her head (approximately .60 m) 10 times in one minute; Ben lifts the 50 kg barbell the same distance over his head 10 times in 10 seconds. Which student does the most work? Which student delivers the most power? Explain your answers.

Answer:

xaubUajnaai ajn AJ au aun a

Explanation:

ahayba uabah an aj

Answer:

Explanation:

a)

Firstly to calculate the total mass of the can before the metal was lowered we need to add the mass of the eureka can and the mass of the water in the can. We don't know the mass of the water but we can easily find if we know the volume of the can. In order to calculate the volume we would have to multiply the area of the cross section by the height. So we do the following.

100[tex]cm^{2}[/tex] x 10cm = 1000[tex]cm^{3}[/tex]

Now in order to find the mass that water has in this case we have to multiply the water's density by the volume, and so we get....

[tex]\frac{1g}{cm^{3} }[/tex] x 1000[tex]cm^{3}[/tex] = 1000g or 1kg

Knowing this, we now can calculate the total mass of the can before the metal was lowered, by adding the mass of the water to the mass of the can. So we get....

1000g + 100g = 1100g or 1.1kg

b)

The volume of the water that over flowed will be equal to the volume of the metal piece (since when we add the metal piece, the metal piece will force out the same volume of water as itself, to understand this more deeply you can read the about "Archimedes principle"). Knowing this we just have to calculate the volume of the metal piece an that will be the answer. So this time in order to find volume we will have to divide the total mass of the metal piece by its density. So we get....

20g ÷ [tex]\frac{8g}{cm^{3} }[/tex] = 2.5 [tex]cm^{3}[/tex]

c)

Now to find out the total mass of the can after the metal piece was lowered we would have to add the mass of the can itself, mass of the water inside the can, and the mass of the metal piece. We know the mass of the can, and the metal piece but we don't know the mass of the water because when we lowered the metal piece some of the water overflowed, and as a result the mass of the water changed. So now we just have to find the mass of the water in the can keeping in mind the fact that 2.5[tex]cm^{3}[/tex] overflowed. So now we the same process as in number a) just with a few adjustments.

[tex]\frac{1g}{cm^{3} }[/tex] x (1000[tex]cm^{3}[/tex] - 2.5[tex]cm^{3}[/tex]) = 997.5g

So now that we know the mass of the water in the can after we added the metal piece we can add all the three masses together (the mass of the can. the mass of the water, and the mass of the metal piece) and get the answer.

100g + 997.5g + 20g = 1117.5g or 1.1175kg

Answer:81.66667 N

Explanation:

Answer:

D) 81.6667

Explanation:

It is right

Brainliest? plz

Answer:

[tex]Mass = 0.14kg[/tex]

Explanation:

Given

[tex]Force = 6N[/tex]

[tex]Acceleration = 43m/s^2[/tex]

Required

Determine the mass of the ball

This question will be answered using Newton's second law of motion.

Which states that

[tex]Force = Mass * Acceleration[/tex]

Substitute values for Force and Acceleration

[tex]6N = Mass * 43m/s^2[/tex]

Make Mass the subject

[tex]Mass = \frac{6N}{43m/s^2}[/tex]

[tex]Mass = 0.13953488372[/tex]

[tex]Mass = 0.14kg[/tex] --- (approximated)

Answer:

The answer is   .14 kg

Answer:

lol bruhh wat a question

We donot feel any of this motion because these speed are constant. The spining and orbital speed of earth stay the same so we don't feel any acceleration or deceleration. You can only feel motin if your speed change.

Hope it's Help!

Answer:

70200J

Explanation:

k.E = 1/2mv^2

K.E = 1/2(3900)(6)^2

Explanation:

F=MA

F=1500 * 2

F=3000N

Answer:

Your a genius!

Explanation:

Answer:

I think it will be b. solar

Hope I can help.

Answer:

Explanation:

its b

Answer:

Explanation:

The force acting on an object given it's mass and acceleration can be found by using the formula

force = mass × acceleration

From the question we have

force = 0.25 × 4000

We have the final answer as

Hope this helps you

Answer:

There are two main ways to determine the age of a rock, these are Relative dating and Absolute dating. Relative dating is used to determine the relative order of past events by comparing the age of one object to another.

Explanation:

Explanation:

rock and fossils are made by layers of dirt, sand,organic matter that has beem compressed over thousands,if not millions of years.

some scientists use this layering to determine how old the earth is.

its kind of like looking at the rings of a tree to see how old it is.

the scientists look at each layer of the rock or fossil and use what they already know about when this type of soil or organic matter existed and try to piece together the past

Answer:

1. Tsunami

2.Divergent

3.Sensor

4.Convergent

5.Magnitude

Explanation:

Answer:

2,3,1

Explanation:

There are 3 laws of Kepler.

