How do you find the gravitational force between two objects with the same mass?

The example of each of the energy electrical to heat, chemical to heat,  electrical to mechanical energy is as given below.

a.) Every electric heater has a resistor as its heating element. Electric heating is the conversion of electrical energy to thermal energy. It converts electrical energy into heat energy when an electric current crosses a resistor, according to the Joule heating principle.

b.) Exothermic reactions, which commonly release chemical energy in the form of heat, are those that take place. Newly formed bonds can store some of the heat energy required for a reaction to proceed as chemical energy.

c.) An electric motor converts electrical energy into mechanical energy. A generator converts mechanical energy into electrical energy. A storage dam's mechanical energy is transformed into electrical energy via a hydroelectric powerplant.

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Due to the fact that the reporting company purchases waste management services, treatment of waste produced during operations is designated as an originating scope 3 category.

Scope 3 emission are the outcome of operations on resources that the reporting company does not own or control, but which are indirectly impacted by the organization through its value chain.All sources outside of an organization's range 1 and scope 2 boundary are included in scope 3 emissions.

Scope 3 emissions were indirect emission of greenhouse gases that are produced in the larger economy in addition to scope 2 emissions.They result from a facility's operations but come from sources not under the ownership or control of that facility.

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The energy element in the definition of motivation is considered a measure of intensity, drive, and vigor.

Motivation is the process by which a person puts in energized, directed, and sustained effort to attain a defined goal. The energy element is taken as the measure of intensity or drive.

The term "motivation" describes the reason behind action. It is the driving force guiding human actions. Motivation is the process of initiating, guiding, and maintaining goal-oriented behaviors of a person or an organization.

There are three major components that drive motivation: activation, persistence, and intensity.

Energy element measures intensity or drive.

Direction is when the effort is directed toward and consistent with organizational goals.

Persistence is putting continue and sustained effort to achieve goals.

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The area is 4 times 1.496 times 10 to 11 meters squared, and when we divide this by the total amount of neutrinos created during the proton-proton cycle each second, we obtain 6 times 10 to 14 neutrinos per square meter every second on Earth.

Neutrinos carry away around 3% of the energy produced by nuclear fusion in the Sun. Scientists estimate about 35 million billion (3.5 1016) solar neutrinos pass through each square meter of the Earth's surface per second as a result of protons reacting and creating neutrinos inside the Sun's core.

Your thumbnail receives about 100 billion solar neutrinos each second. Nuclear fusion occurs in the sun, where it results in the creation of neutrinos.

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During the entire throw, the ball accelerates at the same rate (9.8 m/s2 toward the earth). The ball is moving upward and stays in that direction.

While it is in the air, does its acceleration rise, fall, or remain constant?

Throughout the entire time the penny is in the air, the acceleration is constant. (If there is no wind and air resistance is disregarded, the acceleration is caused by gravity, which is always constant.)

What happens to the ball's speed now—does it rise or fall?

During its downward trajectory, the ball's speed will progressively grow. Experts' step-by-step guidance will help you eliminate doubt and get good exam results.

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The person generated approximately 16.7 W of power while lifting the bag of groceries. To the nearest tenth of a watt, this would be 16.7 W.

To calculate the power generated by the person lifting the bag of groceries, you can use the equation:

Power = Work / Time

where Power is the power generated, Work is the work done, and Time is the time over which the work was done.

In this case, the work done is equal to the force applied (57 N) multiplied by the distance over which the force was applied (1.75 m), or 57 N * 1.75 m = 100.25 J. The time over which the work was done is 6.0 seconds.

Plugging these values into the equation above, we get:

Power = 100.25 J / 6.0 s

This simplifies to:

Power = 16.7 W

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The five pillars of safety are engineering, encouragement, enforcement, and evaluation. Your strategy to ensure that you promote a safe environment and workplace should heavily emphasize education.

By exercising your intellect beforehand, you may be able to save a life or at least lessen someone else's suffering. The three fundamental Cs are check, call, and care.

