PHYSICS HIGH SCHOOL

The length of some fish are modeled by a von Bertalanffy growth function. For Pacific halibut, this function has the form L(t) = 200(1 – 0.956e–0.18t ) where L(t) is the length (in centimeters) of a fish t years old.(a) Find the rate of change of the length as a function of time

Answers

Answer 1

Answer:

Answer:

Rate of change of length as a function of time is given by $(dL(t))/(dt)=34.416e^(-0.18t)$

Explanation:

The length as function of time is given by $L(t)=200(1-0.956e^(-0.18t))$

Differentiating with respect to time we get

$(dL(t))/(dt)=(d(200(1-0.956e^(-0.18t))))/(dt)\n\n(dL(t))/(dt)=200(d(1-0.956e^(-0.18t)))/(dt)\n\n=200* 0.18* 0.956e^(-0.18t)\n\n(dL(t))/(dt)=34.416e^(-0.18t)$

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Groups of students are measuring the masses of several rocks. They have a scale that can show readings in pounds or kilograms. The teacher requires that they all make their measurements in kilograms.Why would the teacher make a decision like this?

Choose 1 answer:

(Choice A) A kilogram is larger than a pound, so the scale could measure more massive rocks.

(Choice B) Accurate measurements cannot be made in pounds.

(Choice C) Pounds cannot be converted to kilograms.

(Choice D) It is easier to compare measurements when using the same unit system.

Answers

Answer:

(D). It is easier to compare measurements when using the same unit system.

Explanation:

Kilograms are the standard unit of mass in the metric system, while pounds are the standard unit of mass in the imperial system.

The two systems are not directly convertible, so it would be difficult to compare measurements made in different units.

Therefore, the teacher requires that the students make their measurements in kilograms to simplify the comparison of their results.

So, answer (D). It is easier to compare measurements when using the same unit system.

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Let's see the other option:

Choice (A) is incorrect because a kilogram is not larger than a pound. A kilogram is equal to about 2.2 pounds.
Choice (B) is incorrect because accurate measurements can be made in pounds.
Choice (C) is incorrect because pounds can be converted to kilograms. The conversion factor is 1 kilogram = 2.2 pounds.

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Answer:

Choice D

Explanation:

The correct answer is (Choice D) It is easier to compare measurements when using the same unit system.

When conducting scientific experiments or measurements, it is crucial to maintain uniformity in the units of measurement to facilitate accurate comparisons and analysis. By requiring all students to measure the masses of rocks in kilograms, the teacher ensures consistency and eliminates any potential confusion that may arise from using different unit systems.

Using the same unit system allows for straightforward comparisons and calculations without the need for converting between units. It simplifies data analysis and interpretation, which is crucial for scientific accuracy and understanding. By standardizing the unit of measurement to kilograms, the students can directly compare the masses of rocks and draw meaningful conclusions from their data.

Answer the following question about the attached diagram:1) Will the image form at A or B?

2) Will the image be erect or inverted?

3) Will the image be enlarged, diminished, or the same size?

4) What kind of mirror is this?

Answers

Answer:

1) Image is formed at B

2) The image is an inverted real image

3) The image is a diminished image

4) The mirror is a concave mirror.

Explanation:

According to the diagram, object placed at this point in front of the curved mirror (concave) is placed beyond the center of curvature of the mirror.

To form images by an object placed in front of a curved mirror, ray diagrams are used.

According to the diagram, the first ray from the object incidented on the mirror and parallel to the principal axis converges at the focus (f) after reflection. The second incident ray pass through the focus and then reflect back with reflected ray parallel to the principal axis.

The two reflected ray intersects back at a point B according to the diagram and the image will be formed at that point B with the image head pointing towards the point of intersection.

According to the diagram above, the image will be formed at B and the nature of the image will be inverted, real, diminished (smaller than the object) and formed between the center of curvature and the focus of the mirror.

The mirror in the diagram is a concave mirror since the plane surface of the mirror is bent inwards.

I'm not entirely sure, but I think the first is A, and the second is inverted.

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Answers

Answer: The correct answer is electromagnetic wave.

Explanation:

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Therefore, the correct answer is electromagnetic wave.

A box is being pulled to the right on flat ground with a force of 112 N at an angle of 42° to the horizontal. What is the x-component of the force of tension?

Answers

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Answers

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suggest an experiment to prove that the rate of evaporation of a liquid depends on its surface area vapour already present in surrounding air"

Answers

That's two different things it depends on:

-- surface area exposed to the air
AND
-- vapor already present in the surrounding air.

Here's what I have in mind for an experiment to show those two dependencies:

-- a closed box with a wall down the middle, separating it into two closed sections;

-- a little round hole in the east outer wall, another one in the west outer wall,
and another one in the wall between the sections;
So that if you wanted to, you could carefully stick a soda straw straight into one side,
through one section, through the wall, through the other section, and out the other wall.

-- a tiny fan that blows air through a tube into the hole in one outer wall.

Experiment A:

-- Pour 1 ounce of water into a narrow dish, with a small surface area.
-- Set the dish in the second section of the box ... the one the air passes through
just before it leaves the box.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
=============================
-- Pour 1 ounce of water into a wide dish, with a large surface area.
-- Set the dish in the second section of the box ... the one the air passes through
just before it leaves the box.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
=============================
Show that the 1 ounce of water evaporated faster
when it had more surface area.
============================================
============================================

Experiment B:

-- Again, pour 1 ounce of water into the wide dish with the large surface area.
-- Again, set the dish in the second half of the box ... the one the air passes
through just before it leaves the box.
-- This time, place another wide dish full of water in the first section of the box,
so that the air has to pass over it before it gets through the wall to the wide dish
in the second section. Now, the air that's evaporating water from the dish in the
second section already has vapor in it before it does the job.
-- Start the fan.
-- Count the amount of time it takes for the 1 ounce of water to completely evaporate.
==========================================
Show that it took longer to evaporate when the air
blowing over it was already loaded with vapor.
==========================================

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