PHYSICS MIDDLE SCHOOL

Why do scientists need a standard system of measurement?A.
to allow for consistency with measurement data

B.
in order to use tools marked in customary units

C.
so they can keep measurement data confidential

D.
to record measurements with easier abbreviations

Answers

Answer 1
Answer: the answer is so that everyone is measuring the same distance and counting that distance as the same everywhere. one example from real life why it is important to use standard units is the loss of the NASA mars orbiter. some people decided that the units were to be in metric and others thought that the units were in imperial (english) system. so the orbiter was lost.

let's eliminate some choices
A. to allow for consistientcy with measurement data:
not really, just make sure the instruments are accurate.

B. to use tools marked in customary units: this could be true because a custom is something that is accepted in a wide area and if it is standard, then it is customary so b is the answer

C. so they can keep measurement data secret: nope

D. to record with easier abbreviations: not really

the answer is B
Answer 2
Answer:

None of the given choices is worth much.

The scientific community ... ALL of them ... need a standard system
of measurement so that one scientist can understand the results of
another scientist's work. 

Science is not a bunch of recluse hermits each working alone in their
dusty dungeons.  Science is a  community.  Each scientist publishes
a very detailed description of what he tried and what results he got. 
If other scientists read it and get ideas of how they could chase
answers to the same questions, they can pick up where the first
scientist left off, build on his work, or go off in slightly different
directions. 

None of that can happen unless everyone precisely understands
everyone else's measurements.

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What is the center of atom called??

Answers

Nucleus is the center of an atom
Nucleus are the center of an atom just like he said down below

Two cars start from rest at a red stop light. When the light turns green, both cars accelerate forward. The blue car accelerates uniformly at a rate of 5.8 m/s2 for 3.3 seconds. It then continues at a constant speed for 9.8 seconds, before applying the brakes such that the car’s speed decreases uniformly coming to rest 255.79 meters from where it started. The yellow car accelerates uniformly for the entire distance, finally catching the blue car just as the blue car comes to a stop.3)How far does the blue car travel before its brakes are applied to slow down?

Answers

Well, the car gets to 5.8*3.3=19.14 m/s, getting to 5.8*3.3*3.3=63.162 meters from the start. For 9.8 secons it goes 187.572 meters, a total of 250.734. So, in 5.056 meters, it stopped uniformly. The speed dropped from 19.14 to 0 in 5.056 meters. There was a formula which didn't use time, but I've forgotten it. It would have given us the deceleration and then one could find the time through a 2nd degree equation. The timing for the first two parts is already known.
Either way, we've calculate more than we need to know for this question. You can cut the answer from that 250.734 distance.

Answer:

raheh

Explanation:

zdrhdrh

When in orbit, astronauts experience weightlessness what is this caused by?

Answers

no gravity or dark matter

the answer for ur question

no gravity or dark matter

O núcleo de um átomo possui 5 prótons e 6 nêutrons.Determine o número atômico (Z) r o.número de massa (A)

Answers

numero atômico = numero protons = 5
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In a car, 75 percent of the chemical energy of gasoline is lost as thermalenergy. If the gasoline contains 1,000 kilojoules of energy, how much
of that energy is used to actually move the car? Record your answer in
kilojoules.

Answers

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What is the kinetic energy of a 1 kg ball thrown into the air with an initial velocity of 30 m/s

Answers


Welll ... we can do the math and the physics and get an answer
for you, but then we'll really want to step back into the real world
and see how feasible all of this is.

      Kinetic Energy = (1/2) (mass) (speed)²

                              = (1/2)  (1 kg)  (30 m/s)²

                              = (1/2)  (1 kg)  (900 m²/s²)

                              =     450 kg-m²/s²  =  450 joules .

That's the KE of the ball at the instant it leaves your hand,
moving at 30 m/s .  Immediately after that, we don't know
what happens to it.  It may lose speed, if you tossed it upward,
or it may gain speed, if you tossed it downward or horizontally. 
As soon as its speed changes, so does its KE.

And now, a word from the real world:
' 30 m/s ' is about 67 miles per hour, and the ball weighs a little
over 2 pounds.  Do you really think you could make that toss ?
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