The right option is "Number of equal parts taken." In a fraction a/b, the numerator (a) is the number of equal parts taken from the whole. The denominator (b) indicates the entire number of equal parts in the whole. For instance, in 3/5, the numerator 3 implies that three parts are chosen out of fivRead more
The right option is “Number of equal parts taken.”
In a fraction a/b, the numerator (a) is the number of equal parts taken from the whole. The denominator (b) indicates the entire number of equal parts in the whole. For instance, in 3/5, the numerator 3 implies that three parts are chosen out of five equal parts.
Al-Hassar, a 12ᵗʰ-century mathematician from North Africa, introduced the modern notation for fractions, using a horizontal bar to separate the numerator and denominator. This notation is widely used today in mathematical expressions like a/b, making fractions easier to read and understand.
Al-Hassar, a 12ᵗʰ-century mathematician from North Africa, introduced the modern notation for fractions, using a horizontal bar to separate the numerator and denominator. This notation is widely used today in mathematical expressions like a/b, making fractions easier to read and understand.
To add 1/3 + 1/6, find the LCM of denominators 3 and 6, which is 6. Convert fractions: 1/3 = 2/6 1/6 = 1/6 Now, add: 2/6 + 1/6 = 3/6 = 1/2 Click here for more: https://www.tiwariacademy.in/ncert-solutions-class-6-maths-chapter-7/
To add 1/3 + 1/6, find the LCM of denominators 3 and 6, which is 6. Convert fractions:
Class 10 Maths Chapter 3 MCQs on Pair of Linear Equations help students master solving equations using graphical and algebraic methods like substitution, elimination, and cross-multiplication. These questions enhance understanding of solution types, consistency, and real-life applications, buildingRead more
Class 10 Maths Chapter 3 MCQs on Pair of Linear Equations help students master solving equations using graphical and algebraic methods like substitution, elimination, and cross-multiplication. These questions enhance understanding of solution types, consistency, and real-life applications, building a strong foundation for higher mathematics and problem-solving skills.
Class 10 Maths Chapter 2 MCQs on Polynomials assess students' understanding of zeroes, factorization, division algorithm, and their relationships with coefficients. These questions enhance problem-solving skills, algebraic techniques, and graphical interpretation. They prepare students for exams byRead more
Class 10 Maths Chapter 2 MCQs on Polynomials assess students’ understanding of zeroes, factorization, division algorithm, and their relationships with coefficients. These questions enhance problem-solving skills, algebraic techniques, and graphical interpretation. They prepare students for exams by covering basic to complex problems, strengthening mathematical reasoning and application abilities.
The thermal equilibrium is characterized by the condition where two or more bodies in thermal contact can no longer in fact exchange heat energy, thereby reaching the same temperature. At this stage, there is no net heat flow between the systems. How Thermal Equilibrium is Achieved: Thermal equilibrRead more
The thermal equilibrium is characterized by the condition where two or more bodies in thermal contact can no longer in fact exchange heat energy, thereby reaching the same temperature. At this stage, there is no net heat flow between the systems.
How Thermal Equilibrium is Achieved:
Thermal equilibrium is achieved when:
1. Two or more objects are brought into thermal contact, which allows heat transfer.
2. Heat transfer occurs from the hotter object to the colder until both reach the same temperature.
3. Once the temperature between both gets equal, transfer of heat stops, establishing the thermal equilibrium condition.
The concept originated from Zeroth Law of Thermodynamics, which states that if two bodies are in thermal equilibrium with a third body, they are also in thermal equilibrium with each other.
In a stretched string, the speed of the wave is given by: v = √(T/μ). Where: - v is the wave speed, - T is the tension in the string, - μ is the linear mass density (with mass per unit length). From the equation, it can be seen that the wave speed v is directly proportional to the square root of tenRead more
In a stretched string, the speed of the wave is given by:
v = √(T/μ).
Where:
– v is the wave speed,
– T is the tension in the string,
– μ is the linear mass density (with mass per unit length).
From the equation, it can be seen that the wave speed v is directly proportional to the square root of tension T. With the increase in tension, the numerator goes up and, hence, the speed of the wave increases.
Thus, increasing the tension in the string results in an increase in wave speed.
In simple terms, it means the change in frequency and wavelength of a wave because of the relative motion of the source with respect to the observer. The frequency observed f' can be expressed by this equation: f' = f(v ± vₒ)/(v ∓ vₛ) where: - f' is the observed frequency, - f is the source frequencRead more
In simple terms, it means the change in frequency and wavelength of a wave because of the relative motion of the source with respect to the observer. The frequency observed f’ can be expressed by this equation:
f’ = f(v ± vₒ)/(v ∓ vₛ)
where:
– f’ is the observed frequency,
– f is the source frequency,
– v is a constant speed of propagation of the wave,
– vₒ is the velocity of the observer,
– vₛ is the velocity of the source.