A Framework for Aligning the 14 Process Safety Management Elements. To prevent the release of extremely hazardous substances, it is essential to use related techniques to managing hazards, although it might be difficult to put Process Safety Management's operational goals into effect.

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Answer:

The differential equation gives the angular velocity as sqrt(k/m) where m = mass of the object = 125/9.8 = 12.755.     Where k = spring constant, pi = 3.14

We are told that the period is 3.56 seconds. But angular velocity = (2*pi)/P     where p (period) = 3.56 seconds.

Equating the two angular velocity expressions gives (2*pi)/3.56 = sqrt(k/12.755)

Solving for k, we get k = 39.73.

Explanation:

Jerry launches his rock upward at a speed of 20 m/s. It will slow down until its velocity hits zero at a rate of 9.8 m/s2. At that point, it will have reached apogee and will start to plummet. Therefore, 20 m/(9.8 m/s) = 2.04 seconds. to your maximum height.

After 2.04 seconds, it will start to accelerate downward once more, this time by 9.8 m/s2. Therefore, it will arrive at the starting place after an additional 2.04 seconds while moving at 20 m/s. Then it will travel through time in a similar manner to Heather's rock.

Jerry's pebble will therefore impact the sea 4.08 seconds later than Heather's. For this issue, it is not important to know how high you are above the sea.

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After solving the equation the ball rebound is θ2 = 18.88° is the correct answer.

What is Potential energy?

Potential energy is the energy held by an object due to its position or composition. It is the energy of an object that is stored and waiting to be released. This energy is due to the force of gravity, electric charge, and/or the force of a spring. Potential energy is also known as “stored energy”. It is measured in units of joules (J). Potential energy can be converted into kinetic energy, which is the energy of motion. Examples of potential energy include the energy stored in a stretched rubber band, the energy stored in a roller coaster car at the top of the hill, and the energy stored in a boulder at the top of a mountain. Potential energy can also be found in chemical bonds and nuclear energy.

Here Potential energy will convert to Kinetic energy,

P.E. (initial) + K.E. (initial) = P.E. (Final) + K.E. (Final)

 M g L (1 – Cos 45) + 0 = 0 + ½ mv2

 v2 = 2gL (1 – 1/0.414)

 v = (2* 9.8* 1)0.5 * (1 – 1/0.414)0.5

 v = 2.396 m/s

Thus, when ball strikes its velocity is 2.396 m/s.

From conservation of momentum

M1v1 + m2v2 = m1V1 + m2V2

0.2*2.396 = 0.2 V1 + 0.5 V2

Here, since no information is given for collision.

I am considering it to be elastic,

U1 – U2 = V2 – V1

U1 = V2 -V1

V2 – V1 = 2.396

0.2V1 + 0.5V2 = 0.4792

V1 = -1.027 m/s  ;     V2 = 1.369 m/s

i.e.,

½ m1v12 = m g L (1-Cos θ2)         ---- Energy Conversion

V12 = 9.8 * 2 * 1 (1- Cos θ2)

1.055 = 19.6 (1 - Cos θ2)

Cos θ2 = 0.9462

θ2 = 18.88 °

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Answer:

Approximately [tex]7.41 \times 10^{3}\; {\rm m}[/tex].

Explanation:

If initial velocity, final velocity, and time taken are all found, then the change in height (displacement) can be found as:

[tex]\begin{aligned}(\text{displacement}) &= \frac{(\text{average velocity})}{(\text{time taken})} \\ &= \frac{(1/2)[(\text{initial velocity}) + (\text{final velocity})]}{(\text{time taken})}\end{aligned}[/tex].

