The idea that the universe began from a single point and expanded to its current size explains a large number of observations, including those in the table below.

Observations Explained
The universe consists mostly of low-mass elements.
Cosmic microwave background is nearly the same in all directions.
Light from other galaxies shows that these galaxies are moving away from Earth.
In addition, many predictions based on the idea have led to additional observations that support it. Which best describes this idea of the origin of the universe?

Answer:

The orbital velocity an aircraft orbiting around a heavenly body is found as follows;

At the orbital velocity, [tex]F_G[/tex] = [tex]F_C[/tex]

Where;

[tex]F_G[/tex] = The gravitational force = [tex]\dfrac{G \cdot M \cdot m}{R_E^2}[/tex]

[tex]F_C[/tex] = The centripetal force = [tex]\dfrac{m \cdot v_0^2}{R_E}[/tex]

Therefore

[tex]v_0 = \sqrt{\dfrac{G \cdot M}{R_E} }[/tex]

Therefore, at the orbital velocity of the spacecraft, the centripetal force attracting the person away from the central region heavenly body is equal to the gravitational force pulling the person towards the center of the heavenly body (which was felt as her or his weight), and the person feels weightless while inside the orbiting spacecraft

Explanation:

Answer:

Option B

The correct answer is 2

Answer:

helloooooo

look slope is

delta y / delta x

y2 - y1 / x2 - x1

look at the figure i attached i took any random 2 points and drew line till the x and y axes as it is straight line slope is constant we can take any 2 points

so as per points i took

( 8-4 ) / ( 2-4 )

4/-2 = -2

so slope is -2 which is constant throughout

brainliest pweaseeee

Explanation:

The acceleration g varies by about 1/2 of 1 percent with position on Earth's surface, from about 9.78 metres per second per second at the Equator to approximately 9.83 metres per second per second at the poles.

Explanation:

velocity - the speed with a direction. Thus, inertia could be redefined as follows: Inertia: tendency of an object to resist changes in its velocity. ... Such an object will not change its state of motion (i.e., velocity) unless acted upon by an unbalanced force.

Answer:

Explanation:

        16093.4

Answer:

Standard units are the units we usually use to measure the weight, length or capacity of objects.

Answer:

THE SYSTEM OF UNITS WHICH IS AGREED BY THE INTERNATIONAL CONVENTION OF SCIENTISTS HELD IN FRANCE IN 1960 IS CALLED SI SYSTEM.

The answer are :

A. Distance = 15.71 m , The displacement = 10 m

B. distance traveled will increase, displacement will decrease

C. The distance = 31.42 m , Displacement = 0

Distance is a scalar quantity, while displacement is a vector quantity. Displacement is the distance travelled in a specific direction.

Given that a child rides a pony on a circular track with a radius of 5 m, after the child has gone halfway around the track

(A)

The distance traveled will be = 2[tex]\pi[/tex]r / 2

The distance = πr

The distance = 22/7 x 5

The distance = 15.71 m

The displacement = 2r

The displacement = 2 x 5

The displacement = 10 m

(B) The distance traveled will increase as the child completes one circle of the track but the displacement will decrease because the displacement in one cycle of a circular motion is zero since it is a vector quantity.

(C) The distance after a complete circuit of the track = 2πr

The distance = 2 × 22/7 × 5

The distance = 31.42 m

The displacement after a complete circuit of the track will be zero.

That is;

Displacement = 0

Therefore, the distance traveled and the displacement after the child has gone halfway around the track are 15.7 m and 10 m respectively. While the distance and displacement after a complete circle of the track are 31.42 m and 0 respectively.

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Answer:

I dont know answer Sorry For that thank u

Answer:

I THINK IT'S D....

HOPE SO

Answer:

C. 2.0 cm

Explanation:

The magnetic field around the wire at point M is given by Biot-Savart Law:

[tex]B = \frac{\mu_o I}{2\pi R}[/tex]

where,

B = Magnetic field = 50 μT = 5 x 10⁻⁵ T

I = current = 5 A

μ₀ = permeability of free space = 4π x 10⁻⁷ N/A²

R = distance of point M from wire = ?

Therefore,

[tex]5\ x\ 10^{-5}\ T = \frac{(4\pi\ x\ 10^{-7}\ N/A^2)(5\ A)}{2\pi R}\\\\R = \frac{(2\ x\ 10^{-7}\ N/A^2)(5\ A)}{5\ x\ 10^{-5}\ T}\\[/tex]

R = 0.02 m = 2 cm

Hence, the correct option is:

C. 2.0 cm

Answer:

Explanation:

It was Newton's genius that saw that it was true. He also realized that if it was true, the motion the earth experience would be unmeasurably small, especially in his time. Their instruments were just not good enough: crude and too approximate would be better descriptions.

Answer:

For some reason it doesn't let me type it in here so the answer is in the comment box!

