A fireman of mass 80 kg slides down a pole. When he reaches the bottom, 4.2 m below his starting point, his speed is 2.2 m/s. By how much has thermal energy increased during his slide?

"The atomic mass of an atom tells us the mass of an atom relative to carbon-12, which is assigned a mass of exactly 12 atomic mass units (amu). It is approximately equal to the sum of the number of protons and neutrons in the nucleus of an atom. The correct answer to the question is: How much the atom weighs.

The atomic mass is a measure of the mass of a single atom, and it is useful for comparing the masses of different atoms. It is important to note that the atomic mass is not an absolute measure of mass, but a relative one, based on the carbon-12 standard. The atomic mass listed on the periodic table for a given element is the weighted average of the masses of all the naturally occurring isotopes of that element.

To clarify the other options: - The number of electrons in the atom: This is indicated by the atomic number, not the atomic mass. The atomic number is the number of protons in the nucleus of an atom, and for a neutral atom, it is also equal to the number of electrons.

- Which row the element is in on the periodic table: The period (row) in which an element is located on the periodic table is determined by the number of electron shells or energy levels in the atom. This is related to the atomic number, not the atomic mass.

- The number of energy levels in the atom: Similar to the period in which an element is located, the number of energy levels (or electron shells) is also determined by the atomic number and not the atomic mass. The electron configuration of an atom, which is related to its position in the periodic table, dictates the number of energy levels."

Answer:

Explanation:

Digestion is the breaking down of food in order to release energy for the body. The body obtains its required nutrients through the process of digestion. In digestion, food is broken down and energy is released.

Mechanical digestion involves the breakage of food into tiny bits. Chemical digestion uses chemicals secreted in the body to completely and finally breakdown food.

Mechanical digestion helps the course of chemical digestion. In mechanical digestion, food is broken down by chewing, cudding, churning e.t.c. Here large chunks of food are broken down into tiny bits. The tiny fragments of food has more surface area than the bulk mass. Increase in surface area makes chemical reactions on food very fast. As the food is being subjected to mechanical breakage, chemical action takes place simultaneously.

The food being broken would then be mixed with chemical substances in the body for proper breakage. Chemical digestion completes the digestive process. Chemically digested food can easily be taken into the blood stream where they are transported to different sites within the body.

Mechanical and chemical digestion work in tandem to break down food into nutrients that our bodies can utilize. Mechanical digestion physically breaks down the food, while chemical digestion uses enzymes to break down the compounds in food. Both processes start in the mouth and continue on through the digestive system.

Mechanical and chemical digestion work together to break down food that we consume. Mechanical digestion starts in the mouth where food is physically broken down into smaller pieces through the process of chewing, making the food easier to swallow and increasing the surface area. The stomach further continues this process with its muscular contractions.

Meanwhile, chemical digestion involves the use of various enzymes throughout the digestive system, including in the mouth, stomach, and small intestine, to break down the food's compounds into nutrients that the body can use.

The process starts in the mouth where saliva breaks down carbohydrates, then continues in the stomach where gastric acid breaks down proteins, and finally in the small intestine where enzymes work on fats and remaining carbohydrates and proteins. Together, these two forms of digestion ensure that our bodies can absorb and use the nutrients we eat.

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Answer:

The answer is B; 10%

10 percentage of a lower trophic level's energy flows to the next higher trophic level.

The trophic level is defined as the different levels in a food chain or the ecosystem, that consists of the organisms that are having the same functions in the food chain.

Here,

In each trophic levels, the organisms will be having the same nutritional relationship with their primary source of energy in the food chain.

There is a law regarding the energy transfer between the various trophic levels. It is known as the 10% law.

According to the 10% law, a 10 percentage of the energy from each of the lower trophic level is transferred to their higher levels in a food chain.

Even though some amount of energy is lost in the form of heat in the food chain.

Hence,

10 percentage of a lower trophic level's energy flows to the next higher trophic level.