For example, during the [tex]t = 6.00\; {\rm s}[/tex] of constant acceleration at [tex]a = 58.8\; {\rm m\cdot s^{-2}}[/tex], initial velocity was [tex]u = 0\; {\rm m\cdot s^{-1}}[/tex] and final velocity would be:

[tex]\begin{aligned}v &= (\text{initial velocity}) + (\text{acceleration}) \, (\text{time}) \\ &= (0\; {\rm m\cdot s^{-1}}) + (58.8\; {\rm m\cdot s^{-2}})\, (6.00\; {\rm s}) \\ &= 352.8\; {\rm m\cdot s^{-1}}\end{aligned}[/tex].

Displacement during this period of time would be:

[tex]\begin{aligned}(\text{displacement}) &= \frac{(\text{average velocity})}{(\text{time taken})} \\ &= \frac{(1/2)[(\text{initial velocity}) + (\text{final velocity})]}{(\text{time taken})} \\ &= \frac{(1/2)\, (0\; {\rm m\cdot s^{-1}} + 352.8\; {\rm m\cdot s^{-1}})}{(6.00\; {\rm m\cdot s^{-1}})} \\ &\approx 1.058\times 10^{3}\; {\rm m}\end{aligned}[/tex].

During the next part of the flight, initial velocity was [tex]352.8\; {\rm m\cdot s^{-1}}[/tex] (from the first part of flight) and final velocity would be [tex]0\; {\rm m\cdot s^{-1}}[/tex] when the rocket reaches maximum height. Acceleration was given to be [tex]a = (-9.80\; {\rm m\cdot s^{-2}})[/tex](negative since the rocket is accelerating downward,) but time is not known. Apply the following equation to find the change in height (displacement):

[tex]\begin{aligned}(\text{displacement}) &= \frac{[(\text{final velocity})^{2} - (\text{initial velocity})^{2}]}{2\, (\text{acceleration})} \\ &\approx \frac{(0\; {\rm m\cdot s^{-1}})^{2} - (352.8\; {\rm m\cdot s^{-1}})^{2}}{2\, (-9.80\; {\rm m\cdot s^{-2}})} \\ &\approx 6.350\times 10^{3}\; {\rm m}\end{aligned}[/tex].

The total change in height would be approximately [tex](1.058\times 10^{3}\; {\rm m}) + (6.350\times 10^{3}\; {\rm m}) \approx 7.41\times 10^{3}\; {\rm m}[/tex].

Answer:

The velocity of the bullet and the sack after the bullet hits the sack is [0.2,0.2] m/s.

Explanation:

To calculate the velocity of the bullet and the sack after the bullet hits the sack, we can use the equation:

vf = (m1 * v1 + m2 * v2) / (m1 + m2)

Plugging in the values given in the question, we get:

vf = (0.01 kg * [230,0] m/s + 9.99 kg * [0,0.2] m/s) / (0.01 kg + 9.99 kg)

Solving for vf, we get:

vf = [0.2, 0.2] m/s

Therefore, the velocity of the bullet and the sack after the bullet hits the sack is [0.2,0.2] m/s.

The initial and final momentum of a body will be conserved during collision. From this concept, the final velocity of the bullet and sack is 2.5 m/s.

Momentum is the product of mass and velocity of a body.  During a collision of two bodies, the sum of initial momentum of the two bodies will be equal to the sum of their final momentum.

Given that, mass of bullet = 0.01 Kg

velocity = 2300 m/s

mass of sand sack = 9.99 Kg

velocity = 0.2 m/s

Then sum of initial momentum = (0.01 kg × 2300 m/s) + (9.99 kg × 0.2 m/s) = 24.9 kg m/s.

The final momentum of the combined mass  = (9.99 kg + 0.01 kg) v = 24.9 Kg m/s

Thus, final velocity v = 24.9 / ( (9.99 kg + 0.01 kg) = 2.5 m/s

Therefore, the velocity of the bullet and sack after the collision will be 2.5 m/s.

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To find the length of the wave if its speed is 54 km/h, we can use the formula:

Wavelength = Speed / Frequency

where the frequency of the wave is equal to the inverse of the oscillation period. The oscillation period of the wave is 0.5 minutes, so the frequency is 1 / (0.5 minutes) = 2 oscillations/minute.

