Friday

July 3, 2015

July 3, 2015

Total # Posts: 1,504

**Critical Thinking**

A valid syllogism is: All A are B C is A therefore (since C is A and all A are B) C is B The non-syllogism above is: All A are B All C are B Therefore all A are B. Erm, no. Spot the difference. Here's one of the same form: All fish are animals All birds are animals ...
*October 20, 2009*

**Algebra**

Personally, I'd do those backwards from c, and I was taught to sketch graphs using a different method, so maybe someone else will be more in tune with your text. Anyway, following these steps: a) Start with a table of values. This function is most interesting in x [-3, 3...
*October 20, 2009*

**Math**

The commutative property of multiplication says that xy=yx. The commutative property of multiplication says that (x^2)+(y^2)=(y^2)+(x^2) That's all you need, though you can draw it out with substitutions if you want.
*October 20, 2009*

**math algerbra**

You'd need to post your work here for people to check, or at least tell us what kind of problem it is, to think of the best ways to check that kind of algebra.
*October 20, 2009*

**math**

Distributive property says, for example: 4 * 3.14159 + 5 * 3.14159 =(4 + 5|) * 3.14159 = 9 * 3.14159 that should give you the idea. And the second one is the same idea.
*October 20, 2009*

**MATHS**

There's the weight of the truck, and the weight of the papers. The weight of the truck doesn't change ever. The weight of the papers depends on how full the truck is. Let P be the weight of papers if the truck is full, tyhen: T + (1/2)P = 1762kg. T + (1/4)P = 1426kg. (...
*October 20, 2009*

**Math Analysis**

You don't multiply the co-ords, exactly. What you're scaling is the coefficients. But careful: f(-2x) is not -2f(x)! f(-2x) means might be a shorthand for f(g(x)), where g(x) = -2x. -2f(x) would be -2(3/4)x+2(3/2) =3-(3/2)x Your parabola is y=x^2, or f(x) = x^2 so 2f(x...
*October 20, 2009*

**Math Analysis**

OK. The original function is f(x)=(3/4)x-3/2 1. Yes, the function (3/4)x + 1/2 does pass through those points (-2,-1) and (2,2), as you can verify by plugging them in 2. You're right; there is no amplitude - but there is a slope! It doubles the slope, and the y-intercept. ...
*October 20, 2009*

**math**

Actually, what yu've written is a bit of both. Commutative is: 4 + 5 = 5 + 4 Associative is: (4 + 5) + 2 = 4 + (5 + 2) So 4 * (7*5) = (4*7) * 5 is Associative. but 5*7 = 7*5 is Commutative.
*October 20, 2009*

**Math**

We are given: (a) E = 2M and (b) E-3 = 3(M-3) So: 2M - 3 = 3M - 9 solve for M.
*October 20, 2009*

**Math**

In case you ever come back to this, I just saw MathMate answering the same question, but reading "6% compounded monthly" as "6% _per annum_ compounded monthly". This makes it a whole different question, and incidentally brings the interest rates back into ...
*October 20, 2009*

**Math**

P.S. Yes, this would mean that if you started with $4,000, at the end of the year, you would have $4,000 * 48482.72 = $193,930,880 (and you took the measly 6% per month? :-)
*October 20, 2009*

**Math**

Right. It's not 1.03*365. It's 1.03 to the power of 365 aka 1.03^365 also written 1.03 with 365 written in superscript above and just to the right of 1.03. The power key isn't on all calculators. Scientific calculators usually have this function, and it's ...
*October 20, 2009*

**Math**

You have to take the 4000, and add 3% for the first day and then add 3% to your answer for the second day and then add 3% to your answer for the third day How do you add 3%? Multiply by 1.03. So just take your 4000 and multiply it by 1.03, and repeat the multiplication 365 ...
*October 20, 2009*

**Math**

Look at my second explanation. That takes it one step at a time. Each month, you have 1.06 as much as you had the month before, so at the end of the 12 months you have 1.06*1.06*1.06*1.06*1.06*1.06*1.06*1.06*1.06*1.06*1.06*1.06 as much as at the start. That is 1.06 to the ...
*October 20, 2009*