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Answer:

it should give off light of increasing energy from red to violet and than into ultra violate

Explanation:

A filament in a light bulb gets hotter as B.it should give off light of increasing energy from red to violet and than into ultra violate.

A typical light bulb contains a thin wire (usual tungsten) called a filament, which has a high electrical resistance. This filament becomes very hot when an electric current flows through it. Due to the high temperature, the filament shines brightly.

Incandescent lamps are common incandescent lamps. It contains a thin coil of wire called a filament. When an electric current flows, it gets hot and emits light. The resistance of the lamp increases as the temperature of the filament rises.

Filament temperatures are very high, usually above 2,000 ºC or 3,600 ºF. For a "standard" 60, 75, or 100-watt bulb, the filament temperature is about 2,550 ºC or about 4,600 ºF. At such high temperatures, the heat radiation from the filament contains a significant amount of visible light.

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The topics covered by the study of thermodynamics includes energy changes during heating. The correct option is a.

Thermodynamics is the study of science in which heat energy is studied.

Thermodynamics include the laws of thermodynamics, internal energy, heat, work, PV diagrams, enthalpy, Hess's law, entropy, and Gibbs free energy.

Thus, the correct option is a.

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Answer:

C

Explanation:

(a) 0.439

The potential energy of a satellite in orbit is given by

[tex]U=-\frac{GmM}{R+h}[/tex]

where

G is the gravitational constant

m is the mass of the satellite

M is the mass of the Earth

R is the Earth's radius

h is the altitude of the satellite

If we call

[tex]U_A=-\frac{GmM}{R+h_A}[/tex]

the potential energy of satellite A, with

[tex]h_A = 6380 km = 6.38\cdot 10^6 m[/tex]

being its altitude, and

[tex]U_B=-\frac{GmM}{R+h_B}[/tex]

the potential energy of satellite B, with

[tex]h_B = 22700 km = 22.7\cdot 10^6 m[/tex]

being the altitude of satellite B

and

[tex]R=6370 km = 6.37 \cdot 10^6 m[/tex] being the Earth's radius

The ratio between the potential energy of satellite B to that of satellite A will be

[tex]\frac{U_B}{U_A}=\frac{R+h_A}{R+h_B}=\frac{6.37\cdot 10^6 m+6.38\cdot 10^6 m}{6.37\cdot  10^6 m+22.7\cdot 10^6 m}=0.439[/tex]

(b) 0.439

The kinetic energy of a satellite in orbit has a similar expression to the potential energy

[tex]K=\frac{1}{2} \frac{GmM}{R+h}[/tex]

As before, if we call

[tex]K_A=\frac{1}{2} \frac{GmM}{R+h_A}[/tex]

the kinetic energy of satellite A, with

[tex]h_A = 6380 km = 6.38\cdot 10^6 m[/tex]

being its altitude, and

[tex]K_B=\frac{1}{2} \frac{GmM}{R+h_B}[/tex]

the kinetic energy of satellite B, with

[tex]h_B = 22700 km = 22.7\cdot 10^6 m[/tex]

being the altitude of satellite B,

the ratio between the kinetic energy of satellite B to that of satellite A is

[tex]\frac{K_B}{K_A}=\frac{R+h_A}{R+h_B}=\frac{6.37\cdot 10^6 m+6.38\cdot 10^6 m}{6.37\cdot  10^6 m+22.7\cdot 10^6 m}=0.439[/tex]

(c) Satellite B

The total energy of each satellite is given by the sum of the potential energy and the kinetic energy:

[tex]E= U+K = -\frac{GMm}{R+h}+\frac{1}{2} \frac{GMm}{R+h}=-\frac{1}{2}\frac{GMm}{R+h}[/tex]

For satellite A we have:

[tex]E_A = -\frac{1}{2}\frac{GMm}{R+h_A}[/tex]

While for satellite B we have

[tex]E_B = -\frac{1}{2}\frac{GMm}{R+h_B}[/tex]

We see that the total energy is inversely proportional to the altitude of the satellite: therefore, the higher the satellite, the smaller the energy. So, satellite A will have the greater total energy (in magnitude), since [tex]h_A < h_B[/tex]; however, the value of the total energy is negative, so actually satellite B will have a greater energy than satellite A.