I hope this will help you!:)

Answer:

// EDU HACK REDDIT EDITON //

if (running == null) {

var running = null; console.log("Program Loading...");

var iframe = document.getElementById("stageFrame");

for (i = 0; i < 1; i++) {

 setInterval(function() {

  if (running == null) { running = true; console.log('Program Loaded! Enjoy!') }

  if (iframe.contentWindow.document.getElementsByClassName('FrameRight') != null) { iframe.contentWindow.document.getElementsByClassName('FrameRight')[0].onclick(); }

  if (iframe.contentWindow.document.getElementById("invis-o-div") != null) { iframe.contentWindow.document.getElementById("invis-o-div").remove(); }

 },1000);

}

} else {

console.log("Program already running!")

}

Explanation:

Answer:

38500

Explanation:

I looked it up so it may be wrong

Answer:

Ever since the discovery of Pluto in 1930, kids grew up learning that the solar system has nine planets. That all changed in the late 1990s, when astronomers started arguing about whether Pluto was indeed a planet. In a highly controversial decision, the International Astronomical Union ultimately decided in 2006 to designate Pluto as a "dwarf planet," reducing the list of the solar system's true planets to just eight.

Explanation:

The three importance of measurement are as follows :-

Hope it is helpful to you

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Answer: Remove your foot from the gas pedal and slow down

Explanation:

Hydroplaning also refers to aquaplaning and this refers to the scenario whereby there's a layer of water that builds between the tyres of a car and the surface of the road which then brings about a loss of traction which eventually leads to a situation whereby the car doesn't respond to control inputs.

This lack of traction with the pavement takes away your control of the vehicle and to regain control of the vehicle, one should remove your foot from the gas pedal and slow down.

Answer:

There is a 1 in roughly 5.2 to the 61st power chance that if you were to slap a table, all of the molecules in your hand and the table would miss each other and your hand would go through it.

Explanation:

I'm not sure but I hope it helps

The relative velocity between Car A and Car B is 0 m/s

Since Car A is heading East at 25 m/s, its velocity is u = + 25 m/s. (since it is moving in the positive x- direction)

Also, car B is also heading East at 25 m/s, its velocity is v = + 25 m/s. (since it is moving in the positive x- direction)

So, the relative velocity between car A and Car B is V = velocity of car A - velocity of car B.

So, V = u - v

V = + 25 m/s - (+ 25 m/s)

V = + 25 m/s - 25 m/s

V = 0 m/s

So, the relative velocity between Car A and Car B is 0 m/s

The passenger in Car A would describe Car B's motion as stationary.

Since Car A is heading East at 25 m/s and car B is also heading East at 25 m/s, both cars are moving at a velocity of + 25 m/s.

Since their relative velocity is 0 m/s, it would appear to a passenger in Car A that car B is stationary according to motion from car A's reference frame.

So, the passenger in Car A would describe Car B's motion as stationary.

Answer:

0.48N

Explanation:

according to the second law of motion

force=mass×acceleration

the mass in this question is 0.025,the acceleration 19

therefore f=0.025×19

=0.48N

I hope this helps

Answer:

Remember the relation:

Speed*Time = Distance.

We can estimate that the speed at which an earthquake "moves", in the surface, is:

S = 6km/s  (this is a low estimation actually)

Then if the wave is detected 12.5 minutes after the earthquake, we know that it traveled for 12.5 minutes before reaching the detector.

So we know the speed of the wave and the time it took to reach the detector, then we can use the equation:

Speed*Time = Distance.

to find the distance.

First, we should write the time in seconds

we know that:

1 min = 60 s

then:

12.5 min = 12.5*(60 s) = 750 s

Then, the wave traveled with a speed of 6 km/s for 750 seconds until it reached the detector, then the distance that it traveled is:

(6km/s)*750s = 4500 km

The distance between the detector and the site of the quake is around 4500 km.

Our sun is 27 million times larger than our moon. Based on its mass, the sun's gravitational attraction to the Earth is more than 177 times greater than that of the moon to the Earth. If tidal forces were based solely on comparative masses, the sun should have a tide-generating force that is 27 million times greater than that of the moon. However, the sun is 390 times further from the Earth than is the moon. Thus, its tide-generating force is reduced by 3903, or about 59 million times less than the moon. Because of these conditions, the sun’s tide-generating force is about half that of the moon.

Sabemos todo material tiene asociado un coeficiente de difracción n.

De tal forma que la velocidad de una onda electromagnetica que viaja a travez de dicho material, será:

v = c/n

donde c es la velocidad de la luz.

Con la información dada, podremos concluir que el coeficiente de difracción del medio Q es dos veces el del medio P.