**Math**

Or you could so it this way: Start with one dollar. Add 6% to it. Add 6% to that. Add 6% to that. and so on for 12 months. At the end, you have $2.01 (ignoring rounding). $1 of that was your principal, so $1.01 is interest paid during the year, which is 101%.
*October 20, 2009*

**Math**

(1.06^12 - 1) * 100
*October 20, 2009*

**Math**

And for b. yes.
*October 20, 2009*

**Math**

Think of it this way: After 1 month, you're 6% up, which is an extra 240. Next month, you get 6% of 4240, which is an extra 254.40, and you throw that into the pot. Next month, you start with 4494.4, and throw another 6% onto that again. Working through an example like ...
*October 20, 2009*

**Math**

It would be 4000 * 1.06^6, which is 5754.08 after six months.
*October 20, 2009*

**Math**

One reason I'm leery of this question is "6% compounded monthly". If that's supposed to mean 6% per month, which is what it seems to mean, it's a crazy interest rate, over 100% p.a. (3% compounded daily is even crazier! Waay crazier!) a. Anyway, in ...
*October 20, 2009*

**CRT/205 critical thinking**

I can't see how it could be a useful argument at any level. Even if you removed the species confounder it would reduce to "Withdrawal is a side-effect when going through the process using a blocker, THEREFORE there will be no withdrawal when not using the blocker.&...
*October 20, 2009*

**CRT/205 critical thinking**

I wasn't being sarcastic. The version I made up seems to me about equivalent to the original in its logical value. I was, I admit, hard put to come up with something as obviously wrong. Chemical effects on animals and humans (or other animals) are well known to be ...
*October 20, 2009*

**CRT/205 critical thinking**

Premise: Using a rider on a motorcycle, researchers recently have reported head injuries. However, to achieve this effect, researchers also caused a brick wall to jump up out of the ground in front of the motorcycle when it was moving at 60 miles an hour. Conclusion: if a ...
*October 20, 2009*

**math**

I'm guessing that it's a rectangle 15 across and 20 high, with a triangle on its left side, a right-angled triangle, 20 high and 15 at its base, with a hypotenuse of 25. And you need the area. The area of the rectangle is 15 * 20 = 300. The area of the triangle is half...
*October 20, 2009*

**Math**

This is really just like the other one - but simpler. You don't even need the brackets, assuming the question is written correctly: 4^n + 4n -4n^2 + 2^n - 2n (4n - 2n = 2n, sp) 4^n + 2^n - 4n^2 + 2n
*October 20, 2009*

**math115**

After doing a dozen of these answers, I can barely remember that 2+2=5 :-)
*October 20, 2009*

**math115**

I get the same answer as melody on the first one, but please do check my arithmetic: 1/4 hr = 60 / 4 = 15 min 2/3 hr = 120 / 3 = 40 min 4/5 hr = 240 / 5 = 48 min 15 + 40 + 48 = 103 min = 1 hr 43 min
*October 20, 2009*

**algebra**

What do you want done with this? And I suspect you need to add brackets to make the expression unambiguous.
*October 20, 2009*

**math115**

37,41,43 - right! 1/15 - right! 112 - right!
*October 20, 2009*

**math**

Whatever number it is has to divide evenly both by 12 and by 8. For example, could it be 80? Well, that would use up exactly 10 packages of 8 buns, but would it use up exactly some number of packages of hot dogs? So it can't be 80. And similarly, it can't be 50, or 81...
*October 20, 2009*

**Math**

Take it a bit at a time. Write 3(r^2+2p-p^3) so that there are no brackets. Now write -(6r^2+p^3-p) so there are no brackets. Now add both together, bringing together the r^2, p and p^3 terms.
*October 20, 2009*

**Math**

I'm sorry, but I'm still not clear. Maybe it's ((30/5) *( 3-2)) /(2-2/3)) ? That would be (6 * 1) / (4/3) = 6 * 3 / 4 = 4.5
*October 20, 2009*

**Math**

You 'll have to clarify that. Do you mean: 30 / (5*3-2)/ (2-2/3) ?
*October 20, 2009*