Once again, though, since wave speed remains constant in a given medium, firmly speaking there must also be a change in wavelength λ’ for a change in frequency f’ to occur regarding the wave equation:
v = fλ
So the Doppler effect is that the frequency and wave have been destroyed, with speed being uniform.
Beats are produced when two waves of slightly different frequencies interfere with one another. This results in a sound that alternates between loud and soft at a certain frequency known as the beat frequency. This is given by, f_beats = |f₁ - f₂| where - f_beats is the beat frequency - f₁ and f₂ arRead more
Beats are produced when two waves of slightly different frequencies interfere with one another. This results in a sound that alternates between loud and soft at a certain frequency known as the beat frequency. This is given by,
f_beats = |f₁ – f₂|
where
– f_beats is the beat frequency
– f₁ and f₂ are the frequencies of the two interfering waves.
This would commonly be observed in sound waves by experiencing periodic variation in amplitude, which leads to a pulsating sound.
The velocity of sound (v) in a gas is determined by the formula: v = √(γRT/M) where: - γ is the adiabatic index, - R is the universal gas constant, - T is the absolute temperature, - M is the molar mass of the gas. Since v ∝ √T, the velocity of sound increases with temperature. Pressure does not dirRead more
The velocity of sound (v) in a gas is determined by the formula:
v = √(γRT/M)
where:
– γ is the adiabatic index,
– R is the universal gas constant,
– T is the absolute temperature,
– M is the molar mass of the gas.
Since v ∝ √T, the velocity of sound increases with temperature. Pressure does not directly affect the speed of sound in an ideal gas because both pressure and density change proportionally, keeping their ratio constant.
What does the numerator represent in a fraction?
The right option is "Number of equal parts taken." In a fraction a/b, the numerator (a) is the number of equal parts taken from the whole. The denominator (b) indicates the entire number of equal parts in the whole. For instance, in 3/5, the numerator 3 implies that three parts are chosen out of fivRead more
The right option is “Number of equal parts taken.”
In a fraction a/b, the numerator (a) is the number of equal parts taken from the whole. The denominator (b) indicates the entire number of equal parts in the whole. For instance, in 3/5, the numerator 3 implies that three parts are chosen out of five equal parts.
Click here for more:
See lesshttps://www.tiwariacademy.in/ncert-solutions-class-6-maths-chapter-7/
Who introduced the method of writing fractions similar to today’s notation?
Al-Hassar, a 12ᵗʰ-century mathematician from North Africa, introduced the modern notation for fractions, using a horizontal bar to separate the numerator and denominator. This notation is widely used today in mathematical expressions like a/b, making fractions easier to read and understand.
Al-Hassar, a 12ᵗʰ-century mathematician from North Africa, introduced the modern notation for fractions, using a horizontal bar to separate the numerator and denominator. This notation is widely used today in mathematical expressions like a/b, making fractions easier to read and understand.
See lessWhat is 1/3 + 1/6 ?
To add 1/3 + 1/6, find the LCM of denominators 3 and 6, which is 6. Convert fractions: 1/3 = 2/6 1/6 = 1/6 Now, add: 2/6 + 1/6 = 3/6 = 1/2 Click here for more: https://www.tiwariacademy.in/ncert-solutions-class-6-maths-chapter-7/
To add 1/3 + 1/6, find the LCM of denominators 3 and 6, which is 6. Convert fractions:
1/3 = 2/6
1/6 = 1/6
Now, add:
2/6 + 1/6 = 3/6 = 1/2
Click here for more:
See lesshttps://www.tiwariacademy.in/ncert-solutions-class-6-maths-chapter-7/
Class 10 Maths Chapter 3 MCQ?
Class 10 Maths Chapter 3 MCQs on Pair of Linear Equations help students master solving equations using graphical and algebraic methods like substitution, elimination, and cross-multiplication. These questions enhance understanding of solution types, consistency, and real-life applications, buildingRead more
Class 10 Maths Chapter 3 MCQs on Pair of Linear Equations help students master solving equations using graphical and algebraic methods like substitution, elimination, and cross-multiplication. These questions enhance understanding of solution types, consistency, and real-life applications, building a strong foundation for higher mathematics and problem-solving skills.
Click here for more:
See lesshttps://www.tiwariacademy.in/ncert-solutions-class-10-maths-chapter-3/
Class 10 Maths Chapter 2 MCQ?
Class 10 Maths Chapter 2 MCQs on Polynomials assess students' understanding of zeroes, factorization, division algorithm, and their relationships with coefficients. These questions enhance problem-solving skills, algebraic techniques, and graphical interpretation. They prepare students for exams byRead more
Class 10 Maths Chapter 2 MCQs on Polynomials assess students’ understanding of zeroes, factorization, division algorithm, and their relationships with coefficients. These questions enhance problem-solving skills, algebraic techniques, and graphical interpretation. They prepare students for exams by covering basic to complex problems, strengthening mathematical reasoning and application abilities.
