One consequence of Einstein's theory of special relativity is that mass is a form of energy. This mass-energy relationship is perhaps the most famous of all physics equations: E=mc2,
where m is mass, c is the speed of the light, and E is the energy. In SI units, the units of speed are m/s. For the preceding equation to have consistent units (the same units on both sides of the equation), the units of E must be which of the following?
Answers
Answer:
Unit of energy is kg-m/s or Joules.
Explanation:
The mass- energy relationship in physics is given by :
Where
m is the mass of the object
c is the speed of light
The SI unit of m is kilogram while the SI unit of c is as same as speed of light i.e. m/s. So, the unit of energy is kg-m/s. It is also equivalent to Joules.
So, the SI unit of energy is kg-m/s or Joules. Hence, this is the required solution.
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b fewer particles to convert IR light into heat
c fewer particles to convert ozone into heat
d fewer particles to covert UV light into heat
Answers
Answer:
D
Explanation:
Answers
fill it in m1 = mass 1
m2 = mass 2
v1 = velocity 1
v2 = velocity 2
Answers
Displacement (D) is the shortest distance from the initial to the final position.
In this example distance is 5 km north - 2 km south = 3 km north (look at the image).
Answer: Forces and Motion Unit Test (Connexus)
1. A. 3 km north
2.B. The airplane
3. C. at a particular instant
4. D. all of the above
5. C. the front seat of the car
6. C. inertia
7. C. one-third its weight on Earth's surface
8.D. gravity
9.D. all of the above
10. C. Pascal's principle
11.D. The weight of the balloon is less than the weight of the air displaced by the balloon
12.C. fluid displaced by the object
13. displacement
14.vector addition
15. positive
16 projectile
17. force,mass
18. increases
19.equally
These are the answers I put for the typed out Essay's
20. Speed is the distance traveled by an object where as, velocity is distance traveled by an object per unit time in a particular direction. Speed is a scaler quantity where as velocity is a vector quantity.
21. Acceleration is the rate of change, which means the change in velocity (vf-vi) with time(t) Where vf if the final velocity and vi is the initial velocity
22. Acceleration can be described as changes in speed, direction or both. The ball is moving at a constant speed, but its direction is changing continuously Because it's direction is changing, the ball is experiencing continuous acceleration.
23. For graph A, I can say that velocity is constant until it reaches time of 8 seconds and a constant velocity is again exhibited starting at time 12 seconds
24. For Graph B, the velocity is changing as time pass by since the slope is changing, At time of 2 seconds, graph A has greater velocity since it has a steeper slope.
25. 300 meters
26. Graph A shows greater velocity because Graph A has a steeper slope than Graph B.
27. 38 kg * 2.2 m/s=83.6 kg-m/s
28. The pressure inside the tube is greater than the pressure outside the tube because primarily of the smaller area of the tube. This increases up the pressure and let the fluid rise up.
29. The fertilizer is pushed up the tube.
Explanation: I hope this helps :)
Answers
If you're holding the apple at your waist, lift it to your mouth.
Potential energy relative to any level is proportional to its height
above that level. Increase that height, and you've increased the
potential energy.
Since energy is conserved ... it never magically appears or
disappears ... you need to tell where that extra energy for the
apple came from.
It's exactly the work you did ... the force of your muscles acting
through the distance you raised the apple ... that became the
additional potential energy that the apple gained.
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(That's the angle above the horizontal. If that doesn't match
the θ in your diagram, too bad ! For some strange reason,
I wasn't able to see your diagram.)
c) What is the magnitude of the contact force on the student by the ground?
Answers
Answer:
Explanation:
a) The magnitude of the net force on the student = 0 N since the student is standing still on level ground and upward reaction force = downward force.
b) the magnitude of the contact force on the student by the backpack = 80 N since the student was backing the backpack
c) the magnitude of the contact force o the student by the ground = 550 N + 80 N = 630 N reactional force on the student