**Math**

All right!
*October 20, 2009*

**calculus**

This and the other seem to be similar. Best to talk about the general method. 1. Find an expression for the distance between the two at time t. In this case, with Pythagoras' help, that's sqrt( (25t+30)^2 + (16t)^2) = sqrt(881t^2 + 1500t + 900) Nasty-looking thing. ...
*October 20, 2009*

**Math**

It depends on the person! And how fast they jog, and even what terrain they're jogging over. Jogging might burn 300-500 calories an hour, so anything from 1000 to 1750 in a week.
*October 20, 2009*

**Math**

Do you need extra brackets? Should that be f(x,y)=xy/(x^2+y^2) because without the brackets, the assertion is false.
*October 20, 2009*

**Math **

12-|-13+15| = 12 - 2 = 10 Right.
*October 20, 2009*

**Math**

14. I don't get the same answer. a) Get size of property = 188 * 100 = 18800 b) Get size of lake = pi * 36^2 = 4069.44 c) Get size of island = pi * 12^2 = 452.16 d) Covered in water = (b) - (c) Percentage = (d) / (a) 15. I don't get exactly this answer either, but very...
*October 20, 2009*

**Math**

Yes. 6. Yes. 8. Yes. 9. Yes. 11. Yes!
*October 20, 2009*

**physics**

Correct!
*October 20, 2009*

**Algerbra1**

One. You can tell without calculating because the slopes are different.
*October 20, 2009*

**math**

1. Yes. 2. Yes 3. Yes 4. Yes!
*October 20, 2009*

**math**

1. Correct 2. Correct 3. Close. Associative property. 4. Correct 5. Correct 6: Nope, assumng I'm reading the question right: 7/8 - 9/3 7. Correct 8. Correct 9. 41 and 43 are twin primes 10 Correctamundo. 9.
*October 20, 2009*

**Math**

You go to a cafe with your two friends. You are treating them, and you are all having milk and a cinnamon bagel. That is one such situation. How is the order of operations important? Work out the bill.
*October 20, 2009*

**math**

Right!
*October 20, 2009*

**MATH**

Yes!
*October 20, 2009*

**Math**

Start with 612. Does it divide by 2? Yes. So write it as 306*2 Does it divide by two again? Yes. So write it as 153*2^2 No more 2s. Try 3. Keep going until you can find no more factors.
*October 20, 2009*

**Math**

In logic, "or" means _either one_ of them is true. Maybe one is true, maybe the other, maybe both, but as long as at least one of the statements is true, then the whole statement is true. Given that, cal you see which statements are true? We define "prime number...
*October 20, 2009*

**Math**

I think the answer expected is "exact", but for a different reason. (Unless somebody went missing, or the food was contaminated!) An estimate is going to be high, and you know it will be high: 20 * 40. A closer estimate 20 * 40 - 40 will be low, but close, and what ...
*October 20, 2009*

**physics**

Pythagoras OK, but remember you have to square all the sides. 12.5^2= x^2 + 7.2^2 156.25 = x^2 + 51.84
*October 20, 2009*

**math **

It's just a line between and including the points -4 and 10.
*October 20, 2009*

**Calculus**

I'm not quite sure about the question, but I'll guess. The MVT is about the average slope. The average slope is the slope of the sstraight line between (1, 5) and (4,5), which is zero. I'm guessing you're looking for the point or points in the curve whose slope...
*October 20, 2009*

**Math 350..help!**

Don't let all the digits and decimals throw you off. The number of years after 1980 just means that in 1981, t = 1, and 1982, t = 2, and so on. You need to differentiate 0.07t^3 - 3.1t^2 + 54.3t - 230 Which, really, is just differentiating t^3, t^2, and t and multiplying ...
*October 20, 2009*

**Probability**

I don't think you've given us all the information from the table. Maybe you haven't recognised all of the information. Does "50% of them" means "50% of all employees" or "50% of males"? That makes the question ambiguous, and offhand I ...
*October 20, 2009*

**algebra**

-x / 8 = 3 Multiply across by 8: -x = 3 * 8 Multiply across by -1: x = 3 * 8
*October 20, 2009*

**maths**

1) is what I get too. 2. a) I agree with 69 as well. 63 digits will get you to p36. Another 66 digits will get you another 33 pages. b) When I calculate this, I get 204 digits for 104 pages: 9 digits for 1-9 180 digits for 10-99 15 digits for 100-104 I think you're ...
*October 20, 2009*

