Sophia has an ear infection. the doctor prescribes a course of antibiotics. sophia is told to take 500 mg doses of the antibiotic regularly every 12 hours for 10 days. sophia is curious and wants to know how much of the drug will be in her body over the course of the 10 days. she does some research online and finds out that at the end of 12 hours, about 4.5% of the drug is still in the body. what quantity of the drug is in the body right after the first dose, the second dose, the third dose, the fourth dose? when will the total amount of the antibiotic in sophia’s body be the highest? what is that amount? answer sophia’s original question: describe how much of the drug will be in her body at various points over the course of the 10 days?

Therefore, after the second dose, 260 mg of the drug is present in the body.

Now, for Q₃ :

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

i those same problems in math and dont know how to do them