A Student plucks a string on a guitar to play a note. How could the student make the sound softer? A. decrease the frequency by making the string longer.

B. decrease the amplitude by plucking with less force.

C. increase the amplitude by plucking with greater force.

D. increase the frequency by making the string shorter.

Suppose you have a box. which of these is not necessarily a true statement regarding the relationship between the force applied to the box, the work done on the box, and the distance the box is moved? a. if the box is not moved, no force is being applied to the box. b. if no force is applied to the box, no work is done on the box. c. if work is done on the box, then a force is applied to the box. d. if work is done on the box, then the box is moved a distance.

Suppose a wheel with a tire mounted on it is rotating at the constant rate of 2.15 times a second. a tack is stuck in the tire at a distance of 0.373 m from the rotation axis. noting that for every rotation the tack travels one circumference (a) find the tack's tangential speed. (b) what is the tacks radial acceleration?

Click the game tab at the bottom of the simulation and select level 1. (there is no seesaw balance for this part of the activity.) balance the first equation, and click check to see if you got it right. if you can’t balance it in the first try, you can try again. work through the five equations for level 1. click continue to go on to level 2, and later level 3. each level is more difficult than the one before. keep trying until all the equations are balanced. in one or two sentences, describe how you did in the balancing game. in a few more sentences, explain one strategy you learned for balancing more complex equations.