Click here for more:
See lesshttps://www.tiwariacademy.in/ncert-solutions-class-10-maths-chapter-2/
Define thermal equilibrium. How is it attained?
The thermal equilibrium is characterized by the condition where two or more bodies in thermal contact can no longer in fact exchange heat energy, thereby reaching the same temperature. At this stage, there is no net heat flow between the systems. How Thermal Equilibrium is Achieved: Thermal equilibrRead more
The thermal equilibrium is characterized by the condition where two or more bodies in thermal contact can no longer in fact exchange heat energy, thereby reaching the same temperature. At this stage, there is no net heat flow between the systems.
How Thermal Equilibrium is Achieved:
Thermal equilibrium is achieved when:
1. Two or more objects are brought into thermal contact, which allows heat transfer.
2. Heat transfer occurs from the hotter object to the colder until both reach the same temperature.
3. Once the temperature between both gets equal, transfer of heat stops, establishing the thermal equilibrium condition.
The concept originated from Zeroth Law of Thermodynamics, which states that if two bodies are in thermal equilibrium with a third body, they are also in thermal equilibrium with each other.
See lessIf the tension in a stretched string is increased, the speed of the wave
In a stretched string, the speed of the wave is given by: v = √(T/μ). Where: - v is the wave speed, - T is the tension in the string, - μ is the linear mass density (with mass per unit length). From the equation, it can be seen that the wave speed v is directly proportional to the square root of tenRead more
In a stretched string, the speed of the wave is given by:
v = √(T/μ).
Where:
– v is the wave speed,
– T is the tension in the string,
– μ is the linear mass density (with mass per unit length).
From the equation, it can be seen that the wave speed v is directly proportional to the square root of tension T. With the increase in tension, the numerator goes up and, hence, the speed of the wave increases.
Thus, increasing the tension in the string results in an increase in wave speed.
Click here for more:
See lesshttps://www.tiwariacademy.com/ncert-solutions/class-11/physics/chapter-13/
The Doppler effect causes a change in
In simple terms, it means the change in frequency and wavelength of a wave because of the relative motion of the source with respect to the observer. The frequency observed f' can be expressed by this equation: f' = f(v ± vₒ)/(v ∓ vₛ) where: - f' is the observed frequency, - f is the source frequencRead more
In simple terms, it means the change in frequency and wavelength of a wave because of the relative motion of the source with respect to the observer. The frequency observed f’ can be expressed by this equation:
f’ = f(v ± vₒ)/(v ∓ vₛ)
where:
– f’ is the observed frequency,
– f is the source frequency,
– v is a constant speed of propagation of the wave,
– vₒ is the velocity of the observer,
– vₛ is the velocity of the source.
Once again, though, since wave speed remains constant in a given medium, firmly speaking there must also be a change in wavelength λ’ for a change in frequency f’ to occur regarding the wave equation:
v = fλ
So the Doppler effect is that the frequency and wave have been destroyed, with speed being uniform.
Click here for more:
See lesshttps://www.tiwariacademy.com/ncert-solutions/class-11/physics/chapter-13/
Two waves of slightly different frequencies interfere to produce
Beats are produced when two waves of slightly different frequencies interfere with one another. This results in a sound that alternates between loud and soft at a certain frequency known as the beat frequency. This is given by, f_beats = |f₁ - f₂| where - f_beats is the beat frequency - f₁ and f₂ arRead more
Beats are produced when two waves of slightly different frequencies interfere with one another. This results in a sound that alternates between loud and soft at a certain frequency known as the beat frequency. This is given by,
f_beats = |f₁ – f₂|
where
– f_beats is the beat frequency
– f₁ and f₂ are the frequencies of the two interfering waves.
This would commonly be observed in sound waves by experiencing periodic variation in amplitude, which leads to a pulsating sound.
Click here for more:
See lesshttps://www.tiwariacademy.com/ncert-solutions/class-11/physics/chapter-13/
The velocity of sound in a gas depends on:
The velocity of sound (v) in a gas is determined by the formula: v = √(γRT/M) where: - γ is the adiabatic index, - R is the universal gas constant, - T is the absolute temperature, - M is the molar mass of the gas. Since v ∝ √T, the velocity of sound increases with temperature. Pressure does not dirRead more
The velocity of sound (v) in a gas is determined by the formula:
v = √(γRT/M)
where:
– γ is the adiabatic index,
– R is the universal gas constant,
– T is the absolute temperature,
– M is the molar mass of the gas.
Since v ∝ √T, the velocity of sound increases with temperature. Pressure does not directly affect the speed of sound in an ideal gas because both pressure and density change proportionally, keeping their ratio constant.
Click here for more:
See lesshttps://www.tiwariacademy.com/ncert-solutions/class-11/physics/chapter-14/