We can now plug these values into the formula to find the wavelength:

Wavelength = 54 km/h / (2 oscillations/minute)

= 27 km

Therefore, the length of the wave is 27 km

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2 bonds mean Double bond or the order of bond =2.

A double bond as the name suggests double, is usually formed when two atoms share two sets of electrons with each other.

As electrons are usually shared in pairs.

A covalent bond is a shared pair of electrons. A double bond between two atoms requires more energy to break than a single bond because four electrons are shared by the two atoms in the double bond.

Two electron pairs make up a double bond (bond order = 2), whereas three electron pairs are shared by a triple bond (bond order = 3). Bond order can be a fractional number.

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The highest to which the first projectile rises will be equal to 51.25 m and the second projectile is 76.29 m.

A projectile can be defined as an object that will be thrown obliquely near the surface, it follows along a curved path with constant acceleration.

In a Projectile Motion, along the y-axis, there is a constant acceleration, responsible for the vertical motion of the particle while along the x-axis plotted is uniform velocity, responsible for the horizontal motion.

The maximum height of the first projectile is given by:

[tex]\displaystyle Y_1 = \frac{u^2sin^2\theta}{2g}[/tex]

The maximum height of the second projectile is given by:

[tex]\displaystyle Y_2 = \frac{u^2sin^2(90-\theta)}{2g}[/tex]

[tex]\displaystyle Y_2 = \frac{u^2cos^2\theta}{2g}[/tex]

[tex]\displaystyle Y_2 -Y_1 = \frac{u^2(cos^2-sin^2\theta)}{2g}[/tex]

[tex]\displaystyle Y_2 -Y_1= \frac{u^2cos2\theta}{2g}[/tex]

Given, height difference  Y₂ - Y₁ = 25 m, initial velocity, u = 50m/s

[tex]\displaystyle 25 = \frac{(50)^2cos2\theta}{2\times 9.8}[/tex]

cos 2θ = 0.196

θ = 39.34°

[tex]\displaystyle Y_1 = \frac{(50)^2sin^2 (39.34)}{2\times 9.8}[/tex]

Y₁ = 51.25 m

[tex]\displaystyle Y_2 = \frac{(50)^2sin^2 (50.66)}{2\times 9.8}[/tex]

Y₂ = 76.29 m

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25 % This table shows that the amount of reactant remaining following n first-order reaction half-lives is (1/2)n times the initial concentration.

As a result, 50% of the original parent nuclei are still present after one half-life, 25% after two half-lives, etc. The half-life and the initial quantity of radioactive atoms present both affect how much radiation is produced by a radioactive source.

Therefore, after two half-lives, the parent-to-daughter atom ratio is 1:3. (one-quarter to three-quarters). The original parent is reduced to an eighth, a sixteenth, a thirty-second, and so on via successive half-lives.

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Wavelength is basically the distance between two successive crests or troughs in a wave.

What are Crests?

Crests are points on a wave where the amplitude is at a maximum. In physics, they are used to describe the shape of a wave, and the amplitude of the wave is measured from the crest to the trough.

Wavelength is typically measured in meters (m) or nanometers (nm). Wavelength is an important parameter in wave mechanics and is related to the frequency of the wave and its speed. Wavelength is inversely proportional to frequency, meaning that as frequency increases, wavelength decreases.

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To develop this problem it is necessary to apply the concepts related to the conservation of Energy. In this case the definition concerning kinetic energy from the simple harmonic movement.

Where,

KE = PE8 + Wf

KE = 1/2KA² + Wf

KE = Kinetic Energy

PE8 = Potential Harmonic Simple Energy

Wf =  Work made by friction.

Our values are given as,

m = 10Kg ⇒ mass

k = 1400N/m ⇒ Spring constant

A = 0.1m ⇒Amplitude

f = 30N Frictional Force

Replacing we have,

KE = 1/2 ka² +Wf

KE = 1/2(1400)×(0.8)²+(-30×0.8)

KE = 4245

Therefore the Kinetic Energy of the block as it passes through its equlibrium position is 4245J.

