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( (2) Engineering My courses iwxiqU yll all Jc ~lal &S iulwJl egleJl Quuocopper Mnlue cIott -Eclloi LO UHL side Fis $ M cotnected wtr Supnly of 10 Ihc [cuistivi...

Question

( (2) Engineering My courses iwxiqU yll all Jc ~lal &S iulwJl egleJl Quuocopper Mnlue cIott -Eclloi LO UHL side Fis $ M cotnected wtr Supnly of 10 Ihc [cuistivity coppet 1 |,7lo""Sn what % tlie €Uteut dcrisitySelect one: a.2.17 x 108 A/m?1.9 x 108 A/mz 2.23 x 108 NmztionTim1,47 x 10 A/mzNext page6 ERd

( (2) Engineering My courses iwxiqU yll all Jc ~lal &S iulwJl egleJl Quuo copper Mnlue cIott -Eclloi LO UHL side Fis $ M cotnected wtr Supnly of 10 Ihc [cuistivity coppet 1 |,7lo""Sn what % tlie €Uteut dcrisity Select one: a.2.17 x 108 A/m? 1.9 x 108 A/mz 2.23 x 108 Nmz tion Tim 1,47 x 10 A/mz Next page 6 ERd



Answers

March rhe following: Column I Column II A. Chalcopyrites or copper pyrites (p) Cu.s B. Chalcocire or Copper glance (q) $\mathrm{Cu}_{2} \mathrm{O}$ C. Bronite (r) $\mathrm{Cu} \mathrm{FeS}_{2}$ 1). Cupricc (rct) (s) $\mathrm{Cu}_{5} \mathrm{FCS}_{3}$

So let's look at all the courses that we have. We have. I'm Michigan. Call it M 1 15 for math. M 1 16 m, 1 85 m, 1 95 C. S, 101 CS 102 C s 2. 73 CS 4 73. Um, then we want to look at which ones can be paired because we compare those. Then that means we can have fewer time slots because a lot of them we have students that aren't in either there in one or the other, but not both. So we'll have. We see that no students are taking both 1 15 and 4 73. So the red time slot could be our first time slot. And then we see we have no students taking 1 16 and 4 73. Um, But before we can do this, we have to make sure that no students can take 1 15 and 1 16, and we see that that is one of the cases. So because two students can't take be taking both 1 15 and 1 16, we can make 1 16 one of the final blocks. Oh, that can all be in one block the red block. Um, and then we see 1 95 and 101. Um, none of those students are in both. And then 1 95 in one or two 1 95. 1 or two. Let's see if 1 95 and all right, let's see if 101 in 102 can be together, though based on what we see 101 and one or two could potentially have students in both. So for that reason, we cannot, um, have students. We can't group them all together. We'll have to separate them to an extent. So what will end up doing is just letting one of to stand by its own. And then we'll at 1 95 and one a one b in the same time slot. Then we have 1 15 and 1 85 and 1 85 and 1 95. So since we have 1 15 and 1 85 but we know that 1 85 does not go with um, since 1 85 doesn't go, it goes with 1 15. But since it doesn't go with 1 16 or 4 73 for that matter, Um, it's gonna have to stand on its own then. We also see that to 73 will have to stand on its own as well. So we get Yes, sir. Right here. And then we see that total. We have five blocks of time. We have read s. That's one. Green is to blue is three. Purple is four and Pincus five.

