Table 3: Lung Capacities and Minute Ventilation Breathing Rate 2.8 2.7 2.8 2.8 TV(L) 3 2.9 3 3 Resting Values ERV(L) IRV(L) 4.2 4 4.2 4.1 5.8 5.6 5.8 5.7 RV(L) 3.6 3.4 3.8 3.6 Breathing Rate 2.2 2.3 2.3 2.3 TV(L) 4.2 4.1 4.5 4.3 Exercising Values ERV(L) IRV(L) 5.8 5.7 6.1 5.9 6.1 5.4 5.2 5.6 RV(L) 45.2 50.2 47 47.5 Subject1 Subject2 Subject3 Averages Comparison of Resting and Exercising Lung Capacities and Minute Ventilation 5. Does exercise increase, decrease, or does not change IC? Exercise increases IC. 6. Does exercise
Did the minute ventilation increase, decrease, or not change with exercise? Lung Capacities and Minute Ventilation Resting Values Exercising Values IC(L) FRC(L) VC(L) TLC(L) Minute Ventilation (L) IC(L) FRC(L) VC(L) TLC(L) Minute Ventilation (L) Subject 1 2.7 3.0 4.1 5.7 5.2 3.4 2.2 4.0 5.6 45.4 Subject 2 2.9 2.9 4.2 5.8 7.0 3.5 2.3 4.2 5.8 52.9 Subject 3 2.9 2.9 4.2 5.8 6.9 3.5 2.3 4.2 5.8 43.5 Average 2.8 2.9 4.2 5.8 6.4 3.5 2.3 4.1 5.7 47.3 Comparison of Resting and Exercising Lung Capacities and Minute Ventilation 0 1.2 2.4 3.6
There is considerable evidence that getting the correct operating conditions is more important than the choice between MRP, kanban, or reorder point methods in the MPC system. How general do you believe this situation to be? Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions or watch this Dropbox Tutorial. See the Syllabus "Due Dates for Assignments & Exams" for due date information.
This means that when Hamstring strength index 60 degree/s increases and Shuttle run test decreases. 4. Without using numbers, describe the relationship between the Hamstring strength index 120/s and the Triple hop index The relationship between the Hamstring strength index 120/s and the Triple hop index is r = 0.420. This is a moderate positive relationship since the r value falls between 0.3 to 0.5. This relationship is also statistically significant since the p value is less than the alpha value (0.019 and
Without using numbers, describe the relationship between the Hamstring strength index 120°/s and the Triple hop index. There is a moderate positive relationship between Hamstring strength index 120°/s and the Triple hop index. As Hamstring strength index 120°/s increases, Triple hop index increases and as Hamstring strength index 120°/s decreases, Triple hop index decreases. 5. Which variable has the weakest relationship with the Quadriceps strength index 120°/s?
They are interchangeable because 1g=1mL. 5. A solid block with a length of 6.0 cm, a width of 3.0 cm, and a height of 3.0 cm has a mass of 146 g. What is the block’s density? Show all work. V=lxwxh v=6.0cmx3.0cmx3.0cm= 54cm D=m/v d= 146g/54cm= 2.7g/cm3 6.
Radicals Tips 1. Make sure that one of the two factors of the radicand (expression under the radical) is the largest perfect square: Example: Simplify 72 Correct 72 = 36 ∙ 2 = 62 Incorrect 72 = 9 ∙ 8 = 38 2. To be able to add or subtract radicals, the radicands must be the same. Example 1: Add 32 + 52 Answer: Since radicands are the same, (3 + 5)2 = 82 Example 2: Subtract 73 - 3 Answer: (7 – 1)3 = 63 Example 3: 318 - 52 (Must simplify first) 39 2 - 52 3 ∙ 3 ∙ 2 - 52 92 - 520 Answer: 42
The melting point of paradichlorobenzine is approximately 53.5 °C but my graph illustrates it at 51°C. ( (Note this is due to the different atmospheric pressures and concentration of paradichlorobenzine which causes some minor variation.) 5. I can conclude that both the melting and boiling points of a pure substance are the (almost) the same. This is due to the fact that pure substances (unlike mixtures) have definite composition.
12. Make sure you give me the correct version of what the problem asks for – for example a “Sales by Item Summary” report is not the same as a “Sales by Item Detail” report. 13. Many activities in the homework have multiple parts – make sure you get all of them when doing the homework. Essentially, it boils down to following the instructions in the syllabus and the textbook!
CASE STUDY -- STRENLAR A report submitted for the student project under the course SEEM 5820/ECLT5920 ABSTRACT Life is full of hard decisions which always make people scratch their heads. In this case study—Strenlar, Fred Wallace is faced with some alternatives which are difficult for him to choose. Our task is helping Fred to make it easier for him to make a decision. By using the theory and methodologies introduced in the textbook, Making Hard Decisions, and some software, we will structure the problem, model Fred’s decisions, use three set of data to test Fred’s decision model, carry out a sensitivity analysis on different variables as well as risk tolerance, and refine the model. At last, we conclude some advice for Fred to make a decision.