The skier was initially going at 8.046 m/s velocity.
Assume that the skier's initial velocity is v.
The skier travelled 22 metres before coming to a stop.
The kinetic friction coefficient between the skier and the snow is 0.15.
The force of friction acting on the skier is given by:
friction = coefficient of friction multiplied by normal force
The normal force is equal to the weight of the skier, which can be calculated as:
weight = mass x gravity
Assuming the mass of the skier to be m and the acceleration due to gravity to be g, we get:
weight = m x g
The force of friction can then be calculated as:
friction = 0.15 x m x g
The work done by the force of friction is equal to the initial kinetic energy of the skier, which can be expressed as:
work done by friction = 0.5 x m x [tex]v^2[/tex]
Equating the work done by friction to the initial kinetic energy, we get:
0.5 x m x [tex]v^2[/tex] = 0.15 x m x g x 22
Simplifying the equation, we get:
[tex]v^2[/tex] = 2 x 0.15 x 9.8 x 22
When we take the square root of both sides, we get:
v = 8.046 m/s
As a consequence, the skier began moving at 8.046 m/s.
For more such questions on velocity, click on:
https://brainly.com/question/80295
#SPJ11
Work is done on a wooden crate by pushing it across a floor. The work done is equal to the force applied parallel to the floor multiplied by the
A. force of friction
B. distance moved
C. mass of the crate
D. crate's direction
The work done is equal to the force applied parallel to the floor multiplied by the distance moves. Hence, option B is correct.
When a wooden crate is pushed across a floor, the work done on it is given by the product of the force applied parallel to the floor and the distance moved by the crate.
This is because work is defined as the product of force and displacement in the direction of the force, which in this case is the distance moved by the crate. The force of friction and the mass of the crate are not relevant to the calculation of work done in this scenario
It is important to understand the concept of work and the factors that influence it, as it is a fundamental concept in physics and is used in many real-world applications.
To learn more about Work done,
https://brainly.com/question/28356414
The reflection in a clear window of a store
is a(n)
The reflection in a clear window of a store is a(n) image.
Why are images seen as reflection?Images are seen as reflections because of the behavior of light. When light strikes a smooth, reflective surface such as a mirror or still water, it bounces off the surface at the same angle at which it hit it. This process is called reflection. The reflected light rays then travel to our eyes, creating an image.
The angle of incidence (the angle at which the light strikes the surface) is equal to the angle of reflection (the angle at which the light bounces off the surface). This causes the reflected image to be a mirror image of the original object.
Find out more on reflection here: https://brainly.com/question/29788343
#SPJ1
during SHM an object has_____________at mean position
(a)P.E=0,K.E=0
(b)P.E=K.E
(c)P.E=MAX,K.E=0
(d)P.E=0,K.E=MAX
During Simple Harmonic Motion (SHM), an object at the mean position has potential energy (P.E)=0 and kinetic energy (K.E)=MAX. So, the correct option is (d).
In Simple Harmonic Motion (SHM), an object oscillates about a mean position, with the motion characterized by a restoring force proportional to its displacement from the mean position.
When the object is at the mean position, it has maximum kinetic energy (K.E) because it is at its maximum velocity, and it has zero potential energy (P.E) since it is not displaced from the equilibrium position.
As the object moves further from the mean position, its P.E increases, and K.E decreases. The correct answer to the question is option (d), where P.E=0 and K.E=MAX at the mean position.
