有人會寫英文短文嗎？

Get Ready to Write things. *識全集中 A Venn diagram can help you compare and contrast two different Ants How they are the same Bees • Live in • Black or brown •Can walk a long way • Birds like to eat them Insects • six legs Live in hives Yellow and black Can •Make e both popular. use a ball exciting How they are different Read the following report comparing ants and bees. Read again and complete the Venn diagram with information that tells you how ants and basketball 219 mod MS 89 and bees are the same or different. Introduction How they are the same How they are different Conclusion Ants and Bees nobuboun There are many kinds of insects in the world. All insects have six legs, but they can be very different. Two insects, which you can see everywhere, are ants and bees. Ants live in nests. Thousands of ants live together. Bees also live together, but they live in hives. Both ants and bees have a queen. The hard working queen lays many eggs. Ants and bees work very hard to find food and build their homes. But be careful because when they get angry, they can hurt you. yart worl hib Ants and bees are also different in many ways. Ants are usually smaller than bees and they are brown or black in color. However, bees are yellow and black. Bees can fly and eat from flowers. This food, which becomes honey, is delicious. On the other hand, ants often walk a long way to find food. Some birds and animals like to eat ants. As you can see, ants and bees are both very interesting no insects. They are the same and different in many ways. Which one do you like? IN LINE

請問為什麼Fx和Fy都等於0

例題 5.4 一畫框重 20 N,以兩繩懸掛,如圖 5.15a 所示。已知 0 = 30° 和 0 = 45°,求兩繩的張力。 解 本題的系統就是畫框,除了有重量 W (超距力)外,畫框還受到兩個張力 T, 和 T,(接觸力)。使 用圖中所示的座標軸,在分離體圖中畫出各力的分量,如圖 5.15b 所示。因為本圖是把系統從 周圍環境中抽離出來,以便只專注於其重力分析,所以也稱為隔離圖 (isolation diagram)。牛頓 第二定律的向量形式為 其分量形式為 EF = T, cos 30° - T, cos 45° = 0 EF, T, sin 30° + T₂ sin 45° - W=0 由行式-1,-2, cos 30/cos 45° = 1.22 T代入(ii) 式得 T,(0.5 +1.22×0.707)-20=0。 最後求得 77 = 14.7N,T,=17.9N。 y 02 W (a) EF=T₁+T₂ + W=0 0₂ -T₂ cos 45° T2 sin 45° 45° T₁ sin 30° T₁ -W (b) 30° T₁ cos 30° 30 (i) (ii) 圖5.15 (a)確認畫框上的 作用力。(b) 在分離體圖中, 把各力(虛線)的尾端置於原 點,並沿所選座標軸分解為 其分量(實線)。

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19. Suppose that demand for a good increases and, at the same time, supply of the good decreases. What would happen in the market for the good? a. Equilibrium price would decrease, but the impact on equilibrium quantity would be ambiguous. b. Equilibrium price would increase, but the impact on equilibrium quantity would be ambiguous. c. Equilibrium quantity would decrease, but the impact on equilibrium price would be ambiguous. d. Equilibrium quantity would increase, but the impact on equilibrium price would be Si ambiguous. 1* Figure 4-24 The diagram below pertains to the demand for turkey in the United States.

自動控制 求解

Design a compensator such that the damping ratio < = 0.5 and the undamped natural frequency Wn 2 rad/sec. R(s) + G.(s) Compensator (a) Dominant closed-loop poles? (b) Angle deficiency? (show the diagram) (c) Lead or lag compensator? 1 0.1s+1 1 52 G(s) → C(s)

求求各位大神幫我解第3、4題？ 第一題是（5，20） 第二題是（3，21） 不知道我算的對不對， 麻煩各位大神幫幫我🙏🙏🙏

Problem 5: SE & IE A college student has two options for meals: eating at the dining hall (D) for $6 per meal, or eating a bread (B) for $1.50 per meal. Her budget is $60. 1. Draw the budget constraint showing the trade-off between dining hall meals and bread. Assuming that she spends equal amounts of expenditure on both goods as her optimum choice. What is this optimal choice (D,B)? Label the optimum as point A. 2. Suppose the price of a bread now rises to $2. Using your diagram from part (1), show how the change in price affect the budget line. Assume that the student now spends only 30 percent of her income on dining hall meals as her optimal choice. What is this optimal choice (D',B')? Label the new optimum as point B. 3. Use points A and B to draw a demand curve for bread. 4. Please write down the definitions of inferior good and normal good. For the student, is bread a normal good or an inferior good? Please explain. (Hint: Changes in consumption caused by this price change can be decomposed into substitution effect and income effect.)

