Write a poem about praising the teacher To write their own, can not be found on the Internet (to find not to give points) fast bonus, tonight

Adding, subtracting, multiplying and dividing are not enough contributions you have made! Poems and odes are endless praise for your respect! You use the dew of knowledge to pour out our ideal flowers; you use the spring of your soul to nourish our sentiment. In this unusual Festival, we offer our deep blessing! Every year, I send the first ray of spring and greeting cards to you, my dear

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1. Poems about reluctant to part with friends "Hand in hand, we walked silently on the way to the railway station, speechless to each other. Dear friends who have been together for three years, how can we be willing to be separated in an instant."!
2. Write the poems of the teacher and the students
3. Can a chemistry teacher teach physics?
4. Is physics, mathematics and chemistry a teacher?
5. Teacher's Day is coming, I want to write some blessings to 8 teachers I want to write some blessing words to teachers of 8 subjects Each subject's blessing should be related to the subject's knowledge: for example, mathematics with knowledge, English with English Example: Mathematics (teacher's Day is coming, I wish you happy 365 days a year, 8760 hours, 5256000 minutes, 3153600 seconds) with numbers!
6. Use a balance, two beakers, (no measuring cylinder) to measure the density of small stones The teacher talked about it before, but I forgot. It's not filling one beaker with water, then putting stones in it, and spilling water into another beaker. That's very simple. I know. What I asked is another method, not filling the beaker with water and putting stones in it
7. When studying pressure in physics, sometimes the solid pressure can be calculated by P = pGH (P stands for density). The teacher said that there are seven conditions. Which ones are they
8. The physics problem is how to use the spring dynamometer to measure the buoyancy. It seems that there is density. I'll ask the teacher this afternoon. Let's first think about the specific process Thank you The following two I asked the teacher how to use the spring dynamometer to measure the buoyancy and then measure the density of the object
9. Among the following four physical quantities, the one with both size and direction is () (1) mass; (2) gravity; (3) force; (4) length A. （1）（2）B. （2）（3）C. （1）（3）D. （1）（4）
10. It's not my problem. They just do it
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12. On the physical formula of volume 1. F floating = ρ liquid GV discharge 2. ρ = m / V I don't know whether V in 1,2 is v solid or V object. I want to make it clear The first formula, if a hollow ball is immersed in water, is row V the volume of hollow or solid, or the volume of hollow plus solid
13. Junior high school physics all unit conversion
14. What are the unit conversion formulas in junior high school physics, such as km / h = m / S
15. Junior high school physics work and mechanical energy formula summary, to formula with unit and unit conversion To formula with the unit and unit conversion, in junior high school textbook ninth grade Chapter 15. Trouble
16. Derivation of optical depth of view formula H '(apparent depth) = H (actual depth) * n (refractive index) How to push? The best picture, no picture can be said clearly I still don't understand
17. The derivation process of centripetal acceleration in high school physics An answer on the Internet Hello, first of all, draw a circle with radius R (uniform circular motion) Then take a random point and make its tangent, assuming that the right side of the pointing line is velocity v1; Find another point on the right side of the point. If the two points are very close to each other, make the tangent. Similarly, the right side of the tangent is the velocity v2, The two V's are equal in size and different in direction; Then connect the two points to the center of the circle respectively, and you will find that the distance between the two points on the arc is R * center angle (φ); Then, according to the moveability of the vector, it is translated to two velocities at the same starting point, and v2-v1 (i.e. △ V) is made; When the center angle (φ) is extremely small, the chord = arc can be obtained; Then the value of △ V is equal to V1 * center angle (φ); Time (T) = [R * center angle (φ)] / V1; The combination of two formulas Then a = (V * V) / R is obtained; There is also a step in this derivation process, which means that the value of △ V is equal to V1 * center angle (φ) I'm a little puzzled: why? Speed * center angle = speed? Please explain in detail, thank you!
18. Derivation of the law of universal gravitation (detailed) More detailed, the best picture!
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