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The resultant force that is acting on the diver is 80N.

We know that the idea of the resultant force is that it is the kind of force that is the result of the action more than one force acting on an object. As such, the resultant force is the effective force that acts on an object that under the action of a given system of forces.

Now we can see that there is an upward and a downward force that is acting on the diver as we can see and the forces are in opposite direction thus the resultant of the forces can be obtained by subtraction. The resultant force is obtained as; 680 N - 600 N= 80N

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Reinforcement can be positive, meaning that a desirable consequence is provided, or negative, meaning that an undesirable consequence is removed

Reinforcement in psychology is an important tool for motivating behavior. It works by providing a consequence after a behavior occurs that makes it more likely to happen again in similar situations. Positive reinforcement is providing a desirable consequence, such as praise or a reward, after a behavior. Negative reinforcement is the removal of an undesirable consequence, such as a punishment, after a behavior. Reinforcement can be used to shape and strengthen desirable behaviors, as well as decrease undesirable behaviors. It is an effective way of motivating people and can be used in a variety of different contexts.

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If f has a discontinuity due to a vertical asymptote at x=a, then the function has a vertical asymptote at x=a.

A vertical asymptote occurs when the function approaches infinity as x approaches a certain value from either direction. This means that the function becomes arbitrarily large as x approaches the value of the vertical asymptote, but it never actually reaches the asymptote itself.

To determine the value of x at which f has a discontinuity due to a vertical asymptote, you need to find the value of x at which the function approaches infinity. This can often be done by examining the function and looking for expressions of the form 1/0 or 0/0, which indicate that the function is becoming infinitely large as x approaches a certain value.

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If the mass of the bar is 50kg, and Shelbi exerts 550N of force, the acceleration of the bar is 11 N/m².

A push, pull, or hit on any object that causes a change in its state of motion is referred to as applying force. One thing experiences a force from another. For instance, we can say that when a force was applied to the box in the form of a push, it changed its state from rest to motion because when a box is pushed, it goes forward and changes its state of motion.

Accelerations are vector quantities. According to Newton's Second Law, an object's acceleration is the result of two factors working together: the object's mass, which varies depending on the materials it is made of, and the net balance of all external forces acting on it.

Acceleration= Force/Mass =550/50 = 11m/s²

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Alternate Approach The inductor exhibits open circuit behavior at time t=0+. At t=0+, inductive reactance is infinite, causing the inductor to initially operate as an open circuit. The inductor similarly acts like a short circuit at steady state.

The inductor behaves as an open circuit with current reflected back at time t = 0 +. Important Information: A capacitor with a zero starting condition behaves as a short circuit at time t = 0 +, reflecting back voltage.

At time t = 0, an inductor is coupled to a charged capacitor. Considering the capacitor and the inductor as one, Write out the equation for the effective potential difference across the combination at any instant in time t, and then solve it to find the instantaneous current through the combination.

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The formula of photoelectric effect is E = hf = Φ + ½ mv²m

Electrons (i.e., electrically charged particles) are quickly emitted by the surface of photoelectric materials when electromagnetic radiation of a specific frequency (i.e., above Threshold Frequency) falls on it. This phenomenon is known as the photoelectric effect.

The photoelectric effect is a phenomena whereby electrons can be released from the surface of a metal when light shines on it. The electrons that are released from the metal are known as photoelectrons, and this process is also sometimes referred to as photoemission.

E = hf = Φ + ½ mv²max

h = Planck's constant (J s)

f = the frequency of the incident radiation (Hz)

Φ = the work function of the material (J)

½ mv2max = Ek(max) = the maximum kinetic energy of the photoelectrons (J)

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The cord has a one percent tension. When something or someone pulls on a cord or string, the tension that results is what is being described.

We are aware that T = mg + ma is the formula used to compute the force of tension.

