What happens to the volume of solids, liquids, and gases when they are heated. Devise your own chart for your answer.

The size of the image produced by a standard periscope without additional magnifying lenses is the same as the size of the object. If the periscope includes magnifying lenses, the image could be larger due to the magnification effect caused by the lens focal lengths.

The size of the image produced by a periscope is generally the same as the size of the object being viewed. Periscopes use a set of mirrors or prisms to reflect light from the object to the viewer's eye without altering the size of the image. Since a periscope is primarily used to redirect the line of sight rather than to magnify, unless specifically designed with magnifying lenses, the image maintains the same proportions as the actual object.

In the case where a periscope might include magnifying lenses, like those sometimes found in submarines, the size of the image could be larger than the object. However, this would be due to the magnification provided by the lenses, much like with telescopes detailed in the given references. In optics, the magnification of an image is a function of the focal lengths of the lenses involved. If we think of common telescopic systems, the angular magnification is the ratio of the angle subtended by the image to the angle subtended by the real object. When translated to periscopes with added lenses, a similar principle of magnification determining the size of the image compared to the object applies.

Answer:

I will go with the obvious answers, but  those are really impactful in some situations:

Benefit: You have much completer results, this is because you have, at least, two sets of data (that you know that are reliable because is most likely that you collected them)

This gives a wider range of application of the model or the results obtained of the investigation, and it allows to notice some anomalous behaviors in some cases (for example if you are studying how metal conducts electricity at different temperatures, you may found the point where it turns into a superconductor, and this gives a lot of information when investigating)

Limitation: You need to collect more than one set of data. This not only needs more time to acquire the data, but this also may need more equipment, more money, and more time to analyze the data.

The answer is D I just took the test on study island

and there is an explanation

When crustal plates scrape and slide past one another, they release built-up energy. This energy travels through the Earth as earthquakes.

A mirror, which has a smooth surface, reflects the most light in the pictures.

The material in the pictures that reflects the most light is a mirror. A mirror has a smooth surface, which allows for specular reflection of light at specific angles. Specular reflection occurs when light rays strike a smooth surface and bounce off in a regular, predictable manner.

On the other hand, rough surfaces reflect light in many different directions, which is known as diffuse reflection. This is why objects with rough surfaces, like people, clothing, and walls, can be seen from different angles.

The situation that gives more power is 50j of work done in 4s and this can be determined by using the formula of power.

Given :

The following steps can be used in order to determine the correct situation that involves more power:

Step 1 - The formula of power can be used in order to determine the correct situation that involves more power.

Step 2 - The formula of power is given below:

[tex]\rm Power = \dfrac{Work}{Time}[/tex]

Strep 3 - When 200j of work is done in 20 sec, then the power is given by:

[tex]\rm Power = \dfrac{200}{20}[/tex]

Power = 10 W

Step 4 - When 50j of work is done in 4 sec, then the power is given by:

[tex]\rm Power = \dfrac{50}{4}[/tex]

Power = 12.5 W

So, the situation that gives more power is 50j of work done in 4s.

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The speed of the wave is 4 m/s, and its period is 0.25 s.

The speed of a wave can be calculated by dividing the distance traveled by the time taken. In this case, if four wave crests pass a pole each second, and the distance between two successive crests is 4 m, then the speed of the wave can be calculated as follows:

Speed = Distance / Time = 4m / 1s = 4 m/s

The period of a wave is the time taken for one complete wave cycle. Since four wave crests pass a pole each second, the period can be calculated as the inverse of the frequency:

Period = 1 / Frequency = 1 / 4 Hz = 0.25 s

1. The speed of the wave is 4 times the wavelength.2. The period of the wave is 0.25 seconds.

 1. To determine the speed of the wave, we need to know the wavelength, which is the distance between two consecutive crests.

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

where f is the frequency, which is the number of wave crests passing a point per unit time. In this case, four wave crests pass the pole each second, so the frequency f is 4 Hz (hertz). Therefore, the speed of the wave is:

[tex]\[ v = \lambda \times 4 \][/tex]

This means the wave speed is 4 times the wavelength.