First law = The path of each planet around the sun is an ellipse with the sun at one focus.

Second law =  As a planet moves in its orbit, a line from the sun to the planet sweeps out equal areas in equal times.

Third law = The ratio of the squares of the periods of any two planets revolving around the sun is equal to the ratio of the cubes of their average distance from the sun.

Hence, the correct order for Kepler's law is: 2,3,1

Answer:

D) miu = 0.17

Explanation:

To be able to solve this problem we must perform a sum of forces in the direction of the movement. This sum of forces must be equal to zero, since the block moves at a constant speed, therefore there is no acceleration.

The friction force is defined as the product of the normal force by the coefficient of friction.

[tex]f=miu*N[/tex]

where:

f = friction force = 50 [N]

miu = friction coefficient

N = normal force [N]

Now the normal force is defined as the force with equal magnitude to the weight of the block but acting in the opposite direction.

[tex]N=300[N][/tex]

Now replacing:

[tex]miu=f/N\\miu=50/300\\miu = 0.166\\ or 0.17[/tex]

Answer:

[tex]T_2=\frac{T}{2}[/tex]

Explanation:

Given that engine 1 produces twice the power of engine 2.

Let [tex]P_1[/tex] and [tex]P_2[/tex] be the power of engine 1 and engine2.

So, the power of the engine 2,

[tex]P_2 = 2P_1\cdots(i)[/tex]

As, Work = Power x time,

So, the work, W, done by an engine 1:

[tex]W=P_1\timesT\cdots(ii)[/tex]

The work, W, done by an engine 2:

[tex]W_2=P_2\times T_2\cdots(iii)[/tex]

If the work done by both the engines are the same, then

[tex]W_2=W[/tex]

[tex]\Rightarrow P_2\times T_2=P_1\timesT[/tex] [from (ii) nd (iii)]

[tex]\Rightarrow 2P_1\times T_2=P_1\timesT[/tex] [by using (i)]

[tex]\Rightarrow 2 T_2=T \\\\\Rightarrow T_2=\frac{T}{2}[/tex]

Hence, [tex]T_2=\frac{T}{2}.[/tex]

The time taken for engine 2 to do the same amount of work is given by:

Let the power of the 1st engine be P₁

Let the power of the 2nd engine be P₂

From the question given above,

Engine 1 produces twice the power of engine 2.

Thus,

P₁ = 2P₂

P₂ = ½P₁

Work = W

Time (T₁) = T

Power = Work / time

Work = W

Power of engine 1 (P₁) = [tex]\frac{W}{T}\\\\[/tex]

Power of engine 2 (P₂) = ½P₁

Power of engine 2 (P₂) = [tex]\frac{1}{2} (\frac{W}{T}) = \frac{W}{2T}[/tex]

[tex]Power = \frac{Work}{time} \\\\ P_{2} = \frac{W}{T_{2}} \\\\\frac{W}{2T} = \frac{W}{T_{2}} \\\\\frac{1}{2T} = \frac{1}{T_{2}}\\\\[/tex]

Invert

Therefore, the time taken for engine 2 to do the same amount of work is: T₂ = 2T

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Answer:A. The source is written by the person who conducted the experience

Explanation:

Primary source is the source that is written by the person who conducted the experiment. The correct option is A.

The easiest way to describe a primary source is that it was created by someone who actually participated in the experiment or event being researched.

A primary source offers information that has been obtained directly from the person who conducted the research or investigation.

It provides a clear viewpoint and insights into the topic, making it a useful and reliable source for research and analysis.

Research papers, diaries, interviews, original documents, experimental results, and eyewitness stories are a few examples of primary sources.

Thus, the correct option is A.

For more details regarding primary sources visit:

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Answer:

5 m/s

Explination:In fact, the ball's average velocity during its second of fall is 5 m/s (= (0 m/s + 10 m/s)/2). For half of the second the ball has been going less than 5 m/s, and for half of the second the ball's speed has been more than 5 m/s.

Answer:

5m/s i searched up on google :)

Explanation:

dont get mad :)

Answer:

divide 10 by 50.

Explanation:

Because its time over speed 10/50

5 meter/ second

I think it's helpful

follow me and don't forget to Mark me as brainlist please

Answer:

29.4 m/s

Explanation:

Using the formula: V=Vi + g.t

where V: final velocity, this is  what you want.

