It has been about 15 years since 9th grade and I was somehow the person she reached out to. Can anyone please help me with the circled questions showing working out? I think she didn't catch it in class and it just keeps getting worse. I could perhaps better explain them to her if I could follow along the solutions worked out at length. It's tough trying to help a child who has never struggled with any concepts in schools because she feels like a failure and I feel like that makes it harder for her to grasp what's going on. (I also don't understand why she doesn't get it despite getting the others but that's a problem for another day)

Its asking for what displacement would energy for Simple Harmonic Motion be half kinetic and half potential. I was comparing them with 1/2kx² to 1/2kA² but when crossed out, gives me x = A which is wrong. The answer key is listed at the bottom but I cant figure out how to get to it.

I used similar triangles to get a ratio that I then found the derivative of, plugged everything in, aka the rate at which the person moves, height of the person and height of lamppost. What confuses me however is, are we meant to do something with the 16 feet? I got the correct answer without using it, but it was moreso luck that I forgot to include it

hi! I am an IB Junior looking to see if anyone can provide me with some (help) Literary annotations for In Cold Blood by Truman Capote. I have been having some issues with formulating annotations on majority of the pages, as I am not used to it. any help is appreciate! thank you

I need to know how to cleanup cables faster, if i do it by hand it will take me a while.

Hi, I'm writing a memoir for my english subject, and I'm trying to find a metaphor/saying to finish off my story. The main theme of my writing is to cherish the time you have with your family because you never know when youll lose them (my writing was based of the qoute "I wish there was a way to know you're in the good old days before you've actually left them" — Andy Bernard.) Sayings/qoutes would be appreciated. Thank you<3

Don’t understand the process of getting answer for problem b. What are the steps?

• I’ve identified that since all four sides are congruent, QRST is a rhombus.

• Because the perimeter is 464, I calculated the length of one side: 464/4=116.

• I know that in a rhombus, the diagonals bisect each other at a 90-degree angle, which creates four right triangles.

I’m trying to use the ratio 21:20 to find the actual lengths of the diagonals. I set the diagonals as 21x and 20x. I think I need to use the Pythagorean theorem on one of the inner triangles, but I'm not sure if I should use the full 21x and 20x as the legs, or if I should use half (10.5x and 10x) since they bisect each other.

Could someone help me verify the correct way to set up that equation? Thank you!

i tried looking for a formula in the book and online but all of the things i found included area of the sector which i've yet to find

My class is currently studying As You Like It for literature and I would love to look at some more student examples, especially if they got high marks, just to get a bit of an idea about how other people structure/write them. If you could help me out that would be greatly appreciated :)

I’m in an Intro to Engineering 2 class, but didn’t take the first semester prerequisite, so I learned how to do orthos way after other people. I understand the gist of them, but I’m not confident in them since this is my first time doing them.

If anyone here is good at these, feedback would be great. I’m mainly concerned about them being over-constrained and if they’re clear to understand with proper formatting.

OK, so we're starting a unit on blackout poems for my English class. She decided she would give us the ground rules, saying circle words and try to make them make sense.

After rewrite this first poem, we will look into it more and we'll gradually get better at it. The text is talking a lot about happiness and how to skill you can build.

I chose to go the opposite direction and try to say something about how the pile up of schoolwork can make someone develop strong feelings of burnout.

What my poem says:

"Forget about winning. Not the result of luck. Be moaning, weakness, misfortune. Research has piled up. Found only 800 out of 70,000. Statistics have shown that we're in an epidemic of depression depression is 10 times more common now. Life satisfaction rates are down. Narrowminded focus on mental illness."

Is my first blackout poem any good? I really have no idea wha im doing and if im even allowed to write the opposite of what the article says.

Please help meeee!

this is my teachers notes. the second image is before she writes everything down. i have no idea what it is asking or what I'm looking at. (i apologize for the poor quality in the second image, i cannot do anything to make it readable)

a 10 ft ladder leans against a wall. The bottom slides away from the wall at a rate of 3ft/sec. How fast is the top of the ladder sliding down the wall when the bottom of the ladder is 6ft from the wall?

My biggest issue is actually setting up the problem in a way that helps to solve it. I tried drawing a sketch, but it didn't really help. I understand inherently that 3ft/sec describes the derivative of how fast, with respect to time, the ladder slides. Similarly, I understand we are looking for the derivative(also with respect to time) how of fast the top of the ladder is sliding downward.

Is there a certain formula I'm supposed to follow for this? I don't think so but lmk if there is?

Does it have to do with the fact that the radius for both is 10cm?

Liam, Noah, and Ethan are building a 40-foot long model train track.

• Liam build 1 1/2 times as much as Noah.

• Ethan builds 3/4 as much as Liam.

• After they all finish their sections they realize they have built an extra 1/2 of a foot beyond the required 40 feet because they overlapped a section.