 2. The period (T) of a wave is the time it takes for one complete cycle of the wave to pass a point. It is the reciprocal of the frequency. The frequency is given as 4 Hz, which means 4 cycles per second. To find the period, we take the reciprocal of the frequency:

[tex]\[ T = \frac{1}{f} \] \[ T = \frac{1}{4} \] \[ T = 0.25 \text{ seconds} \][/tex]

So, the period of the wave is 0.25 seconds. This is the time it takes for one wave crest to pass the pole."

The hiker's average velocity during part B of the hike is equal to: D. 6 km/h South.

Given the following data:

To determine hiker's average velocity during part B of the hike:

First of all, we would determine the total time.

[tex]Total\;time = Ending\;time - Start\;time\\\\Total\;time = 10:45-9:45[/tex]

Total time = 1 hour.

Mathematically, the average velocity is given by the formula:

[tex]Average\;velocity = \frac{Total\;distance}{Total\;time}[/tex]

Substituting the parameters into the formula, we have;

[tex]Average\;velocity = \frac{6}{1}[/tex]

Average velocity = 6 km/h South.

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This question refers to the hiker's average velocity during part B of the hike. The accurate answer requires the undisclosed specifics of the hiker's movement during that part. Possible solutions vary in direction (north, south, southeast) and speed (0.6, 0.17, 10, 6 km/h), critical components of velocity.

The question is asking for the average velocity of the hiker during part B of the hike. Velocity is a measure of displacement over time in a particular direction, in this case, given as kilometers per hour in a specific cardinal direction. Without the context of the hiker's actual movement or a diagram, we cannot definitively determine the correct answer. The potential answers provided vary in magnitude and direction, both components of velocity. If, for instance, during part B the hiker traveled 1.2 kilometers to the north in 2 hours, his average velocity would be 0.6 km/h north. However, this interpretation is dependent on the specifics of the hiker's journey.

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Its C I just took the test

Correct option: D. Weathering breaks rocks into minerals, and plants die and decay. Soil forms through a slow combination of weathering of rocks (mineral soil) and accumulation of organic matter (organic soil), both vital for terrestrial ecosystems.

Soil formation is a complex process that occurs over long periods of time. It results from the interaction of various natural and environmental forces on mineral, rock, and organic compounds. There are two main types of soils: organic soils and mineral soils. Organic soils form through the process of sedimentation, where organic matter like leaf litter accumulates more rapidly than it decomposes. Mineral soils develop from the weathering of rocks, which is a combination of biological, physical, and chemical processes including erosion, leaching, and effects of temperature changes. Both soil types are crucial for terrestrial ecosystems, supporting plant growth and sustaining various forms of life through the provision of nutrients and mechanical support.

The two forces present when a skydiver jumps out of the plane are air resistance and gravity.

An object moving downwards is under the influence forces which oppose the downward motion of the object.

The downwards forces on the skydiver when he jumped out of the plane include the following;

Thus, we can conclude that the two forces present when a skydiver jumps out of the plane are air resistance and gravity.

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Answer :  A (6 N)

we know that

from Hook's law , F = k.x

                             where, F = force applied on spring 9N)

                                         k = spring constant  (N/cm)

                                         x = distance of spring stretched (cm)

                           Therefore,

                                        F = 2 × 3

                                        F  = 6 N

The bus is going forward and suddenly stops.

According to Newton's first law of motion, an object at rest or uniform motion in a straight line will continue in that path, unless acted upon by an external force.

Thus, for when you are  riding on a school bus and suddenly get thrown forward, we can conclude that;

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Your latitude is 20 degrees north of the equator if you see Polaris at 20 degrees above your northern horizon, therefore the correct answer is option C.

The Equator is an imaginary line passing through the middle of a globe. It is equidistant from the North Pole and the South Pole, Its is a horizontal line residing at 0 degrees latitude.

As given in the problem statement If you sight Polaris with an astrolabe and determine its altitude is 20° above the horizon, then we have to find out what this tells about your position on the earth,

Your latitude is 20 degrees north of the equator if you see Polaris at 20 degrees above your northern horizon, therefore the correct answer is option C.

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Final answer:

The Earth's magnetic field is generated by flowing liquid metals in the outer core and protects us from the solar wind. The Earth's magnetic poles shift and the field flips direction every 200,000 years.

