1. am
2. possess
3. have become
4. take
5. chased
6. have
7. undertaking
8. was
I am the class monitor, as evidenced by the verbs' proper tenses. (verb of existence).
What is a verb?
Verbs are action words that show what the subject is doing in a sentence. Together with nouns, verbs form the main part of a sentence or utterance and tell what is happening. In fact, complete thoughts cannot be properly expressed without a verb, and even the simplest phrases, as Maria sings, have them. In fact, the verb can be its own sentence, with the subject, in most cases you, implying, for example Sing! And go! In learning grammar rules, schoolchildren are often taught that verbs "do" words, that is, they denote the part of the sentence that explains the action: run away, eat chocolate cake on Sunday, horses gallop for fields.
Running, eating, and galloping are all part of the "action" of these phrases, so they're verbs.
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Explain the social continuities and change associated with the rise of labor union
The rise of labor unions in the late 19th and early 20th centuries was associated with both social continuities and change.
Continuities:
Labor unions were formed in response to the exploitative working conditions and low wages that were common in the industrial economy of the time. These issues had long been present in the lives of working people, and the formation of unions was a continuation of past efforts to improve working conditions.
Labor unions were mostly formed by skilled workers such as carpenters, machinists, and printers, which were groups that were already organized and had a sense of solidarity. This continuity of organizing around skilled labor is a continuity as it had already been a characteristic of labor movement.
Changes:
Labor unions brought about changes in the balance of power between workers and employers. Prior to the rise of unions, employers held all the power and could dictate wages, hours, and working conditions. The formation of unions allowed workers to collectively negotiate for better wages, benefits, and working conditions.
Unions also brought about the formation of new social groups, such as the working class, which had not existed in the same way before. This is a change as it created a new social class that had not existed before.
Labor unions also played a role in the broader political and social changes of the time, such as the rise of progressive politics and the push for workers' rights. This is a change as it brought about political and social changes that were not present before.
In summary, the rise of labor unions was associated with continuities in the exploitation of workers and organizing around skilled labor, but also brought about changes in the balance of power between workers and employers, the formation of new social groups, and political and social changes.
Hi can anyone help me with the problem, I have no idea what's going on. It would be really helpful for me if you can add explanations as well! This is a practice problem from AP Physics C; Mechanics class and we're currently working on momentum / center of mass
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Students are going to perform an experiment to determine the launch speed v
of a metal sphere from a launcher, using the setup shown above. They are expected to find the launch speed v
by plotting their data in a graph. The students have access to equipment commonly found in a high school physics laboratory, but the experiment must use the setup as shown above, which includes a metal sphere with mass m1
and a block of mass M2
hanging from the ceiling by light strings of negligible mass. There is a hole inside the block where the metal sphere can be captured, and additional small masses can be attached to the peg on the block, as shown. Assume that the sphere’s velocity is horizontal when it collides with the block and the sphere collides with the block with its launch speed v
.
(a) Briefly identify each quantity to be measured, the symbol used to represent that quantity, and the equipment that would be used to measure the quantity.
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(b) Briefly describe the procedure to be used to determine the launch speed v
of the sphere. Provide enough detail so that another student could replicate the experiment, including any steps necessary to reduce experimental uncertainty. As needed, use the symbols defined in part (a) above.
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(c) Which quantities (raw data or calculated from the data) would be graphed on the vertical and horizontal axes to produce a graph that could be used to determine the launch speed v
of the sphere?
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(d) Describe which information from the graph described in part (c) would be used and how that information would be used to determine the launch speed v
of the sphere.
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(e) Another group of students perform the same experiment but with longer strings of negligible mass. If the students follow the same procedure and analysis as described in part (b) through part (d), will the magnitude of v
that they calculate in this experiment be greater than, less than, or equal to the magnitude of v
that the first group of students calculated in the initial experiment?
a) The quantities to be measured are:
Launch speed v of the sphere: symbol v, can be measured using a high-speed camera or photogate.Mass of metal sphere m1: symbol m1, can be measured using a balance.Mass of the block M2: symbol M2, can be measured using a balance.Time of flight t: symbol t, can be measured using a stopwatch or photogate.How to explain the informationb) The procedure to determine v:
Measure the mass of the metal sphere m1 and the block M2.Attach the metal sphere to the launcher and release it horizontally.Measure the time of flight t using a stopwatch or photogate.Repeat the procedure several times to obtain multiple measurements of t.Calculate v using the formula v = d/t where d is the horizontal distance between the launcher and the block.Repeat the entire process several times to obtain multiple measurements of v.Average the measurements of v to obtain the most accurate value.c) The graph would have v on the vertical axis and t on the horizontal axis.
d) The slope of the line in the graph is equal to v. The launch speed v of the sphere can be determined from the slope of the line by dividing the change in v by the change in t. The slope of the line can be determined by calculating the slope of the line of best fit through the data points.
e) If the length of the strings of negligible mass is increased, the time of flight t will increase and thus the magnitude of v will decrease. So, the magnitude of v that the second group of students calculated will be less than the magnitude of v that the first group of students calculated.
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