年級

科目

問題的種類

數學與統計 大學

大一公衛系微積分,求第二題解

公衛系 微積分期末考 (28/12/2018) 1. Use the Laplace transform to solve the differential equations. (1) j(t)+2y(t) = x(t), y(0)=1, x(t)=10, t20 (20) (2) Intravenous glucose is a treatment. Disposed at a fixed rate k grams per minute inputs into the blood, while blood glucose will be converted to other substances or moved to another place, at a rate proportional to the amount of glucose in the blood, the proportionality constant is a (a> 0), the initial amount of glucose in the blood is M. A. Find the variation in the amount of glucose in the blood (15) B. Determining the equilibrium, the amount of glucose in the blood. (5) = 2. SI Epidemic Model : The size of the population, n+1, remains fixed. Let i(t) be the number of infectives at time t, and let s(t) be the number of individuals who are susceptible. Given an initial number of infectives iO), we would like to know what will happen to i(t). SI Epidemic Model is described by the differential equation. di(t) = k·i(t).s(t) ......(5.1) dt i(t)+s(t)=n+1 i(0)=i, (1) Solve this differential equation of the SI Epidemic Model (5.1). (10 h) (2) What is the peak times t of the epidemic spread? (10) 3. Consider the Two-compartment physiological models and is shown in figure 1. C1 (t) represent the drug concentration in the first compartment and C2 (t) represents the drug concentration in the second compartment. Vi and V2 represent the compartment volume. Use the first order linear differential equation general solution to solve the C1 (t) (20 ) and use the Laplace transform to solve C2 (t). 【20 分). | 世」!()

待回答 回答數: 0
英文 大學

請問學過測驗學或英文很強的大神,我用紫色畫起來的這段話該怎麼翻比較正確

110 95 63 Performance Are Motor Concepts Language Total ite socioeco indings n these TAL-3 itely v eads 89 104 Self-Help 77 88 Social-emotional Self-Help TAL reate esti ifies ess: nor wh 65 Temir Focial-emotional acc ch "F te er 0 H-1510-09 * 3. 5 PAPER+COPY+FAX 雙頭螢光筆 as the Early Screening Profiles, Differential Abilities Scale, and Peabody Picture Vocabulary Test-IV. A recent study favorably evaluates the con struct validity of the DIAL-3 through confirmatory factor analysis (Assel & Anthony, 2009). As noted the instrument was designed to screen for devel opmental delays in three domains: motor abilities, conceptual knowledge, and language competence. An essential feature of the test is that separate scores are reported for each domain. These domains and the 74 fubtests comprising them were rationally precon- derved by the test authors. An important question is whether the 21 subtests “hang together” statistically in a manner that supports the rational grouping into the three domains provided by the test developers, In other words, do the three domains possess a latent reality, or are they merely figments of the imagina- tions of the test developers? Using test results for 1,560 children ages 3 to 6, Assel and Anthony (2009) found an excellent fit between the three domains tra- ditionally reported on the DIAL-3 and three empiri- cally derived domains found through factor analysis, which supports the construct validity of the test. However, these authors did note that Articulation subtest was a poor index of language compe Cotchine subteet

尚未解決 回答數: 1