**Maths**

Mark is right, but for numbers of the form x0x, you can of course use any digit, not just zero, so 101 also implies 111, 121, 131,....
*October 19, 2009*

**Algebra 2 URGENT**

The problem as you have expressed it is: 1/u^2 - 2u -1/u^2 - 4 = (1/u^2 -1/u^2) - 2u - 4 = -2u -4 I suspect that maybe there are brackets missng, maybe 1/(u^2-2u) -1/(u^2-4) ? or maybe not, or maybe different, like 1/u^2 - (2u-1)/(u^2-4) ? but I can't tell.
*October 19, 2009*

**Algebra 2 URGENT**

In this, like the first one, just gather your similar terms together and write what's left.
*October 19, 2009*

**Algebra 2 URGENT**

This one doesn't get much simpler. You might consider that 1/16t^2 is simpler than 1/(4t)^2, or you might not.
*October 19, 2009*

**Algebra 2 URGENT**

Hm. If the question was 1/(y^2-y-2)+1/(y^2+y) then I would get the same answer you give, but that is very different from 1/y^2-y-2+1/y^2+y
*October 19, 2009*

**Algebra 2 URGENT**

That is all the work. There's a -y and a +y; they cancel out. There are two 1/y^2 terms; they add. There's a -2. That's it. Unless there are brackets you've omitted in the question?
*October 19, 2009*

**Algebra 2 URGENT**

1. Gather your ys together and your 1/y^2 terms together: 1/y^2-y-2+1/y^2+y = 0y+2/y^2-2 = 2/y^2-2
*October 19, 2009*

**Math**

"The number 18 is multiplied by a number called "r"". How would you write that? Hint: If x was multiplied by 7, you would write it as 7x. "When 6 is subtracted from" How would you indicate that 6 is subtracted from a number? For example, how would...
*October 19, 2009*

**science**

Sorry, answering other questions. I haven't come across the terms before in this context, so I'm afraid I can't help.
*October 19, 2009*

**science**

OK, but what is the question you need help with?
*October 19, 2009*

**science**

Is there a question?
*October 19, 2009*

**math**

Subtract 2x from both sides.
*October 19, 2009*

**8th grade**

Answered below
*October 19, 2009*

**Math**

This is very like, but different than, Olivia's equation below. Gather your constants together. 15n -5 -20 - 12 = 13 15n -37 = 13 Now add 37 to both sides and then divide by 15.
*October 19, 2009*

**MATH 116**

The question didn't paste.
*October 19, 2009*

**8th grade**

-5(-3n+4)-12=13 Add 12 to both sides: -5(-3n+4)=25 Divide across by 5: 3n - 4 = 5 Add 4 to both sides: (you fill this in) Finally, divide across by 3: (you fill this in too!)
*October 19, 2009*

**MATH 116**

Let's first consider why $10,000=$6,000-n is wrong. It only has an equal sign, and if we subtract 6000 from both sides, we get n=4000, which is definitely not right; n could be 6001, or 10000, or 6789. We need two inequality signs to express this. What do we know? n is ...
*October 19, 2009*

**Algebra**

3.8y-4.7=3.8y+17.5 is just not true for any y. Subtract 3.8 y from both sides. Is -4.7 = 17.5 ?
*October 19, 2009*

**ALGEBRA 1**

If r is >= 8, then it is not true. (|3-8| = 5) If r is <= -2, then it is not true, (|3-(-2)| = 5) So r is a member of the interval ]-2, 8[, carefully not including either -2 or 8 themselves.
*October 19, 2009*

**math algebra 1**

Let n be the number of nickels d the number of dimes n = 4d because we are told "4 times as many nickels as dimes" The total value is: n * 5 + d * 10 = 600 Divide across by 5: n + 2d = 120 and n=4d, so 4d + 2d = 120 6d = 120 d= 20 So n = 4d = 80
*October 19, 2009*

**algebra**

First, get all the constants on one side, so 1. subtract 2 from both sides. Now you have a multiple of 7 on the left. You only want a single y on the left so: 2. Divide both sides by 7. Now you have a nice clean inequality in y!
*October 19, 2009*

