Trevor dropped a bit of olive oil on the kitchen floor while he was cooking. later, his mother slipped on the spot where he dropped the oil and fell. what can trevor infer based on his observations? a. olive oil can be used as an adhesive between two solid objects. b. the oil reduced the friction between the floor and his mother's foot. c. trevor's mother slipped on the spot where he dropped the oil. d. the oil increased the gravitational force on his mother's foot.

B.

The oil reduced the friction between the floor and his mother's foot.

Explanation:

When things slide, it is just fancy terms for one of two things- force exceeding the amount of friction on the ground, or the friction decreasing itself.

In the question, it is implied that Trevor's mom is walking completely normal, excluding the olive oil; therefore, there is no force exceeding what the friction of the ground can prevent from sliding. This leaves the other option, which implies that the olive oil decreased the friction between the floor and his mother's foot, which makes sense as olive oil is a lubricant.

Henceforth, the answer is B. The oil reduced the friction between the floor and his mother's foot.

The oil reduced the friction between the floor and his mother's foot.

Explanation:

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

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