(d) [tex]3.07\cdot 10^8 J[/tex]

The total energy of satellite A is

[tex]E_A = -\frac{1}{2}\frac{GMm}{R+h_A}[/tex]

with

[tex]h_A = 6380 km = 6.38\cdot 10^6 m[/tex]

while the total energy of satellite B is

[tex]E_B = -\frac{1}{2}\frac{GMm}{R+h_B}[/tex]

with

[tex]h_B = 22700 km = 22.7\cdot 10^6 m[/tex]

So the difference between the two energies is

[tex]E_B - E_A = -\frac{1}{2}\frac{(6.67\cdot 10^{-11}(35 kg)(5.98\cdot 10^{24} kg)}{6.37\cdot 10^6 m +22.7\cdot 10^6 m}-(-\frac{1}{2}\frac{(6.67\cdot 10^{-11}(35 kg)(5.98\cdot 10^{24} kg)}{6.37\cdot 10^6 m +6.38\cdot 10^6 m})=3.07\cdot 10^8 J[/tex]

Answer: Protons

Explanation: The number of protons corresponds to the atomic number.

Explanation:

Atomic number is defined as the total number of protons present in an element.

Each element of the periodic table has different atomic number because each of them have different number of protons.

For example, atomic number of Na is 11, and atomic number of Ca is 20.

On the other hand, atomic mass is the sum of total number of protons and neutrons present in an atom.

For example, atomic mass of nitrogen is 14 that is, it contains 7 protons and 7 neutrons.

Thus, we can conclude that all atoms of the same element must have the same number of protons.

Answer:

[tex]+4.8\cdot 10^{-19}C[/tex]

Explanation:

The initial charge of the object is zero, since the object is neutral:

Q = 0

When we remove three electrons, we remove a charge of:

[tex]q' = 3 \cdot q_e[/tex]

where

[tex]q_e = 1.6\cdot 10^{-19}C[/tex] is the charge of one electron. Substituting,

[tex]q'=3 \cdot 1.6\cdot 10^{-19}C=-4.8\cdot 10^{-19} C[/tex]

So, the final charge on the initially neutral object will be

[tex]q=Q-q' = 0 - (-4.8\cdot 10^{-19} C)=+4.8\cdot 10^{-19}C[/tex]

Final answer:

Alcohol's effect on the sense of balance can make you feel like you're falling by disturbing the brain's ability to coordinate movements, which is crucial when planning to drive or operate machinery.

Explanation:

Due to alcohol's effect on your sense of balance, you may Feel like you're falling. Alcohol affects the cerebellum, a part of the brain that helps coordinate movements and balance. When alcohol enters the system, it disturbs the delicate balance between the motor command from the primary motor cortex to the proprioceptive and vestibular sensory feedback. This disturbance causes difficulties in maintaining balance, making activities such as walking in a straight line challenging.

It directly affects how we perceive our orientation in space, leading to a sensation of falling or instability. This effect on balance is especially problematic when planning to drive, operate machinery, or engage in activities requiring coordination and alertness. Furthermore, the consumption of alcohol, even in moderate amounts, can significantly impair driving performance and other activities requiring fine motor skills and cognitive function.

Answer:

1. The source of power

2. Connection and accessories including, the power cable condition, switches and light bulbs

Explanation:

The items listed above should be tested with a suitable probe and any identified defective component should be replaced

Answer:

Redox reactions

Explanation:

Redox (Reduction-Oxidation) reactions are reactions which involves the transfer of electrons. Here, one specie loses electrons while the other gains the electrons. The loss and gain of electrons makes one atom reduced while the other becomes oxidized. Transfer of electrons from one specie to another would eventually lead to a change in oxidation number of the reactants as they proceed to form products.

