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andrew11
1 month ago
7

A student claims that earthquakes are more destructive than tsunamis. In one or two sentences, explain at least two reasons that

support the student’s claim.
if you do not know the answer DO NOT ANSWEAR IT PLEASE
Physics
1 answer:
ValentinkaMS [3.4K]1 month ago
8 0
An earthquake can impact individuals on land, causing greater destruction than a tsunami, which primarily affects those near the ocean.
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A model of a spring/mass system is 4x'' + e−0.1tx = 0. By inspection of the differential equation only, discuss the behavior of
Keith_Richards [3271]
Displacement stabilizes over time. It is known that exponentials raised to infinity approach zero, hence the system model will yield as time approaches infinity, resulting in 4x'' + e−0.1tx = 0. As time approaches infinity, we deduce that 4x'' equals zero. Consequently, upon integrating, we derive 4x' = c, and further integration leads to the conclusion 4x = cx + d.
4 0
1 month ago
The position of an object is given by x = at3 - bt2 + ct,where a = 4.1 m/s3, b = 2.2 m/s2, c = 1.7 m/s, and x and t are in SI un
serg [3582]

Answer:

The response to your inquiry is: 15 m/s²

Explanation:

Equation    x = at³ - bt² + ct

a = 4.1 m/s³

b = 2.2 m/s²

c = 1.7 m/s

First we calculate x at t = 4.1 s

x = 4.1(4.1)³ - 2.2(4.1)² + 1.7(4.1)

x = 4.1(68.921) - 2.2(16.81) + 6.97

x = 282.58 - 36.98 + 6.98

x = 252.58 m

Now we calculate speed

v = x/t = 252.58/ 4.1 = 61.6 m/s

Finally

acceleration = v/t = 61.6/4.1 = 15 m/s²

6 0
2 months ago
Give the symbols for 4 species that are isoelectronic with the telluride ion, te2-.
Keith_Richards [3271]
<span>Response: Chlorine has 17 electrons, thus, for 1+ and 2+ ions, we require elements with 18 and 19 electrons, which are argon and potassium: Ar+ and K 2+. For 1- and 2- ions, we need elements with 16 and 15 electrons, namely sulfur and phosphorus, represented as S- and P 2-. It’s important to note that + ions indicate electron loss, while - ions reflect electron gain.</span>
3 0
1 month ago
Starting with only the Balmer series light (visible light), how could we ensure that the solar panels generate a current that Ma
ValentinkaMS [3465]

The right answer is (a).

Solar panels create electric current through the photoelectric effect, which describes how photons strike certain material surfaces, resulting in the release of electrons when light with the correct frequency hits them. A photon will interact with an electron on the panel, causing it to be ejected from the panel's surface.

As the illumination on the panel becomes brighter, the intensity of the light rises, indicating an increase in the number of photons. Each photon has the potential to liberate an electron; thus, as the number of incoming photons rises, so does the quantity of freed electrons. Given that the photoelectric current reflects the rate at which these electrons flow, an increase in light intensity leads to a corresponding rise in the photoelectric current.

If the frequency of the light is increased without a change in brightness, the photoelectric current remains the same because the total number of photons does not increase. Yet, the electrons that are ejected do escape with higher kinetic energy. However, since the total number of electrons liberated stays unchanged, the current remains constant regardless of the electrons' increased energy. Thus, option b is incorrect.

Increasing the wavelength of the light means the energy of the photons decreases. This would cause the emitted electrons to have lower energy. However, if the brightness is consistent, the number of electrons remains the same, and as a result, there would be no change in the photoelectric current. Therefore, choice (c) is also incorrect.

The correct answer is (a). To generate the needed current, the brightness of the incident light must be increased.

8 0
2 months ago
Read 2 more answers
A particle moves according to a law of motion s = f(t), t ≥ 0, where t is measured in seconds and s in feet. f(t) = 0.01t4 − 0.0
serg [3582]
Since you've completed parts a and b, I will tackle part c.
For part C
To respond to this question, we must identify the zeros of the velocity function:
v(t)=0.04t^3-0.06t^2
This polynomial can be factored:
v(t)=0.04t^3-0.06t^2=t^2(0.04t-0.06)
Finding the zeros now becomes straightforward since the function equals zero when any factor is zero.
t^2=0;\\ 0.04t-0.06=0
By solving these equations, we identify our zeros:
t_1=0; t_2=\frac{3}{2}
The particle remains stationary at t=0 and t=3/2.
For part D
We must discover when the velocity function exceeds zero. We will utilize its factored form.
We will assess when each factor is greater than zero and compile the findings in the following table:
\centering \label{my-label} \begin{tabular}{lllll} Range & -\infty & 0 & 3/2 & +\infty \\ t^2 & - & + & + & + \\ 0.04t-0.06 & - & - & + & + \\ t^2 (0.04t-0.06) & + & - & + & + \end{tabular}
From the table, it's evident that our function is positive when - \infty < t and t>3/2.
This indicates the interval during which the particle moves forward.
For part E
The distance traveled can be represented as:
s(t)=0.01t^4 - 0.02t^3
We simply substitute t=12 to calculate the total distance traveled:
s(12)=0.01(12)^4 - 0.02(12)^3=172.80 ft
For part F
Acceleration is defined as the rate at which velocity changes.
We determine acceleration by deriving the velocity function concerning time.
a(t)=\frac{dv}{dt}=(0.04t^3-0.06t^2)'=0.12t^2-0.12t
To find the acceleration at 1 second, we substitute t=1s into the previous equation:
a(1)=0.12-0.12=0


7 0
1 month ago
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