Express the mass of the moon in both scientific and standard notation

In Physics, as in all of Science, we encounter numbers that are incredibly small and others that are incredibly large. We can express this very wide range of numbers by using "Scientific Notation" or "Powers of Ten Notation". You are probably already familiar with this notation.

Any number can be written as a number between 1.00 and 9.99... multiplied by 10 raised to a power. Here are a few examples:

The distance from Los Angeles to New York is about

4 550 km = 4.55 x 103 km

The distance from Earth to our moon is

384 000 000 m = 3.84 x 108 m

or

384 000 km = 3.84 x 105 km

The distance from Earth to our Sun is

150 000 000 km = 1.5 x 108 km

The distance from our Sun to Pluto is

5 930 000 000 km = 5.93 x 109 km

Very small numbers are written with negative exponents of ten since

0.001 = 10-3

0.000 001 = 10-6

0.000 000 001 = 10-9

Here are two more examples:

The mass of a hydrogen atom is

1.673 x 10-27 kg

The wavelength of yellow light is about

550 nm = 550 x 10-9 m = 5.5 x 10-7 m

Some of these ideas are contained in the SI units and their prefixes.

milli- means one-thousandth or 0.001 or 10-3

1 000 mm = 103 mm = 1 m

Step-by-step explanation:

the equation cos(35) =a/25 can be used to find the length of bc what is the length of bc? round to the nearest tenth

step-by-step explanation:

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: