100 Points Directions: Consider a 2-kg bowling ball sits on top of a building that is 40 meters tall. It falls to the ground. Think about the amounts of potential and kinetic energy the bowling ball has:
• as it sits on top of a building that is 40 meters tall.
• as it is half way through a fall off a building that is 40 meters tall and travelling 19.8 meters per second.
• as it is just about to hit the ground from a fall off a building that is 40 meters tall and travelling 28 meters per second.

Questions
(Score for Question 1: ___ of 7 points)
1. Does the bowling ball have more potential energy or kinetic energy as it sit on top of the building? Why?

(Score for Question 2: ___ of 7 points)
2. Does the bowling ball have more potential energy or kinetic energy as it is half way through its fall? Why?

(Score for Question 3: ___ of 7 points)
3. Does the bowling ball have more potential energy or kinetic energy just before it hits the ground? Why?

(Score for Question 4: ___ of 4 points)
4. What is the potential energy of the bowling ball as it sits on top of the building?

(Score for Question 5: ___ of 4 points)
5. What is the potential energy of the ball as it is half way through the fall, 20 meters high?

(Score for Question 6: ___ of 3 points)
6. What is the kinetic energy of the ball as it is half way through the fall?

(Score for Question 7: ___ of 3 points)
7. What is the kinetic energy of the ball just before it hits the ground?

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

the answer is: d) o, f, and kr.

atomic radius of bromine (br) is 114 pm.

atomic radius of oxygen (o) is 73 pm.

atomic radius of fluorine (f) is 72 pm.

atomic radius of krypron (kr) is 112 pm.

the atomic radius of a chemical element is a measure of the size of its atom.

the atomic radius varies with increasing atomic number, but usually increases because of increasing of number of electrons.

the atomic radius decreases across the periods because an increasing number of protons, because greater attraction between the protons and electrons.