T = mg + ma

T = 800 × 9.8 + 800 ×9.8

Tension is the force that is sent through a rope, string, or wire when two opposing forces pull on it. Along the whole length of the wire, the tension force pulls energy equally on the bodies at the ends. Every physical object that comes into contact with another one exerts force on it.

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1. The equation of trajectory is: y = 5x²/4 +2x; it is equation of parabola.

2. The  position vector = 2ti + (5t² +4t) j

3. The position of point M at t = 3 s is: ( 6,57).

4. The magnitude of velocity of point M at any time t is 2√(25t²+20t+5).

5. The magnitude of acceleration is 10m/s².

The term velocity has been defined as the rate at which a body's displacement changes in relation to time is known as its velocity. Velocity is known as a vector quantity with both magnitude and direction. SI unit of velocity is meter/second.

Coordinates at any instant t are:

x = 2t; y = 5t² +4t

1. equation of trajectory is:

y = 5x²/4 +2x; it is equation of parabola.

2. position vector = 2ti + (5t² +4t) j

3.  the position of point M at t = 3 s is: x = 2×3 = 6; y = 5×3² +4×3 = 57; i.e., ( 6,57)

4.  the velocity vector of point M at any time t is = 2i + ( 10t +4) j

magnitude of velocity = √( 2² + (10t +4)² = 2√(25t²+20t+5).

5.  the acceleration vector is = 10j m/s²

Therefore, its magnitude is =10m/s².

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The format specifier %f is used to output values of type float or double.

Format specifiers are used in C to accept inputs and print out the output of a type. The sign% is present in every format specifier we use. The type of data that must be submitted as input and the type of data that must be displayed on the screen are both specified by format specifiers to the compiler.

Both the input and the output use the format specifier. When a variable is taking input with scanf() or printing data with printf, there is a technique to let the compiler know what type of data is there in the variable (). Examples are %c, %d, and %f.

Format specifiers in C typically come in six different flavors.

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a) The tension in the stick when the ball is at twelve o'clock is 6N.

b) And at the six o'clock position is also 16N.

To determine the tension in the stick when the ball is at the three o'clock, twelve o'clock, and six o'clock positions, we can use the equation:

T = m × v² / r

where T is the tension in the stick, m is the mass of the ball, v is the speed of the ball, and r is the radius of the circle.

In this case, the mass of the ball is 0.22 kg, the speed of the ball is constant, and the radius of the circle is the same at all positions. Therefore, the tension in the stick will be the same at all positions.

Plugging the values for the mass and radius of the circle into the equation gives us the following:

T = 0.22 kg × v² / r = 16 N

Therefore, the tension in the stick when the ball is at the three o'clock, twelve o'clock, and six o'clock positions is 16 N.

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The four types of reinforcement include- positive reinforcement, negative reinforcement, punishment, extinction.

Positive reinforcement: Positive reinforcement is especially effective at establishing new behaviors, but it may not work as well in the long term if the subject becomes bored with the reward over time.  This involves adding something to increase response, such as praising a child when they complete a designated task.

Negative reinforcement: Namely, negative in this theory means removing or subtracting something that either discourages negative behavior (punishment) or removes adverse stimuli to support or encourage certain behavior (reinforcement).  This involves removing something to increase response, such as withholding payment until the person completes the job. The person would remain motivated till the end of the job to acquire the payment.

Punishment:  Punishment is often mistakenly confused with negative reinforcement. Remember, reinforcement always increases the chances that a behavior will occur and punishment always decreases the chances that a behavior will occur. This involves adding something aversive to modify behavior. For example, yelling at a child for misbehaving. In this example, the child would associate every negative behavior with punishments. This would prevent the child from repeating such behavior.

Extinction: This involves removing or taking away something to modify a certain response. This is called negative punishment or extinction. For instance, a teenager comes home late, and the parents curb their phone usage. Next time, the teenager would think before breaking the curfew.

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