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Directly proportional to the product of the masses of the objects being attracted Inversely proportional to the distance between the objects squared 𝐹=𝐺 𝑚1𝑚2/𝑑^2
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Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the conver
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Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the converse of a theorem is found by exchanging the hypothesis and conclusion. The converse of a theorem is not automatically true. If it is true, it must be stated as a postulate or proved as a separate theorem. Refer to the diagram. Use the given information and the theorems you have learned to show that r || s. What if…? Suppose the corresponding angles on the opposite side of the boat measure (4y – 2)° and (3y + 6)°, where y = 8. Show that the oars are parallel A line through the center of the horizontal piece forms a transversal to pieces A and B. Use the given information and the theorems you have learned to show that r || s. Use the given information and the theorems you have learned to show that r || s. A carpenter is creating a woodwork pattern and wants two long pieces to be parallel. m1= (8x + 20)° and m2 = (2x + 10)°. If x = 15, show that pieces A and B are parallel. Recall that the conver
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Nightside clouds and disequilibrium chemistry on the hot Jupiter WASP-43b
Nightside clouds and disequilibrium chemistry on the hot Jupiter WASP-43b
Sérgio Sacani
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kantirani197
Cotton crops are vulnerable to a variety of sucking pests, which can severely impact plant health, yield, and fiber quality. These pests primarily feed on plant sap, extracting nutrients directly from the plant's vascular system. Here's a breakdown of some of the most significant sucking pests in cotton cultivation: Aphids: Cotton aphids or melon aphids can cause direct damage by sucking sap and indirect damage by secreting honeydew, which encourages sooty mold growth. This can interfere with photosynthesis and weaken the plant. Aphids can also transmit viral diseases. Whiteflies: Two species, the silverleaf whitefly and the bandedwinged whitefly, are particularly troublesome. They not only suck sap from the underside of leaves, causing yellowing and leaf drop, but their honeydew excretion promotes sooty mold and they can transmit several plant viruses. Thrips: While thrips can chew on plants, their primary damage to cotton is through sucking. They attack the cotton plant during its seedling stage, which can stunt growth and reduce vigor. Thrips are also capable of transmitting the Cotton Bud disease. Spider Mites: These are not insects but arachnids. Spider mites, such as the two-spotted spider mite, suck cell contents from the leaves, leading to speckled discoloration and potentially significant leaf loss if infestations are severe. Leafhoppers: Including various species, leafhoppers can cause direct damage through feeding, which results in leaf curling and stunted growth. They can also be vectors for plant diseases. Mealybugs: These pests are less common but can be problematic, especially in clustered planting conditions. They suck sap and secrete honeydew, which leads to sooty mold. Mealybugs can also spread viruses. Stink Bugs: Although primarily known for their chewing mouthparts, certain stink bugs can cause damage similar to sucking pests by injecting saliva into the plant and sucking out nutrients, leading to boll damage and stained lint. Management Strategies: Cultural Controls: This includes practices such as crop rotation, using resistant varieties, and managing planting and harvesting times to avoid peak pest populations. Biological Controls: Beneficial insects like lady beetles, lacewings, and predatory mites can naturally control sucking pest populations. Parasitic wasps also play a role in controlling aphid and whitefly populations. Chemical Controls: Insecticides may be used but should be chosen carefully to minimize resistance development and preserve beneficial insects. Systemic insecticides can be particularly effective against sucking pests. Integrated Pest Management (IPM): Combining multiple control strategies based on monitoring and thresholds to apply the most effective and environmentally sensitive approach. Effective management of sucking pests in cotton requires a thorough understanding of the pest species present, their life cycles, and the ecological balance of the field environment.
Pests of cotton_Sucking_Pests_Dr.UPR.pdf
Pests of cotton_Sucking_Pests_Dr.UPR.pdf
PirithiRaju
Microbiology
Bacterial Identification and Classifications
Bacterial Identification and Classifications
Areesha Ahmad
Context. WASP-76 b has been a recurrent subject of study since the detection of a signature in high-resolution transit spectroscopy data indicating an asymmetry between the two limbs of the planet. The existence of this asymmetric signature has been confirmed by multiple studies, but its physical origin is still under debate. In addition, it contrasts with the absence of asymmetry reported in the infrared (IR) phase curve. Aims. We provide a more comprehensive dataset of WASP-76 b with the goal of drawing a complete view of the physical processes at work in this atmosphere. In particular, we attempt to reconcile visible high-resolution transit spectroscopy data and IR broadband phase curves. Methods. We gathered 3 phase curves, 20 occultations, and 6 transits for WASP-76 b in the visible with the CHEOPS space telescope. We also report the analysis of three unpublished sectors observed by the TESS space telescope (also in the visible), which represents 34 phase curves. Results. WASP-76 b displays an occultation of 260±11 and 152±10 ppm in TESS and CHEOPS bandpasses respectively. Depending on the composition assumed for the atmosphere and the data reduction used for the IR data, we derived geometric albedo estimates that range from 0.05 ± 0.023 to 0.146 ± 0.013 and from <0.13 to 0.189 ± 0.017 in the CHEOPS and TESS bandpasses, respectively. As expected from the IR phase curves, a low-order model of the phase curves does not yield any detectable asymmetry in the visible either. However, an empirical model allowing for sharper phase curve variations offers a hint of a flux excess before the occultation, with an amplitude of ∼40 ppm, an orbital offset of ∼−30◦ , and a width of ∼20◦ . We also constrained the orbital eccentricity of WASP-76 b to a value lower than 0.0067, with a 99.7% confidence level. This result contradicts earlier proposed scenarios aimed at explaining the asymmetry observed in high-resolution transit spectroscopy. Conclusions. In light of these findings, we hypothesise that WASP-76 b could have night-side clouds that extend predominantly towards its eastern limb. At this limb, the clouds would be associated with spherical droplets or spherically shaped aerosols of an unknown species, which would be responsible for a glory effect in the visible phase curves.
Asymmetry in the atmosphere of the ultra-hot Jupiter WASP-76 b
Asymmetry in the atmosphere of the ultra-hot Jupiter WASP-76 b
Sérgio Sacani
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Nightside clouds and disequilibrium chemistry on the hot Jupiter WASP-43b
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Bacterial Identification and Classifications
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Asymmetry in the atmosphere of the ultra-hot Jupiter WASP-76 b
Asymmetry in the atmosphere of the ultra-hot Jupiter WASP-76 b
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