Ahora veamos como llegamos a esto:

Sabemos que en el medio P, la onda recorre una distancia 8*D en un tiempo 4*T

entonces la velocidad de la onda en el medio P es:

[tex]V_p = \frac{8*D}{4*T} = 2*\frac{D}{T}[/tex]

Mientras que en el medio Q, recorre una distancia 4*D en un tiempo 4*T, por lo que la velocidad en el medio Q será:

[tex]V_Q = \frac{4*D}{4*T} = \frac{D}{T}[/tex]

Podemos ver que:

[tex]V_P = 2*V_Q[/tex]

Reescribiendo las velocidades como el cociente entre la velocidad de la luz y el correspondiente coeficiente de difracción obtenemos:

[tex]\frac{c}{n_P} = 2*\frac{c}{n_Q} \\\\n_Q = 2*n_P[/tex]

Es decir, podemos concluir que el coeficiente de difracción del medio Q es dos veces el del medio P.

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La respuesta correcta para esta pregunta abierta es la siguiente.

Te compartimos las tres ideas que te pueden ayudar para hacer tu artículo.

Título:

La Educación Física, una prioridad para las escuelas.

Existe una frase milenaria que se le atribuye a los griegos que dice "Mente sana en cuerpo sano."

Y es muy cierta.

Las escuelas deberían considerar seriamente aumentar el número de horas semanales para la impartición de la educación física por las siguientes razones.

1.- La educación física es vital para el desarrollo físico del estudiante. Desde los grados más básicos, las escuelas deberían fortalecer la enseñanza de la educación física por motivos de salud, y dejar este buen hábito en los alumnos para toda la vida.

2.- La educación física, mejora el rendimiento académico ya que ayuda oxigenando los músculos, fortaleciendo el cerebro para que pueda concentrase mejor, despeja a los alumnos de tal forma que puedan regresar a los salones e clase más "despiertos."

3.- La educación física sirve para introducir la importancia de practicar deporte toda la vida, y hacerlo en la etapa escolar a través de equipos deportivos como el Futbol Americano, el beisbol, el basquetbol, el volibol, el soccer, y otros tantos.

Este idea del trabajo en equipo a través del deporte es muy importante para desarrollar habilidades como el liderazgo, el compromiso, la constancia y el superar la adversidad.

El profesor de educación física debe enseñarte la forma correcta de respirar cuando haces ejercicio, la importancia de la relajación del cuerpo para iniciar una actividad. El profesor debe hacer énfasis en la etapa del calentamiento y el estiramiento para preparar al cuerpo antes de realizar el ejercicio. Así como muchas otras enseñanzas.

Por esa razón, las escuelas deberían considerar seriamente la posibilidad de aumentar las horas de educación física por semana.

Answer:

Wavelength = 5 * 10^{-11} meters

Explanation:

Given the following data;

Frequency = 6.0 x 10^18 Hz

Speed = 3 * 10⁸ m/s

To find the wavelength of the wave;

Mathematically, the wavelength of a wave is given by the formula;

[tex] Wavelength = \frac {speed}{frequency} [/tex]

Substituting into the formula, we have;

[tex] Wavelength = \frac {3 * 10^{8}}{6.0 x 10^{18}} [/tex]

Wavelength = 5 * 10^{-11} meters

The height of the window above the ground is 11.025m

The first step is to write out the parameters given in the question

U(initial velocity)= 0

Time= 1.5 seconds

Acceleration due to gravity= 9.8

Therefore the height of the window can be calculated as follows

S= ut + 1/2gt²

= 0(1.5) + 1/2(9.8)(1.5²)

= 0 + 1/2(9.8)(2.25)

=  1/2(22.05)

= 0.5×22.05

= 11.025

Hence the height of the window above the ground is 11.025m

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Answer:

Using physical and chemical clean up methods to remove the oil

Explanation:

Answer:

20

Explanation:

Atomic number is same as the number of protons of an atom and atomic mass is equal to the sum of number of protons and number of neutrons of an atom.

Atomic number = 19

So, number of protons (p) = 19

Atomic mass = 39

So, sum of number of neutrons and number of protons (n + p) = 39

Number of neutons (n)

= (n + p) - p

= 39 - 19

= 20

Potassium’s atomic number is 19, and its atomic mass is approximately 39, then Potassium would have 20 neutrons present inside its nucleus, therefore the correct answer is option C.

The total number of protons present in an atom is known as the atomic number of that atom. The atomic number has no correlation either with the number of neutrons or the number of electrons present inside an atom.

While the atomic mass of an atom is the sum of the total number of protons and the number of neutrons present inside of any atom.

atomic number= total number of protons

atomic mass = total number of protons + total number of the neutrons

As given in the problem Potassium’s atomic number is 19, this means Potassium has 19 protons

Potassium has an atomic mass of about 39

39 = total number of protons + total number of the neutrons

39 = 19 +  total number of the neutrons

total number of the neutrons = 39-19

                                                 =20

Since potassium has an atomic mass of about 39 and an atomic number of 19, it would have 20 neutrons in its nucleus. Option C is the right response.

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