For more such questions on Motion, click on:
https://brainly.com/question/25951773
#SPJ11
4 Starting from rest on a level road a girl can reach a speed of 5 m/s in 10s on her bicycle. a Find the acceleration b Find the average speed during the 10s. c Find the distance she travels in 10 s. [2] Eventually, even though she still pedals as fast as she can, she stops accelerating and her speed reaches a maximum value. Explain in terms of the forces acting why this happens.
a. To find the acceleration, we can use the equation:
acceleration = change in velocity / time taken
Here, the initial velocity is 0 m/s (since she starts from rest), the final velocity is 5 m/s, and the time taken is 10 s. Therefore:
acceleration = (5 m/s - 0 m/s) / 10 s = 0.5 m/s^2
So the acceleration of the girl on her bicycle is 0.5 m/s^2.
b. The average speed during the 10 s can be found by dividing the total distance traveled by the time taken. We don't know the distance traveled yet, so we can use another equation:
distance = (initial velocity x time taken) + (0.5 x acceleration x time taken^2)
Here, the initial velocity is 0 m/s, and the time taken is 10 s. We already calculated the acceleration in part (a) as 0.5 m/s^2. Plugging these values in, we get:
distance = (0 m/s x 10 s) + (0.5 x 0.5 m/s^2 x (10 s)^2) = 25 meters
So the girl traveled 25 meters in 10 seconds.
c. As the girl pedals, she applies force to the pedals, which in turn transfers the force to the rear wheel. This force drives the bicycle forward, causing it to gain speed. However, when the bicycle picks up speed, air resistance (also called drag) comes into play, which increases. Eventually, the force of air resistance becomes equal and opposite to the force that propels the bicycle forward. This means that the net force on the bicycle becomes zero, stopping its acceleration and reaching its maximum speed, known as the terminal velocity. Even if the girl pedals faster, she won't be able to increase her speed because the drag force counteracts the propelling force.
The diagram shows two sets of vectors that result in a
single vector.
R
100 m
200 m
250 m
50 m
What are the first two steps for finding the magnitude of
the resultant vector?
find the square of the first horizontal vector and the
square root of the first vertical vector
O find the square root of the first horizontal vector and
the square root of the second horizontal vector
O find the sum of the two horizontal vectors and the
sum of the two vertical vectors
O find the difference between the two horizontal vectors
and the difference between the two vertical vectors
The magnitude of the resultant vector is obtained by finding the sum of two horizontal vectors and the sum of two vertical vectors. Thus, option C is correct.
The resultant vector is the single vector that has the same effect in the number of vectors collectively produced. The resultant vector in the horizontal and vertical direction is obtained by drawing a diagonal and hence by using the Pythagoras theorem.
To find resultant vector is obtained by finding the sum of two horizontal vectors and vertical vectors and then using the Pythagoras theorem.
Thus, the ideal solution is option C.
To know more about Pythagoras' theorem:
https://brainly.com/question/343682
#SPJ1
Move numbers to the boxes to show the factor pairs of 14. Response area with 4 blank spaces Blank space 1 empty times Blank space 2 empty equals 14 Blank space 3 empty times Blank space 4 empty equals 14 Answer options with 14 options. Answer Options 1 2 3 4 5 6 7 8 9 10 11 12 13 1
Move numbers to the boxes to show the factor pairs of 14:
Blank space 1: 1
Blank space 2: 1
Blank space 3: 2
Blank space 4: 7
A factor pair of a number is a pair of whole numbers that can be multiplied together to give the original number. For the number 14, the factor pairs are (1,14) and (2,7). So, we can put 1 in the first blank, 14 in the second blank, 2 in the third blank, and 7 in the fourth blank to show the factor pairs of 14.
To show the factor pairs of 14 in the given response area with 4 blank spaces, we need to find the two numbers that can be multiplied together to give 14. These two numbers are called factor pairs of 14.
To begin, we can start listing the factors of 14. The factors of 14 are 1, 2, 7, and 14. We can then use these factors to form factor pairs by multiplying them together. The factor pairs of 14 are (1, 14) and (2, 7).
To show these factor pairs in the given response area, we can put the first factor of each pair in the first and third blank spaces, and the second factor of each pair in the second and fourth blank spaces. Therefore, we can put 1 in the first blank, 14 in the second blank, 2 in the third blank, and 7 in the fourth blank to show the factor pairs of 14.
Learn more about Whole numbers at
brainly.com/question/29766862
#SPJ1