**MATH**

If Greg is G years old, then how old is twice Greg's age? And Michael (M) is one year more than that. Does that help?
*October 19, 2009*

**MATH!**

What do you have to multiply 1/4 by to get to 1? 4 1/2 x - 1/4 y = 7/2 Multiply across by 4: 2x - y = 14 y = 2x -14 Now multiply the second one across by 3 to finish it yourself.
*October 19, 2009*

**math**

Answered above
*October 19, 2009*

**Math**

commutative
*October 19, 2009*

**algebra**

You can also do them with the formula (y-y1)/(y2-y1) = (x-x1)/(x2-x1) So: (y+1)/(5/2+1) = (x+1/2)/(3+1/2) y+1 = x+1/2 y = x - 1/2 and (y+3) /(9+3) = (x-6)/(-1-6) (y+3) / 12 = (x-6) / -7 -7y -21 = 12 x -72 y = -12x/7 +51/7
*October 19, 2009*

**math**

Ms. Sue has the right idea! I was trying to explain this in a big long answer, but wasn't getting anywhere useful. Actually, I think this question is phrased confusingly. I think it should say "use x to represent _the number of houses with_ floor plan #1 and y to ...
*October 19, 2009*

**statistic**

Find a Percentile to Z-Score Calculator. You can Google one, and likely there's a table of this in your text. That'll tell you how many SD below the mean you have to go. I make it about -1.28 standard deviations, so that'll be about 34,000 - (1.28 * 2000)
*October 19, 2009*

**Gr. 12 Data Management**

Wikipedia. List_of_poker_hands
*October 18, 2009*

**Gr. 12 Data Management**

OK. I owe you an answer for that mistake, so try 13C4 * (4C1)^3 * 4C2 * 4 which also accords with Wikipedia's answer.
*October 18, 2009*

**Gr. 12 Data Management**

This one's a lot easier. :-)
*October 18, 2009*

**Gr. 12 Data Management**

Sorry, so it is.
*October 18, 2009*

**Gr. 12 Data Management**

Answered below.
*October 18, 2009*

**Math **

Ah. I see. I was reading it differently. (x^2-5x-24) (x-3) --------- * ------ (x^2-6x+9) (x-8) = ((x-8)(x+3)(x-3))/((x-3)(x-3)(x-8)) x-8 and x-3 cancel top and bottom, and leave you with: (x+3)/(x-3)
*October 18, 2009*

**Math **

x^2-5x-24 = (x-8)(x+3) x^2-6x+9 = (x-3)(x-3) Make sure you understand these two first! Factoting x^2 + ax + b, you look for two numbers that ADD to a, but MULTIPLY to b. So in the first case, 6*4 = 24, but they don't add to 5, no matter where I put the minus. But -8 * 3 ...
*October 18, 2009*

**Math **

You're welcome.
*October 18, 2009*

**Math **

Yes! When you get confused because there are just too many letters and numbers, try to isolate them and look at one at a time. The secret of success is getting used to being confused. :-)
*October 18, 2009*

**Math **

Your answer is absolutely right, but just not yet simplified. You should see that you can divide by 3 top and bottom. That reduces the constants to 121 and 33. Now look at the x and q terms without the constants: x^3q^6 ------ xq^3 Can you divide top and bottom by x? By q? By ...
*October 18, 2009*

**Math **

1. is correct, but not completed: (21+22)/98w (careful to use the brackets) =43/98w 2. I went wrong on this one myself, by taking the question down wrong, but I have it straight now. Divide 6b/(9b-27) top and bottom by 3. You can do that without changing its value. So 6b/(9b-...
*October 18, 2009*

**math**

Maybe.
*October 18, 2009*

**Math**

Um, no. Wrong turn somewhere. It's a LOT simpler than that. Your numerator will be : (1-sinx)(1+sinx) - cos^2x
*October 18, 2009*

**Math**

Do you mean solve it or prove it? It is an identity, so there really isn't a specific solution: it's true for all x. I suggest you try reformatting as (1-sin x)/cos x - cos x/(1+sin x) = 0 Then bring both fractions to the common denominator (cosx)(1+sinx), and I think ...
*October 18, 2009*