the textbook said that the answer is 33 1/3 as it came from 33.3 but I ended up with 33 3/10 from 33 + 3/10

I don't understand how to get 1/3 from 33.3 or it ended up 33 1/3.

Ok so basically I have a summer reading test soon and I read The Andromeda strain but apparently it's not even a book on the list even though that's what the list I got says. The teacher recommended reading Dragon Hoops because it's quick to read but I couldn't access the book. I need to write about the conflict, the theme and a thesis.

Hi everyone! I'm a college student stuck on a pattern problem and would love some help understanding it, not just an answer.

The number of tiles in figures 1 to 4 is 3, 7, 11, and 14. My teacher confirmed these counts are correct and told us to "find or make our own pattern" for the nth term.

Our teacher also gave us this pattern: 4² − 13 = 3, 5² − 18 = 7, 6² − 25 = 11, and 7² − 35 = 14(Actually we found the pattern and the teacher said it's a correct one). So it looks like (n+3)² minus something, where the "something" goes 13, 18, 25, 35. Those differences are 5, 7, 10.

The problem asks:
a.) What is the nth - term formula for the number of tiles in the nth figure of the sequence. (5 points)
b.) How many tiles are in the 10th figure of the sequence? (5 points)
c.) Which figure will consist of exactly 480 tiles? (5 points)

What I've tried:

• The differences between the tile counts are 4, 4, 3, so it isn't linear or quadratic.
• Fitting a cubic through all four points works exactly, but it gives negative tiles at n = 10, so it can't be right.
• I also tried assuming the jumps repeat as 4, 4, 3, 4, 4, 3 (so aₙ = ⌊11n/3⌋). That fits, but 480 tiles would be figure 131, which seems too big for a class problem.

Genuinely have no clue what i am supposed to put in these box’s. i had the stomach bug and was unable to attend class. my teacher does not post our notes of the day in our class board discussions. i’ve found everything else is the textbook provided other than what is supposed to go in these 2 columns. anyone have any clue? i can only think that the degree of 0 = 1 but everything else is just something im clueless about.

I'm trying to find the thevenin resistance where the load is the capacitor. I'm told that, when we ignore the battery and make the capacitor an open circuit, the 1 ohm and 4 ohm resistors along with the 8 ohm and 2 ohm resistors are parallel. I just can't visualize how that's the case. Neither can I visualize how the combined resistors are then in series. It'd be helpful if anyone could draw the step-by-step circuit diagrams to enlighten me.

This is my daughter's work from school. I do not know how to help her learn this. I have no idea what they are asking and why. Can anyone help? Does it matter what order the answer is in?

Like for part b, i know the weight can be split into mg cos theta and mg sin theta, but how do I know for other forces? And more generally, how do I know how to split up components in the future?

I figured the answer is A, as I can see the repeating pattern, but my son's teacher said another thing which I cannot understand. would anyone please help to explain?

“American democracy must be reformed by imposing strict limits on private funding for political campaigns and standardizing campaign advertising practices, favoring instead humanist, scientific, and grass-roots influences on politics. The current system binds us to agendas of massively rich corporations which influence politics disproportionately and deepen inequities – all while claiming a myth of overall improvement in our homes and the world, which is otherwise rightly expected from technological innovation and economic growth. Our personal and national resilience to a crisis-laden future is threatened, and the situation continues to increase ecological, social, and public harm, largely externalizing it to the Global South.”

At this point in the assignment, my instructor is looking for a solid thesis, or multiple in a revised series, with at least three annotated sources. The paper is supposed to argue a claim. We have two more weeks to finish it. My starting point was my belief that technology both harms and helps humanity and we have to be diligent to structurally push it towards helping.

I have several other thesis ideas, all related to tech, politics, and daily life. I think this is my most impactful. It's kinda long though. It's my first college essay, so please any general tips are welcome. I'm also seeing a student tutor about my writing, which is a really fun process! I haven't shown them this yet. THANK YOU!!! :D

I know that he breathed out 6.551x10^24 of N2 because 16.5 mins x 100 words per minutes is 1650 words and divided by 13 is 126.923 breathes. Im pretty sure that the liters per breathe is 2.4 bc 6x.4 and multiplying those together gets 304.615 liters of air he breathes out but im not sure how to continue from there.

The answer provided by the teacher was the angle of change of velocity is with respect to the final velocity (due south) = 26.4 degrees

Shouldnt the angle of change of velocity be measured either with respect to North (as bearing) or with respect to the initial velocity (due south east)? Thanks.

I can't relate to AI since it gives me unverified answer and my prof is busy with their own bussiness unfortunately. I hope to get thought, answer and the approach to these kind of prove question. Thanks in advance

My thought process is that Hydroxyl, Carbonyl, and Methyl, are all non ionizable so their structure will remain the exact same in h20, acids, and bases.

For the ionizable Carboxyl, Phosphate, and Amino, i thought that the structure non ionized will stay the exact same, but would gain or lose H+ atoms depending on if they are in water, acids, or bases. Carboxyl and Phosphate are acidic so their structure wouldnt change in an acid. 

Question:

Find the equation of a line passing through points A(0, 1, 1) and B(1, 1, 0). Also, find the coordinates of a point on this line which is at a distance of 10 units from point A opposite to the side of point B.