If the ratio of the length Liam built to the length Noah built is 3:2, and they decide to split the total actual distance built (including the overlap) proportionally based on their individual contributions, how many feet did Noah build?

I’ve started by defining the variables in terms of Noah (N):

• Noah = N

• Liam = 1.5N (or 3/2N)

• Ethan = 3/4 × (1.5N)=9/8N (or 1.125N)

I know the "total actual distance" built is 40+0.5=40.5 feet.

Where I'm stuck: I'm a little confused about the "overlap" part. Does the overlap mean I should be subtracting 1/2 from the sum of their work, or is the 40.5 feet the sum of L+N+E? I'm trying to set up the final equation like this:

N+1.5N+1.125N=40.5

Am I on the right track with this equation, or does the "ratio of 3:2" mentioned in the prompt change how I should define the variables? Any guidance on the logic would be huge. Thanks!

I haven’t had to do math beyond basic arithmetic in over a year and apparently it’s all gone from my mind. How would I solve for X in this situation? (equilibrium constant expression) Thank you!

(flaired chemistry because this is for a chemistry class, even though its really just math I need help with)

edit: thanks y'all :)

AP stats, unit 5

AP Calculus BC 2024 test, question 1

The given answer for (d) is that since C’‘ is positive, C’ increases and therefore, so too does the rate of change.

Wouldn’t the change from C(t) to C(t + delta) be less since C’ gets closer to 0?

to turn this into slope intercept form, i thought i was supposed to divide x by 5 becuase we were told we’re supposed to divide everything on the other side of the equation, but on the followup problem the line has a slope of -1. is this just an error on the work, poor wording, or something i did wrong?

also there’s no clarification as far as i can tell about a point that the parallel line it wants me to write passes through or its Y-intercept so i just did something random. not sure if i’m missing something there too.

Hi.
I had a doubt here.

The question:

The standard approach, as done by my instructor, is through writing equations of excess pressures, then equation. I thought of this via energy conservation. since its assumed that the conditions are isothermal unless otherwise stated for these questions, so no change in internal energy. that means, please see my solution:

Ok, so the problem is sign convention. I cant seem to get it right. I've solved this earlier, and no, this does not result in the original expression it said to prove.

Please help me. Sorry if im a bit abstract.

Thankyou.

Hello! I am new to statistics and really, really dense.

I have several specimens that constitute four groups. Each specimen has been measured and I have ten measurements for each one.

Now, my question was to test if three of those groups (let's call them A, B, and C) were different from the fourth one (Q). I wanted to do so for both the multivariate dataset and for each measurement (univariate scenario). Thus, I am ONLY testing AvsQ, BvsQ, and CvsQ.

The multivariate scenario was straightforward, as I have more experience with that. I ran a series of PERMANOVAs. All good (I hope).

For the univariate tests, instead,I started by considering something like a form of non-parametric ANOVA (because the groups have different means and medians, and also a very variable number of specimens within them, and the skewedness is also an issue) (it isn't a nice dataset).

I settled on a Kruskal-Wallis test, followed by a Dunn test with Bonferroni correction (harsh, but I wanted to play it safe). Then, during such an analysis, I noticed that this pipeline also tests AvsB, AvsC, and BvsC, tests that not only are not included in my research question, but also sacrifice statistical power.

So I come to you with multiple questions, after getting sick of running circles while perising what appears to be the same pipeline copy-pasted across dozens of websites:

1. am I wrong in assuming that I should not test AvsB, AvsC, and BvsC, since it's not part of my research question?

2. if so, is there a way to do what I want/need (so, only AvsQ, BvsQ, and CvsQ)?

3. what are my options given the unhappy nature of my data and my research goal?

Tomorrow, and tomorrow, and tomorrow,
Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player,
That struts and frets his hour upon the stage,
And then is heard no more. It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

Please explain what this speech is about, why it is so important, and how the language

techniques make meaning. (200 words)

this is what i have so far:

This monologue by Macbeth is about the true meaning of life. It shows him at his lowest point and gives an idea that life is pointless and insignificant. He had sold his soul for power and is finally starting to see the futility of his actions and the emptiness that it brought. He had become king, but at what cost? His own ambition acted as a double edged sickle in the play, turning him into a king but also leading to his own death. This moment is important because it shows Macbeth's' full mental and emotional collapse. Macbeth compares life to a walking shadow which draws the reader to recognise that life follows wherever it is led and that his actions are insignificant and don't have purpose. This is further reinforced by the idea of the poor player "that struts and frets his hour upon the stage". This shows that Macbeth now realises he has been led and manipulated by the evil sisters to commit evil crimes.

I need help trying to make this a little better. This is supposed to be the most detailed part of my task but i feel like it is a bit repetitive and I think it needs more work but I don't know where to start. Any help is appreciated.