Numerade

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In the figure, a third point charge $-q$ is placed at point $P$. What is the electric force on $-q$ due to the other two point charges?

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Extensive horizontal gene transfer between domains greatly simplifies the construction of phylogenetic trees. 1) True 2) False

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Figure 1: 1D Ising model 2. Now consider an Ising chain with N spins. Let's assume we ignore the boundary effects. $H(\{s_i\}) = -J \sum_i s_i s_{i+1}$. Here $\beta J = K$. Above calculation sum over all the spin configurations all at once. Now we try to see if we can calculate the partition function in a different way. (a) Suppose we start from the spin chain as in Fig.1 (a). We divide the spins using the three-spin clusters. Now consider the spins between two successive black spins (The grey part of the figure), $s_i$ and $s_{i+1}$. The factors in the partition function summation related to these spins are $e^{Ks_i s_b} e^{Ks_b s_r} e^{Ks_r s_{i+1}}$ (2) where $s_b$ and $s_r$ represent the blue and red spins between the $s_i$ and $s_{i+1}$. And we use $K = \beta J$ for our convenience One can express $e^{Ks_b s_r}$ as $e^{Ks_b s_r} = cosh(K)(1 + \tau s_b s_r)$. (3) Find the expression of $\tau$. Use K (without $s_b$ and $s_r$) to express your answer. (Hint: use the even/oddness of $sinh \ x$ and $cosh \ x$.) (b) Use the result of the above expression to simplify the expression $\sum_{s_b = \pm 1} \sum_{s_r = \pm 1} e^{Ks_i s_b} e^{Ks_b s_r} e^{Ks_r s_{i+1}} = 2^n (cosh \ K)^3 (1 + g(x) s_i s_{i+1}) = e^{K' s_i s_{i+1}}$. (4) Find n and g(x). (Hint: expand the expression using (3) and use the fact that terms proportional with odd powers of $s_i$ vanishes.) (c) Comparing Eq. (4) and Eq. (3), the forms are very similar. If we ignore the pre factors, the $cosh \ K$ in (3) and $2^n (cosh \ K)^3$ in (4), we can build the relation between K and K' (or equivalently x and g(x)). Find the relation between K and K'.

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What is the mass of Cl2 in a 3.5L cylinder at 760 mm Hg and 25.5 degrees Celsius?

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With the ability of being able to alter or change an unborn child's genetic information in our near near future, discuss the ramifications of genetic modification.

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Prove that it is possible to make up any postage of eight cents or more using only three- and five-cent stamps.

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Question 2. [1 mark] Toss a pair of fair dice, one white and one black. Consider the events A = first dice is 1, 2, or 3, B = first dice is 3, 4, or 5, C = sum of the numbers appearing on the dice is 9. 1. Verify that $P(A \cap B \cap C) = P(A)P(B)P(C)$ by computing both the right and left hand sides. 2. Are the events A, B, and C mutually independent? Why?

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3.1 Current Ratio. What effect would the following actions have on a firm's current ratio? Assume that net working capital is positive. a. Inventory is purchased. b. A supplier is paid. c. A short-term bank loan is repaid. d. A long-term debt is paid off early. e. A customer pays off a credit account. f. Inventory is sold at cost. g. Inventory is sold for a profit. LO 3.2

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2- For the following circuit containing ideal transformer, determine Vo. PSS- Circuits Containing Ideal Transformers 2\Omega -j2\Omega \quad 1:2 \quad 2\Omega -j2\Omega $12\angle 0^{\circ}V$

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A. How do the following individual factors affect the learning of languages? 1. Age 2. Intelligence 3. Aptitude 4. Personality B. How are introverted learners different from extroverted learners in terms of their learning outcomes? C. What does 'motivation' mean in the context of SLA? What is the difference between the following? 1. Integrative motivation 2. Instrumental motivation 3. Intrinsic motivation 4. Extrinsic motivation D. What is the L2 self? What do the 'ideal L2 self' and the 'ought-to L2 self' refer to? E. Have you ever studied or learned a second language in a naturalistic way? How did the results differ from when you learned a language in the classroom? F. What type of motivation do you think is most common for learners of Chinese, Indonesian, Japanese, and Korean? Why? 1. Chinese 2. Indonesian 3. Japanese 4. Korean G. Based on your own experiences and/or other studies you have done or read, did you find any of the claims about individual differences in the general lecture or reading questionable or problematic? H. Different learners come with different individual factors that influence their propensity to learn languages. What should be the implications of this for how languages are taught? I. Based on the descriptions of motivation given in the materials, what can language teachers do to maximize the motivation of their students? Part 2 1. Think about your own motivation for studying Japanese. Has it changed over time? a. Initial motivation b. Current motivation 2. How would you describe your own motivations for learning languages based on the following concepts: integrative/instrumental motivation, intrinsic/extrinsic motivation, L2 self. Do you have an ideal L2 self? 3. Looking at the following factors that can affect the motivation, can you identify any of them for yourself? a. Availability of an elaborate and vivid future self-image b. Perceived plausibility c. Harmony between ideal and ought-to selves d. Necessary activation/priming e. Accompanying procedural strategies f. The offsetting impact of a feared self 4. What's your niche 'thing' that motivates you with Japanese? 5. Do you know your Myers-Briggs Type Indicator (MBTI) personality type? If not, what personality type do you think you would be? How do you think your personality (particularly introversion versus extroversion) has affected your experiences learning languages? (Discuss INTP)

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sherri a.