請問這題⋯

3. If f(x) = et – 2,0 < x < 2, find the Riemann sum with n = 4 correct to six decimal places, taking the sample points to be midpoints. What does the Riemann sum represent? Illustrate with a diagram.

求解a b c

4 The diagram below shows part of the graph of y = along with the point (2,0.5) on the graph. 15 (2.0.5) OS - .. The diagram also shows a rectangle with sides parallel to the axes, one vertex is the given point and the opposite vertex on the branch of the graph in the third quadrant (a) Find the position of the vertex in the third quadrant that gives the rectangle with the smallest possible area. (b) Calculate this smallest possible area. 121 (e) Suppose that a similar rectangle with opposite verices 1 (- :) -- ~ 5) where a > 0) and < 0) has the same area. Find a relationship between a and b. 141 Maximum mark: 11)

求解1. b

B 3 Investigation 1 When a curve is increasing, we say that it has a positive gradient, and when it is decreasing we say that it has a negative gradient. Consider the curve y=xº shown in the diagram. 1 a Give the range of x values for which the gradient of the curve is i negative I ii positive iii equal to zero. b At which point is the gradient of the curve greater. A or B? The tangent to a curve at a point is the straight line that just touches but does not cross the curve at that point. N 1 y=p 1 2. 3 2 2 a On your GDC or other software, plot the curve y=x' and draw the tangent at the point (1, 1), as shown in the second diagram. b Zoom in to the point (1, 1). Factual What do you notice about the gradient of the tangent and the gradient of the curve at the point of contact? c Use your GDC or online software to draw tangents to y=x' at the points listed below and in each case write down the gradient of the tangent. 0 -1 1 2 X -1 0 2 2. 3 Gradient of tangent at x 2 d Conjecture a function for the gradient of y = x2 at the point on the curve with coordinates (x,x).

求解

甘 2. 13 marks] Consider the graph of the function f(x) = 2 sin x , 0 < x < 20 . The graph of f intersects the line y = -1 exactly twice, at point A and point B. This is shown in the following diagram. frequency Consider the graph of g (x) = 2 sin px, x y=-1 B 0 < x < 23, where p > 0. Find the greatest value of p such that the graph of g does not intersect the line y = -1. px 7 = 21 2 sinx=-1 sinx= -/ [Total marks: 3 26. p=3 [ pox to the 3. [8 marks] X=30° hich fl 2.62 +1.

根本看不懂啦＼(￣▽￣;)／

Your report should follow these guidelines, although you may choose how you present it: How to Write a Mathematics Report In writing your report, remember that you are writing up a mathematical story and so, like all good stories, it will need a beginning, a middle and an end. More formally, the main components of this writing style are: Introduction, Formulating the Problem, Solving the problem, Discussion of Results, and Conclusion. We will now consider some of the detail in each of these aspects. Introduction This is the beginning of the story. Give a brief explanation of what the problem is about what the goals of the report are and what will be presented. Assume that your reader does not know what the problem is about or how to solve it. Formulating the problem Translate the situation into a maths problem. Explain how you will begin to solve the problem and break it into simpler stages. Discuss any assumptions made. What quantities are variables and which values are fixed? You may use sub-headings if they assist you. Solving the Problem Show any calculations and mathematical reasoning that you use. (Assume that your reader does not know much maths). Do not show the same types of calculations repetitively. Just give one or two examples of a calculation and then put the rest of the results in a table. Use diagrams or graphs if they assist you. Make general remarks about what you observe in your calculation results and, possibly, why. You may want to criticise your work and go on to improve it in the next section. Explain what you will do next and why. Discussion of Results - Evaluate and Verify Summarise your results if necessary and refer to your mathematical reasoning. Justify procedures used. Interpret your results. First, are they reasonable or does something not look right and need further investigation or checking? Is there a decision to be made? Here is where you should present the decision-making process. Evaluate the strengths and limitations of your solutions. Conclusion Summarise your findings. Refer to the problem outlined in the introduction. Make sure that you answer the question that was asked. Make recommendations. No new material should be presented here.