In this problem for being asked to determine if 16 is a solution to the given equation. Now, remember, it will be a solution to the equation if we substitute 16 in place of X, and it then creates a true statement. So we're going to start by substituting 16 in place of X. So we're gonna have a negative one. How is equal to 1/6? Minus two thirds now. The left hand side is all set because it's just a number. We have to simplify the right hand side. Well, looks like we're subtracting two fractions, which means we need a common denominator, which in this case is six. So we need to multiply the numerator and denominator by two. So this will leave us with 1/6 minus 4/6. Well, 16 minus 46 is negative 36 And if we produce negative 3/6, that's going to give us negative one half. So as you could see, it created the true statement. So because this is true, that means 16 is the solution to this equation. So it is a solution

Sound of the block elements to So in this question, magically following. So in Colombian we have given some manufacturing processes and in column two uh catalyst used. Okay, so first is the deacons process for deploring. So uh this is basically the cons process. So this is the corns process which is used for the manufacture of uh chlorine. As you can see when it's still react with oxygen in the presence of copper to chloride. So this is the main catalyst that we used in the corn process. Okay, so next we have the hostel process. So for the hospital process is used for the manufacture of nitric acid and this platinum is the uh catalyst that we used in the in the post wall process. Okay, so the next we have the hydrogenation of vegetable oil. Then here finally divided nickel catalyst we used in this case. So this is the reaction of uh uh the hydrogenation of vegetable oil. So this is the reaction of hydrogenation of veggie table oils. As you can see that this is vegetable unsaturated hydrocarbon erect with hydrogen depends of nickel catalyst. So here this is the catalyst to use and this will form the saturated hydrocarbons. Okay, the next is haber process. So it is used for the manufacture of ammonia and uh they finally divided iron with the multiple known as the promoter is used in case of the paper process. So let us see the reaction in which this nitrogen reacts with hydrogen that will form ammonia and uh uh this finding iron with a little bit numb as a from water. So in this case, so, uh this is the malabar domestic it. Uh, So in this case, uh, this manufacturer of harmonia finally divided Iran with the taliban, um, as a promoter is just as the catalyst. So the correct match become for A that is a cure for B. That is our foresee. That is S and for B. It is, yeah.

Alright. So here we are, working with production Possibility frontiers, and we're working with this data set as given where we're comparing the hours spent studying on economics and chemistry and comparing that to the midterm score that could be achieved on both of those exams. We have six different choices a through F. I've gone ahead and plotted each of the midterm scores on the Axis. You can see down here where we have the chemistry score on our X axis and the second score on our Y axis each of these scores. As you can see up here, these have all been plotted to get a look at those production possibilities. Frontier, We would draw a line through this. So essentially, what this is telling us is that appear at the 0.70 95 right here. You can see that our chemistry score is 70 and they achieved that by having zero hours of studying and are ikan. Score of 95 was achieved with five hours of studying in it. Okay, We can work our way down our choice B. So this is choice A. We have choice be now where 70. A score of 78 on the chemistry. One was achieved with one hour of studying and 93 on the icon was four hours of studying, and we could just keep going if we would like and filling this out just for our visual representation of it Looks like here. Deacon got a 90 with three hours of studying and chemistry, got 84 with just two hours of studying Part D. Here we had three hours of studying and two hours of studying, okay, so we could keep going if we would like. But let's go ahead and first take a look at Choices C and D in particular, which we just labeled right here, all right. And we want to look at what the opportunity cost would be to increase our chemistry score by four points so you can see within that we had a chemistry score right down here. We have a chemistry score of 84 at D Choice D. We had a chemistry score of 88 but then coming over here and taking a look at what our econ scores were. And here we had a Nikon score of 90 but at choice D and keep in mind that Choice D was able to increase our chemistry score by four points. But Choice d then also decreases our econ score by four points. So the opportunity cost to increase our chemistry score by four points is that they must now lose four points in Oregon score, So this would be lowers R E Kahn score by four points. Now we don't want to ask ourselves what exactly might choice c b A good choice? Well, we're not really giving a whole lot of information here, but maybe it would be a good choice if on a previous test. Or maybe they assume that on the for their final exam, maybe they'll devote more time to studying for, um, chemistry rather than the console port. Um, Choice C. We can see right here that they're scoring really high on the Yukon, scoring a little bit lower on a chemistry score. Um, so maybe they would choose Choice C with the understanding that on their final, maybe they'll choose D so that each score is so that those opportunity costs are bounced out between the midterm and the final


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