Explanation:

The Earth's magnetic field is generated by flowing liquid metals in the outer core of the planet, which creates electric currents and a magnetic field. The direction of magnetic north and true north are not identical, with the geographic north pole being about 11.5° away from the direction of the magnetic north pole. The Earth's magnetic field flips direction approximately once every 200,000 years, similar to a bar magnet whose north and south poles periodically switch sides.

One interesting fact about the Earth's magnetic field is that the compass points towards the magnetic North Pole, which is actually the south pole of the Earth's bar magnet. The Earth's magnetic field is crucial as it protects us from high-energy charged particles emitted by the Sun called the solar wind. This magnetic field has important effects on submicroscopic particles, although it has a negligible effect on macroscopic objects.

a. The potential energy of the object before it fell was [tex]$58.86 \text{ Joules}[/tex].

b. The work accomplished by the fall was also [tex]$58.86 \text{ Joules}[/tex].

a. To calculate the potential energy (PE) of the object before it fell, we use the formula for gravitational potential energy:

[tex]\[ \text{PE} = m \cdot g \cdot h \][/tex]

Given that the mass [tex]\( m = 2 \text{ kg} \)[/tex], the acceleration due to gravity [tex]\( g = 9.81 \, \text{m/s}^2 \)[/tex], and the height [tex]\( h = 3 \text{ m} \),[/tex] we can plug these values into the formula:

[tex]\[ \text{PE} = 2 \text{ kg} \cdot 9.81 \, \text{m/s}^2 \cdot 3 \text{ m} \] \[ \text{PE} = 58.86 \, \text{kg} \cdot \text{m}^2/\text{s}^2 \] \[ \text{PE} = 58.86 \text{ Joules} \][/tex]

So, the potential energy of the object before it fell was [tex]\( 58.86 \text{ Joules} \).[/tex]

b. The work done by the gravitational force as the object falls is equal to the loss of potential energy, which is also the gain in kinetic energy. Since energy is conserved, the work done on the object is equal to the change in potential energy:

[tex]\[ W = \Delta \text{PE} \][/tex]

Since the object falls from a height of 3 meters to the ground (0 meters), the change in height[tex]\( \Delta h = h_{\text{final}} - h_{\text{initial}} = 0 - 3 = -3 \text{ m} \).[/tex] The negative sign indicates that the potential energy decreases. However, when considering the magnitude of work done, we take the absolute value:

[tex]\[ W = m \cdot g \cdot \Delta h \] \[ W = 2 \text{ kg} \cdot 9.81 \, \text{m/s}^2 \cdot 3 \text{ m} \] \[ W = 58.86 \, \text{kg} \cdot \text{m}^2/\text{s}^2 \] \[ W = 58.86 \text{ Joules} \][/tex]

Therefore, the work accomplished by the fall was [tex]\( 58.86 \text{ Joules} \)[/tex].

Answer: Silicon is found in large quantities in the earth's crust.

Explanation:  Because Earth's crust basically contains eight elements where Silicon is one of the quantities of earth's crust. (Silicon) makes up 27.7% of the elements in the earth’s crust

What wave does ultrasound use

Answer:

A-scientific question

E-procedure

F-conclusion

those are the correct answers P.S stay safe and have fun

Explanation:

Dr. Arenas is performing a chemistry experiment to test Boyle's Law by investigating the relationship between pressure and the volume of sound from exploding chemicals.

Dr. Arenas is conducting an experimental investigation in the field of chemistry. Her work involves measuring the effect of pressure on the volume of sound produced by the explosion of chemicals. This type of experiment is
linked to Boyle's Law, which describes the inverse relationship between the pressure and volume of a gas when the temperature and amount of gas are held constant. By increasing the pressure on a system, Dr. Arenas is observing whether there is a corresponding increase in the amplitude of sound, implying more energy being released or a change in how the sound propagates under higher pressures.

A historical context to this investigation can be found in the experiments of the Irish chemist Robert Boyle, who was one of the first scientists to establish the quantitative relationship between the pressure and volume of a gas. Boyle's Law is foundational in understanding gas behaviors and is a key concept in chemistry and physics education.

Dr. Arenas' investigation may have practical implications in understanding the dynamics of explosions, which could extend to fields such as engineering and safety science. The results of such an experiment could provide insights into the effectiveness of containment strategies for explosions and may also have relevance in acoustic engineering, where understanding how sound intensity varies with pressure is important.