Vi: initial velocity, equals to zero as it is falling from rest.

g: acceleration due to gravity = 9.8

t: time, which equals 3 sec.

Answer:

A fish that lives near the surface of the ocean most likely has a swim bladder (or body cavity) that is full of oxygen

Explanation:

The swim bladder is the organ present in the majority of bony fishes that provides buoyancy. The swim bladder is a bladder filled with oxygen and found in the in the body of the fish

The function of the swim bladder is to provide adequate ballast or hydrostatic balance to enable a fish to keep to a certain depth in a body of water thereby the fish does not float to the surface or sinks further

The swim bladder is also used as a sound communicating organ.

Answer:

Similarities between magnetic fields and electric fields: ... Magnetic fields are associated with two magnetic poles, north and south, although they are also produced by charges (but moving charges). Like poles repel; unlike poles attract. Electric field points in the direction of the force experienced by a positive charge ...

Explanation:

copied and pasted from google. I copied and pasted your question into google and got this exact answer

Here is another thing from the same website just not shortened:

Similarities between magnetic fields and electric fields:

- Electric fields are produced by two kinds of charges, positive and negative. Magnetic fields are associated with two magnetic poles, north and south, although they are also produced by charges (but moving charges).

- Like poles repel; unlike poles attract

- Electric field points in the direction of the force experienced by a positive charge. Magnetic field points in the direction of the force experienced by a north pole.

Differences between magnetic fields and electric fields:

- Positive and negative charges can exist separately. North and south poles always come together. Single magnetic poles, known as magnetic monopoles, have been proposed theoretically, but a magnetic monopole has never been observed.

- Electric field lines have definite starting and ending points. Magnetic field lines are continuous loops. Outside a magnet the field is directed from the north pole to the south pole. Inside a magnet the field runs from south to north.

Similarities between magnetic fields and electric fields Magnetic fields are associated with two magnetic poles, north and south, Electric field points in the direction of the force experienced by a positive charge.

Similarities between magnetic fields and electric fields:

Electric fields are produced by two kinds of charges, positive and negative. Magnetic fields are associated with two magnetic poles, north and south, although they are also produced by charges.

Electric field points in the direction of the force experienced by a positive charge. Magnetic field points in the direction of the force experienced by a north pole.

Differences between magnetic fields and electric fields:

Positive and negative charges can exist separately. North and south poles always come together. Single magnetic poles are known as magnetic monopoles.

Electric field lines have definite starting and ending points. Magnetic field lines are continuous loops. Outside a magnet, the field is directed from the north pole to the south pole. Inside a magnet, the field runs from south to north.

Therefore, Similarities between magnetic fields and electric fields Magnetic fields are associated with two magnetic poles, north and south, Electric field points in the direction of the force experienced by a positive charge.

To know more about magnetic fields and electric fields:

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Answer:

The value is  [tex]V_2 = 1.9396 *10^{-5} \  m^3 [/tex]

Explanation:

From the question we are told that

   The depth at which the bubble is released is  [tex]h = 115 \ m[/tex]

    The volume of the air bubble is  [tex]V = 1.60 cm^3 = 1.60 *10^{-6} \ m^3[/tex]

Generally from the ideal gas law

     [tex]PV = nRT[/tex]

Given that  n , R , T are constant we have that

    [tex]PV = constant[/tex]

So    

    [tex]P_1 V_1=P_2 V_2[/tex]

Here [tex]P_1[/tex] is the pressure of the bubble at the depth where it is released which i mathematically represented as

      [tex]P_1 = P_a + P[/tex]

Here [tex]P_a[/tex]  is the atmospheric pressure with value  [tex]P_a = 101325 \ Pa[/tex]

and   [tex]P[/tex] is the pressure due to the depth which is mathematically represented as

       [tex]P = \rho * g * h[/tex]

So

       [tex]P = 1000 * 9.8*115[/tex]

=>    [tex]P = 1127000\ Pa[/tex]

Here  [tex]\rho[/tex] is the density of pure water with value  [tex]\rho = 1000 \ kg/m^3[/tex]

        [tex]g = 9.8 \ m/s^2[/tex]

        [tex]V_1[/tex] is the volume of the bubble at the depth where it is released

        [tex]P_2[/tex] is the pressure of the bubble at the surface which is equivalent to the atmospheric temperature

        [tex]V_2[/tex] is the volume of the bubble at the surface

So

      [tex]V_2 = \frac{ P_1 * V_1}{ P_2}[/tex]