In non-redox reactions, there is no loss or gain of electrons and no change in oxidation number. An example is neutralization reaction.

Explanation:

Image distance of a mirror is defined as the distance between the optical center and the formed image.

The image formed by a concave lens is virtual always. We can say that the image distance for a concave lens is negative. The convex lens or the converging lens can form both real and virtual images. So, the image distance  for a convex lens can be either positive or negative. Generally, the image distance for convex lens is positive.

So, the correct option is (a) "  The image distance of the convex lens is positive, and that of the concave lens is negative ".

Answer:

both are negative for a virtual image

Explanation:

Answer:

Current flows across a resistor.

Explanation:

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It's not exactly clear what you think the difference is between "through" and "across".

A resistor has two wires.  Electric current that flows into one wire, continues through the entire body of the resistor and out through the other wire.  If there's a crack or break anywhere along the body of the resistor, the circuit will be 'open' and the current will stop flowing.

Now, if you were to connect a voltmeter between the ends of the resistor, the meter would measure and indicate the difference in electric potential between those two points.  That would be called the voltage 'across' the resistor.  Numerically, it would be equal to the product of the resistor's resistance and the current through it.  

Explanation:

You can solve this with kinematics or with energy.  It looks like you want to use energy.

Energy is conserved, so:

initial energy = final energy

Kinetic energy = potential energy

1/2 m v² = m g h

1/2 v² = g h

h = v² / (2g)

If we double the velocity:

H = (2v)² / (2g)

H = 4v² / (2g)

H = 4h

So the new height is 4h.

Answer:

Mass will remain constant...

Explanation:

All will change but not mass in gas phase...

Answer:

A. The athlete isn't doing any work because he doesn't move the weight.

Explanation:

As we know that work done is defined as the product of force and displacement of the object in the direction of the force

so here we can say

[tex]W = F d cos\theta[/tex]

now we know that here force is applied by the athlete to hold the mass but the mass is steady at its position

The mass is not moving so we can say that

[tex]d = 0[/tex]

so the work done by the athlete will be zero

so correct answer is

A. The athlete isn't doing any work because he doesn't move the weight.

The wavelength of objects like baseballs is extremely small compared to the size of atoms, rendering such wavelengths undetectable in the macroscopic world. However, for subatomic particles like electrons, their wavelength can be comparable to the size of atoms, influencing their behavior and energy levels within the atom. X-rays have wavelengths comparable to the size of the structures they interact with, allowing them to be effective in observing atomic and molecular structures.

When considering the size of an atom, which is typically on the order of 0.1 nanometers (10-10 meters), and comparing it to the wavelengths of various particles or types of radiation, we can make several observations. For instance, the diameter of an atom's nucleus is approximately 10⁻¹⁴ meters.

If we calculate the wavelength of a 0.145 kg baseball moving at 40 m/s, the resultant wavelength would be about 10-34 meters. This is immeasurably small compared to the size of an atom, indicating Their wavelength is very small compared to the object's size.

However, for subatomic particles like electrons, the wavelength is of the same order of magnitude as the size of an atom. The wavelike behavior of electrons is significant when they are confined within the atom, as this affects their possible energy levels. In the case of X-rays, the wavelength is comparable to the size of the structures it interacts with, such as the distances between atoms in a molecule, allowing X-rays to 'see' these structures.

If we scale an atom up to a size comparable to a mid-sized campus, the nucleus would be only a tiny fraction of that size, possibly comparable to a small familiar object like a marble.