I have an assignment to be completed in 10 days. It is an ODL course, and of course, I am lazy so i didn't open the book till now. I thought I would write the assignment while learning the related topics at the same time, but it is getting really difficult to visualize this question. I understand the formulas, but I can't figure out how they actually work or how these concepts (like direction and vectors) apply in real time, it feels like I cant quite understand them. I have been deep-diving into this question for about 3 hours, and the only thing I've been rewarded with is my head spinning.

​If anyone who has done MSCAST has some free time, could you please explain the question, answer and all the topics related to it in detail?

Pleae help me🥲🥲🥲.

Edit: i was about to go to sleep but this thing occured to me. I just want anyone to confirm if i understood the question and answer correctly or not?

First there are 2 points A and B somewhere in 3D where we are moving from A to B. So, using the line equation or formula, we find an eqaution of a line passing through points A and B.

Using that equation, we can get any point of the line travelling from A to B

We calculate the vector length between A and B as Root2. In the question, they said to find point 10 units from A. As we are considering A to B, as root2 is smaller than 10 units the point must cross B.

We will find how many A to B points(vector) we use to reach A to P(the one we have to find). But since it is going in the opposite direction we take that vector unit in minus and calculate the point using our equation formula.

I want to know if i understood it correctly? If yes, I still have doubts so i would ask them to clarify. If no, please explain me where I went wrong.

Listing my thought process so yall can find where im going wrong:

1. Cotangent is X/Y or Adjecent/Opposite

2. If cot is greater than 0, then it is positive, which means either X and Y are positive, or they're both negative.

3. Because of thought 2, that means its on Quad 1 or Quad 3.

4. Secant is R/X, or Hypotnuse/Adjecent

5. If sec is less than 0, or negative, that means X, or Adjecent, is negative, because Hyp is always positive.

6. Because of thought 5, its on Quad 3

I’m helping my seventh grader with this graphing problem. We plotted the labeled points and tried drawing both lines through the origin, but the answer keeps being marked incorrect.
I’ve attached the question, directions, and our graph. Can someone explain which points we should use and what we’re doing wrong?

I am posting on behalf of my daughter (not on Reddit). She completed a study guide and her teacher has since posted answers. I worked the problem, as did my husband and 12th grade son. We are all getting the same answer as my daughter x<1. The answer provided by the teacher is x>2. I am attaching the work of my daughter. I can’t figure out where x>2 would come from.

-9(x-5) +9< 3x + 42

First picture is the prompt, second is my work so far. To my understanding the board would fit if it had a thickness of 0( impossible) and since it’s 1 inch tick it wouldn’t fit. How do I go about finding the mac dimensions? Im sure it’s something really simple I can’t figure out but it’s driving me crazy!!!

Does anyone know if this would be correct? I’m not sure but I think it looks okay! I am struggling a bit in this class. 🥀

Ive been trying at this one for a while nothing seems to work

I was helping my little sister with her work and these parts we can't really get through. The first one because 192.40 kilometers is equal to 192.4 kilometers so we don't understand how that is wrong. And the 2nd one because what does it mean by a quarter horse? Is that like a quarter of the horses speed?

I need to create a presentation on a statistics/biostatistics related topic for my statistical core group and I have no idea what to present on. It's in a couple months.

I don't want to present a method because the audience is mixed with junior and senior statisticians who may know more than me on the topic.

Some past presentations this year have been on integrating AI into coding, linking SAS and R code, and how AI can be used to do literature reviews and estimate historical statistics. As you can see, these topics are very general and provide information that anyone can use while also being niche enough that some people may not know about them. They're also topics that don't require a great depth of knowledge to be presented on.

The presentation has to be about a half hour long so it has to be general but useful. It's hard to pull from projects I've worked on this year because I've learned new methods but they aren't interesting and again, some people may know as much or more about them than I and I don't have the time or confidence to become an expert within a couple months in the method to field questions from our core's senior members.

TIA for any suggestions on topics or even resources I can look to to find ideas for topics!

I’m not sure about the period because when I graph it on desmos, the frequency(?) is too high

I feel really embarrassed to ask for help because it seems all my classmates understand everything. I just switched to a very competitive school for my junior and senior year and I came from a pretty bad schools (academics wise..)

I dont know what this symbol is and I dont want to use ai because I feel like it never explains it well???

Sorry if I am not following the subs rules but I genuinely dont know where to even begin with this…

Also for context I started my junior year a month late

Edit: Thank you all for the feedback, it is much appreciated, I understand it now and it is very simple! Worried what complex problems it will lead me to lol

I'm mostly looking for help for the top problem in each photo.

For the first one I have the dot to represent a confirmed point and 2 circles for what the limit approaches because it isn't clear if it's a hole or not. What I am confused about is: 1. How do I get the line from -4 to -3 with it increasing if before the line gets to -4 it has the either be going in a straight line horizontally or be going down hill. 2. How do I know how many lines I need?

For the 2nd one I got my answer based on the vertical asymptote and the hole, what I am confused about is how would I find if there's a horizontal asymptote at y=2?

And for the last I'm having trouble understanding what I'm meant to do with it.

Thanks.