=>    [tex]V_2 = \frac{(Pa+ P) * V_1}{P_a}[/tex]

=>    [tex]V_2 = \frac{101325 + 1127000   * (1.60 *10^{-6})}{ 101325 }[/tex]

=>    [tex]V_2 = 1.9396 *10^{-5} \  m^3 [/tex]

Answer:

false

Explanation i have none

Answer:

This is FRESH AIR. I'm Terry Gross. Loud concerts, power tools, construction work - they're affecting people's hearing. Hearing loss isn't just a problem for older people. In a few minutes, we're going to talk about some of the new high-tech ways of dealing with it. That's the subject of the latest New Yorker article by my guest, David Owen, who is a staff writer for the magazine. He's also a contributing editor at Golf Digest, which is how he got to play golf with Donald Trump. We'll talk about that, too.

But we're going to start with the subject of Owen's new book, "Where The Water Goes," about the Colorado River. The river and its tributaries supply water to over 36 million people in seven states - Colorado, Wyoming, Utah, New Mexico, Nevada, Arizona and California - and irrigates close to 6 million acres of farmland. Owen writes about the engineering feats that make all that possible and the legal and environmental battles surrounding the river. The Colorado River is so overtaxed that by the time it reaches the U.S.-Mexico border it's dry.

David Owen, welcome to FRESH AIR. So can you give us a kind of overview sense of the manmade things that have been done to control and disseminate water from the Colorado through the West?

DAVID OWEN: When you look at the Colorado River, it's not a big river. It's done these amazing things. It carved the Grand Canyon. But it's not - it's not broad. It's not like the Mississippi. The Mississippi is 1,000 miles longer, and the entire annual flow of the Colorado River flows down the Mississippi every couple of weeks. And yet in the western United States, it's incredibly important, in seven states. It supplies water to something like 26 million people. It irrigates 6 million acres of agriculture. And most of those 6 million acres are land that the river itself deposited, silt from, you know, what's missing from the Grand Canyon. It spread out across Arizona and California.

So there's this enormous network of canals and irrigation ditches and tunnels that draw water from that river and take it in some cases hundreds of miles away, you know, 300 miles to the west to Los Angeles, you know, 300 miles to the east to Phoenix and Tucson, hundreds of miles across deserts into reservoirs and canal systems. And it's governed by its own - its own laws that determine who gets to pull that water and use it and what they get to use it for.

GROSS: The plan for dividing the water among the seven river states - Wyoming, Colorado, Utah, New Mexico, Arizona, Nevada, California - that was written up in 1922. You seem to think it's a pretty bad agreement. What makes it so bad?

OWEN: Everybody thinks it's both a bad agreement and a good agreement. It's bad because it divided up the river at a time when people thought the river contained a lot more water than it actually does. It's one of these great sort of ironies of history that in the 19 - the 1920s were some of the wettest years in that part of the country since the 1400s. So the river at that time was carrying more water than ever. And so when the states divided up the river, they were dividing up - actually water that didn't exist. On the other side, the good side is that, well, it's almost a century later and that compact, the agreement among those states, still exists.

GROSS: So how has the world and how has the population in the West changed since 1922 in ways that might make that agreement kind of out-of-date?

OWEN: Well, in lots of ways. There are many more people than anybody imagined in 1922. Some of the biggest, fastest-growing cities in the country are cities that depend on water from that river. Some of the most productive agricultural land draws water from that river. You know, for a long time the fact that they had divided up water that wasn't there didn't make any difference because nobody figured out how to use up all the water anyway. But now we've gotten much better at it and we use it up. So we stretch it farther than people did in those days.

Lol I worked so hard

Hope this helped you (and its not too long...!)

Sorry if its way longer than you'd expected

Answer:

Explanation: When you throw a ball up in the air, its direction/velocity on the way up, although it rises up into the air, is actually downward. On its way up, its speed decreases, until it momentarily stops at the very top of the ball s motion. Its acceleration is -9.8 m/s^2 at the very top.

Answer:

-9.8 m/s^v2

Explanation:

When you throw a ball up in the air, its direction/velocity on the way up, although it rises up into the air, is actually downward. On its way up, its speed decreases, until it momentarily stops at the very top of the ball s motion. Its acceleration is -9.8 m/s^2 at the very top.

Answer:

Matter is made of atoms which are in turn made up of protons, nuetrons and electrons. Atoms come together to form molecules which is the building block for all matter.

Explanation:

I feel like this question is like What is the meaning of life. Matter is made up of Matter. i don't know man

Answer:

Because they want attention