Final answer:

Wavelengths of everyday large objects are considerably smaller than the size of atoms, and thus their wave properties are not detectable. However, for subatomic particles like electrons, their wavelengths can be of the same order as the size of atoms, indicating observable wavelike behavior. X-rays have wavelengths comparable to atomic dimensions and can effectively image atomic structures.

Explanation:

When considering the scale of wavelengths to the size of atoms, it's important to understand that typically the wavelength of everyday large objects, such as a baseball, is considerably smaller than atomic dimensions. If we calculate the wavelength of a 0.145 kg baseball moving at a speed of 40 m/s, we would get a wavelength of approximately 10-34 m. This is so short that it is undetectable even with the most advanced scientific instruments and is much smaller than the size of an atom, which is in the order of 10-10 m.

In contrast, the phenomena of wave-particle duality, as demonstrated by electrons, shows that wavelike behavior becomes prominent when the wavelength of particles is on the order of magnitude of atoms. The classic example involves the wave nature of electrons showing quantized wavelengths that fit just right around an atom, explaining why they can only occupy specific energy levels within an atom.

The significance of wavelengths being comparable to atomic sizes comes into focus especially in fields involving the electromagnetic spectrum, such as when using X-rays to probe structures at the atomic or molecular level. Here, the fact that the wavelength of X-rays is comparable to the spacing between atoms allows for the detailed imaging of such structures through diffraction patterns.

Answer:

(1) and (3)

Explanation:

Speed has dimensions of:

m/s (meters per second)

While:

a (acceleration) has dimensions of [tex]m/s^2[/tex]

t (time) has dimensions of [tex]s[/tex]

Let's analyze each option:

(1)at

[tex](m/s^2) \cdot (s) = m/s[/tex] --> this has dimensions of speed

(2)at^2

[tex](m/s^2) \cdot (s)^2 = m[/tex] --> this has dimensions of distance

(3) (2ax)^(1/2)

[tex]\sqrt{(m/s^2)\cdot (m)}=m/s[/tex] --> this has dimensions of speed

(4) ((2x)/a)^(1/2)

[tex]\sqrt{\frac{m}{m/s^2}}=s[/tex] --> this has dimensions of time

So choices (1) and (3) are correct.

The quantities at and (2ax)^(1/2) have dimensions of speed because both, when calculated dimensionally, result in L/T or LT^-1, which is the dimensional representation of speed.

The question is asking which of the given quantities have dimensions that could represent speed. The dimension of speed is given by L/T or LT-1, which means length divided by time. Speed itself is defined as the distance traveled over time, or ds/dt. Given that the dimensions provided for s (displacement) are [s] = L, and the dimensions of t (time) are [t] = T, any quantity that has dimensions of L multiplied or divided by T to the power of 1 is dimensionally equivalent to speed.

Using this information, we can analyze the given quantities:

Therefore, the quantities that have dimensions of a speed are at and (2ax)1/2.

D)

It has played a role throughout the Sun's history, but it was most important right after nuclear fusion began in the Sun's core. What do we mean when we say that the Sun is in gravitational equilibrium? ... There is a balance within the Sun between the outward push of pressure and the inward pull of gravity.

When we say that the sun is in gravitational equilibrium, it simply means that there's a balance within the sun between the outward push of pressure and the inward pull of gravity.

In conclusion, the amount of energy that's released by fusion in the core of the sun will then be equal to the amount of energy that radiated from the surface of the sun into space.

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Answer:

2.34 L

Explanation:

Assuming the pressure inside the balloon remains constant, then we can use Charle's law, which states that for a gas kept at constant pressure, the ratio between the volume of the gas and its temperature remainst constant:

[tex]\frac{V_1}{T_1}=\frac{V_2}{T_2}[/tex]

where in this problem we have:

[tex]V_1 = 2.50 L[/tex] is the initial volume

[tex]V_2 [/tex] is the final volume

[tex]T_1 = 30.0^{\circ}C+273 = 303 K[/tex] is the initial temperature

[tex]T_2 = 11.0^{\circ}C+273 = 284 K[/tex] is the final temperature

Substituting into the equation and solving for V2, we find the final volume:

[tex]V_2 = \frac{V_1 T_2}{T_1}=\frac{(2.50 L)(284 K)}{303 K}=2.34 L[/tex]

Final answer:

The volume of a balloon filled to 2.50 L at 30.0°C will decrease to approximately 2.34 L when the temperature drops to 11.0°C, as calculated using Charles's Law.

