Physics questions- need answers + explanations?
A projectile is fired with an initial speed of 30 m/s at an angle of 60 degrees above the horizontal. The object hits the ground 7.5 s later. -to what maximum height above the launch point does the projectile rise? -what are the magnitude and direction of the projectile's velocity at the instant it hits the ground? ur playing right field for the baseball team.ur team is up by one run in the bottom of the last inning of the game when a ground ball slips through the infield and comes straight toward you. As u pick up the ball 65m from home plate, you see a runner rounding third base and heading for home with tying run.u throw the ball at an angle of 30degre. above the horizonal with just the right speed so that the ball is caught by the catcher, standing on home plate, at the same height as u threw it. As u release the ball, the runner is 20m from home plate and running full speed at 8m/s.Will the ball arrive in time for your team's catcher to make the tag and win the game?-give times
CHEM QUESTION (full explanation needed)?
1. Consider the following reaction: 2 Al + 6 HBr → 2 AlBr3 + 3 H2 a. When 3.22 moles of Al reacts with 4.96 moles of HBr, how many moles of H2 are formed? b. What is the limiting reactant? c. For the reactant in excess, how many moles are left over at the end of the reaction? 2. Consider the following reaction: 2 CuCl2 + 4 KI → 2 CuI + 4 KCl + I2 a. When 0.56 moles of CuCl2 reacts with 0.64 moles of KI, how many moles of I2 are formed? b. What is the limiting reactant? c. For the reactant in excess, how many moles are left over at the end of the reaction?
Integral question... need full answer with explanation please?
to integrate this u have to use integration by part ∫xcos²x dx u = x ////// dv= cos²x du = 1 ////// v=?? to integrate cos²x dx first simplify it we know cos²x = 1/2(1+cos2x) ∫cos²x dx= ∫1/2(1+cos2x) dx =1/2 ∫ (1+cos2x) dx = 1/2 [ x + 1/2 sin2x] so, u=x //// dv= cos²x du=1 //// v= 1/2 [ x + 1/2 sin2x] ∫ xcos²x dx =uv -∫v du =x/2[x+1/2sinx2x] - ∫ 1/2[x+1/2sin2x] now u have another integration ∫ 1/2[x+1/2sin2x] to solve it =1/2 ∫ [x+1/2sin2x] =1/2 [ x² /2 - 1/4 cos2x] now ∫xcos²x dx =uv -∫v du =x/2[x+1/2sinx2x] - { 1/2 [x² /2 - 1/4 cos2x] simplifiy it ∫xcos²x dx = x²/2 +x/4sin2x - x²/4 + 1/8 cos2x =x²/4 + x/4 sin2x +1/8 cos2x + c goood luck
How should I answer this question? Explain why your background and experience would be a good fit for this job?
I previously worked as a heating and air conditioning technician for over 6 years. I am applying for a finance internship and this is one of the questions they will most likely ask. Through my experiences as an hvac technician, I have learned to effectively communicate with individuals with various personalities. I have strong analytical and problem solving skills. Thanks
Do teachers intentionally answer questions without giving away the full answer? Meaning, do they withhold some of the truth in an effort to inspire curiosity, or would this be counterproductive because the full answer is more likely to be inspiring?
Do teachers intentionally answer questions without giving away the full answer? Meaning, do they withhold some of the truth in an effort to inspire curiosity, or would this be counterproductive because the full answer is more likely to be inspiring?It depends on the circumstances, but for the most part, yes.There are many ways to teach and to learn. One of the most effective methods to teach something is the maieutic, the oldest pedagogical technique, used by ancient Greeks and still the most effective, profusely used by Socrates and Plato.Maieutics are the techniques to dialogue based on asking questions and looking for contradictions in the answers of the other person. In teaching, by refining the questions, the student is leaded to elaborate his answers until he finally deduct an accurate answer by himself.In teaching, maieutic method works the best when combined with research on the side of the student, and some hints from the teacher in order to make the class more fluid. Those hints are the incomplete answers on purpose that you mention.The whole point is to lead the student to go over all the way of the reasoning of the point that it's been tough. The student doesn't memorize a principle as a rule, but he understands it in deep, just as the person who discovered it, and it gets fixed better in his memory.Edit: Another great advantage is the emotion that the student feels when he re-discovers the answer. Nothing important is done without passion, and the things that worth to be tough were originally discovered by very passionate people who felt strong emotions and enthusiasm as they advanced in their understanding of the things they were studying. When you let the student to re discover them by themselves, they really feel a very strong emotion, it’s like being the first man on the moon. Students engage strongly with a subject which they are literally re inventing, and they don’t want to stop. For a teacher, it’s a great achievement when he sows this urgency to understand in the soul of a student.This techniques are much more demanding for the teacher than the repetition of an explanation. They are difficult to be applied but they work much better than simple explanations.
In a yes/no question, student gives the right answer and a (wrong) explanation. How to grade?
In a yes/no question, student gives the right answer and a (wrong) explanation. How to grade?When I was teaching, I told the students not just to answer the questions on exams and on homework assignments, but also to explain what they were doing. I would typically give quite a lot of partial credit if their explanation indicated good understanding even if they got the math wrong. I was always more interested in instilling understanding rather than any kind of rote memorization. I don’t think I ever gave a multiple choice exam and almost certainly never asked a yes/no question.For fun, on a midterm exam, I once asked, “What is the top speed of a fully-laden swallow?” and the correct answer was something along the lines of “Oh, is that an African or a European Swallow?” The question was only worth 2% of the total grade for the test and was intended as a little levity. I had actually mentioned that scene from the Holy Grail at some point in the course. But one poor soul, who had probably missed that particular class, actually set about answering it. I think I gave him more partial credit than the full point value for the question. It was clear he spent a fair amount of time thinking about it and applying the kind of estimation I’d encouraged them to apply when they were not sure about values. That is, I expected them to make up something reasonable when they were not given all the information needed to solve the problem. I probably gave him something like 15% credit for that question. It’s been a long time, so I don’t recall now. It wasn’t enough to give him an unfair benefit over the students who got it right and spent very little time on it as intended.If a student were to explain their rationale for their answer, I may well give them partial credit for the wrong answer. The other way around, in accordance with your question, I’d give them full credit for the correct answer (assuming it was truly intended as a yes/no question with no expectation of any kind of explanation) and then I’d go wonder about where things went south in the teaching process for them to have misunderstood the material enough to give a wrong explanation of the right answer.
Why can’t some people just answer a question without a detailed explanation? This is outside of Quora.
The level of detail and length of the response must be measured to the time expected out of the reader. Too often on Quora, we see lengthy answers to questions that we know won’t be read in detail, and this is probably due to stylistic deficiencies on the author’s part. Outside of Quora as well, a person with a background in fictional narratives or poems might go on and on and it would be understandable, but usually it is due to heightened passions or unawareness of the reader’s actual education, whether estimated too high or too low. Similarly, mathematicians and programmers can provide valid answers that are understood as invalid because they are pithy, terse and too compact or short. Striking that sweet-spot for your audience isn’t trivial.