Explanation:

To determine the new volume of a balloon when the temperature drops from 30.0°C to 11.0°C, we can use Charles's Law which states that the volume of a gas is directly proportional to its temperature in kelvins. First, we convert the temperatures from Celsius to Kelvin by adding 273.15:

With an initial volume (V1) of 2.50 L, we can set up the proportionality:

V1/T1 = V2/T2
Solving for the new volume (V2):

V2 = V1 · (T2/T1)
V2 = 2.50 L · (284.15 K / 303.15 K)
V2 = 2.50 L · 0.9373
V2 ≈ 2.34 L
The volume of the balloon will decrease to approximately 2.34 L when the temperature drops to 11.0°C.

Answer:

D

Explanation:

Fission is the break of the nuclei of an unstable atom, releasing heat in the process. By the graph shown, U-238 has less average binding energy per nucleon comparing to U-235. Because it has less binding energy, it is more difficult for it to react (it has less energy to release), so it is more stable than U-235.

The product of its fission is the U-235, an isotope that has a small mass than the uranium. So the mass that is lost during fission is converted to the binding energy in the isotope, making it slightly higher (the difference of mass is only 3 amu).

Answer:

E) d/sqrt2

Explanation:

The initial electric force between the two charge is given by:

[tex]F=k\frac{q_1 q_2}{d^2}[/tex]

where

k is the Coulomb's constant

q1, q2 are the two charges

d is the separation between the two charges

We can also rewrite it as

[tex]d=\sqrt{k\frac{q_1 q_2}{F}}[/tex]

So if we want to make the force F twice as strong,

F' = 2F

the new distance between the charges would be

[tex]d'=\sqrt{k\frac{q_1 q_2}{(2F)}}=\frac{1}{\sqrt{2}}\sqrt{k\frac{q_1 q_2}{(2F)}}=\frac{d}{\sqrt{2}}[/tex]

so the correct option is E.

Answer:

D. -m

Explanation:

The magnification of an image is equal to the following ratio:

[tex]m = \frac{y'}{y}[/tex]

where

y' is the size of the image

y is the size of the real object

We have two situations:

- When m is positive, it means that y' has the same sign of y --> so the image has same orientation of the object (= image is upright)

- When m is negative, it means that y' has opposite sign to y --> so the image has opposite orientation to the object (= image is upside down)

So, the correct answer that describes an upside-down image is

D. -m

Final answer:

The representation of an upside-down image in optical physics is given as option D. -m, indicating a negative magnification, which means the image is inverted relative to the object.

Explanation:

The question is related to the formation of images by mirrors or lenses in physics and specifically refers to the sign conventions used to describe the nature of images. An upside-down image is produced when the magnification (m) is negative. This negative magnification indicates that the image is inverted relative to the object. In optics, a real image (produced by a single lens or mirror that can be displayed on a screen) is considered to be upside down if its magnification is negative. Thus, the option that represents an upside-down image is D. -m.

Explanation:

According Newton's 2nd Law of Motion the force [tex]F[/tex] is directly proportional to the mass [tex]m[/tex] and to the acceleration [tex]a[/tex] of a body:

[tex]F=m.a[/tex] (1)

When we talk about the force of gravity on an object (the weight) the constant acceleration is due gravity, this means:

[tex]a=g=32.2ft/s^{2}[/tex] (2)

Substituting (2) in (1):

[tex]F=m(32.2ft/s^{2})[/tex] (3)

This means the equation that best represents the force on an object due to gravity according to its mass, among the given options is:

[tex]F=32.2m[/tex]

Explanation:

During the 19th century the accepted atomic model, was Dalton's atomic model, which postulated the atom was an "individible and indestructible mass".

However, at the end of 19th century J.J. Thomson began experimenting with cathode ray tubes and found out that atoms contain small subatomic particles with a negative charge (later called electrons).  This meant the atom was not indivisible as Dalton proposed. So, Thomson developed a new atomic model.

Taking into consideration that at that time there was still no evidence of the atom nucleus, Thomson thought the electrons (with negative charge) were immersed in the atom of positive charge that counteracted the negative charge of the electrons. Just like the raisins embedded in a pudding or bread.

That is why this model was called the raisin pudding atomic model.

Answer:

1.31 m

Explanation:

The relationship between frequency and wavelength of a sound wave is

[tex]c=f \lambda[/tex]

where

c is the speed of the wave

f is the frequency

[tex]\lambda[/tex] is the wavelenfth

In this problem, we have

c = 343.06 m/s

f = 261.63 Hz

So we can solve the formula for the wavelength:

[tex]\lambda=\frac{c}{f}=\frac{343.06 m/s}{261.63 Hz}=1.31 m[/tex]

Wavelength of the note of the piano is the ratio of speed of sound to its frequency. The wavelength of the note is centimeters is 131 centimeters.

Wavelength of a wave is the distance between the two consecutive crest or the thrust of that wave. The wavelength of the wave is represented with the Greek latter lambda (λ).

The wavelength of the wave can be given as,

[tex]\lambda=\dfrac{v}{f}[/tex]

Here, (v) is the speed of wave and (f) is the frequency of the wave.

It is given that, the frequency of the middle c note on a piano is 261.63 hz.

As the speed of sound in air is 343.06 meter per second. Thus put the values of the known variables in the above formula to find the wavelength of the note as,

[tex]\lambda=\dfrac{343.06}{261.63}\\\lambda=1.31\rm m[/tex]

The wavelength of this note in centimeters is 131 centimeters.

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Explanation:

The expression for an Ideal Gas is:

[tex]P.V=n.R.T[/tex]

Where:

[tex]P[/tex] is the pressure of the gas

[tex]n[/tex] the number of moles of gas

[tex]R[/tex] is the gas constant

[tex]T[/tex] is the absolute temperature of the gas

As we can see, there is a direct proportional relation between the temperature and the pressure, which means that if the temperature increases the pressure of the gas increases as well.

Explanation:

The capacitance [tex]C[/tex] is defined as the relationship between the electric charge of each conductor and the potential difference between them. That is, it is the capacity of a device to store electrical charge.  

In other words:  

It is the property that bodies have to maintain an electric charge.  

Mathematically it is defined as:  

[tex]C=\frac{Q}{V}[/tex]  

where:  

[tex]C[/tex] is the capacitance value of a capacitor. Its unit is Farad [tex]F[/tex]; named in honor of the physicist Michael Faraday  

[tex]Q[/tex] is the electric charge of the conductor, measured in coulombs [tex]C[/tex].  

[tex]V[/tex]is the electric potential to which the conductor is located, measured in Volt.  

The property of objects best measured by their capacitance is their ability to store electrical charge.

The property of objects that is best measured by their capacitance is their ability to store electrical charge. Capacitance is a measure of how much charge an object can hold per unit voltage. It depends on the size and shape of the object, as well as the material between its conductive plates or electrodes.

Capacitors are devices that are specifically designed to have a high capacitance. They are used in many electronic circuits to store and release electrical energy. The capacitance of a capacitor can be increased by increasing the area of the plates, decreasing the distance between them, or changing the dielectric material between them.

Measuring capacitance is important in various applications, such as designing and optimizing electronic circuits, as well as understanding the behavior of electrical systems in general.

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