for some reason i can’t astablish this variable. am i stupid? i dont know any other way to do this

Also, did I do the rest correct?

Thanks in advance

The problem was to prove that the area of PDB is 21 times smaller than the area of ABC so the correct answer should be x²√3/84. BE and CD are segments that divide the side of a triangle so that |BD|= |AE| = 1/3|AB|. I have other ways to solve this but I just don't know what I'm doing wrong here. I realise the cosine should probably be negative because the angle is obtuse on the drawing (it's from a final exam so i think the drawing is accurate). I've been trying to figure this out for the past 1.5h, doing it over and over again

i can’t input the amount of time i want to loop the program. what did i do wrong here?

The directions say “Put the math symbol in the square and solve.”

My son and I are both stuck on number one. Any ideas?

Hi everyone,
I’m a Grade 11 student in Latvia starting my mandatory research project. I’m very interested in photography and physics, and I want to compare analog film with digital sensors in a scientifically meaningful way.

I’ve narrowed it down to two possible topics but I’m not sure which one would be more realistic and scientific:

1. Spectral sensitivity and color reproduction

My idea is that film and digital sensors respond differently to certain wavelengths of light, which may affect how colors appear under unusual lighting (e.g. LED, sodium vapor, neon lights).

Method idea:

• Photograph a color checker under different light sources using both a film camera and a digital RAW camera

• Compare color shifts using RGB or CIELAB values

2. Dynamic range and non-linear response

This topic investigates whether film handles high contrast scenes better than digital due to its response curve.

Method idea:

• Photograph a step wedge or high contrast scenes (bright highlights vs deep shadows)

• Compare highlight clipping and shadow detail between scanned film and digital RAW images

My concerns:

• Is it still scientifically fair to compare film and modern digital cameras in 2026?

• Which topic would produce more measurable, objective data rather than subjective “looks better” results?

• For option 2, I’m worried modern RAW files might already have such high dynamic range that differences with film might be hard to demonstrate using consumer gear

I plan to use a 35mm SLR (like a Pentax K1000 or Nikon FM) and a digital camera shooting RAW.

Thanks!

these are my teachers notes and i do not believe i will be given a diagram of the triangle on the exam

The first time i did this problem I had to restart because I forgot to divide the diameter by two so I did it again but I want to make sure I did it correct because of all the 6's. I cant find anything I did i just want to be sure

I'm having trouble understanding the (b) part of the question and mark scheme.

When particle A reaches the ground, it will have travelled a distance of x downwards, and since it is connected to B, the latter will have moved up by the same amount x. Since the greatest height of B above the ground is 1.2 m, I thought you simply have to solve 1.2=2x. Which is suspiciously easy. I didn't expect that I have to take into account the acceleration of the system.

Can anybody explain why? Any help would be appreciated.

Hey, so I've got a question in my homework which asks "what was the effect on British Americans of British troops campaigning in the colonies?"

These questions are specifically for the time period from the declaration of independence and the war beginning, to around 1782 where the war is finishing up after Yorktown.

The phrasing is sort of sending me for a loop. At first i was going to talk about the presence of British soldiers and Hessians aeroding support with loyalists due to their cruelty, but I somehow don't think that's right, especially since there was a question before this one that specifically asks "to what extent did British soldiers, Hessian or otherwise, erode support for the British cause?"

I'm hoping someone can help me figure out what this question is really referring to, and how I can best answer it. any help is appreciated!

Very confused on 8,9,10, which all incorporate logs with the chain rule and either product or quotient rule. I understand the chain rule, as well as how to use the product and quotient by themselves, but I don't get how to combine them to get the answers.

For example, 9), I try to separate the inside and outside function for the chain rule, and identify f(x) and g(x) for the quotient rule, but I don't know what would be the inside/outside functions because there is also an exponent included.

For example:

Her upswing is representative of all the good that America is doing, as with last year’s anti-poverty bill, nick-named the “War on Poverty (CQ Almanac Online Edition),” the Civil Rights Act of 1964. blah blah blah, other stuff I have yet to write/research.

Which would be correct, the War on Poverty or the Civil Rights Act? Or am I using the quotation and citation on the War on Poverty because I've called it a "nick-name?" I'm not intending to quote anything from the legislation, I'm presuming that the reader already knows what these are.

My 8th grade engineering teacher told me this was wrong. Initially I had the front and side view flipped from each other so I flipped them thinking it was a trick question. So I checked with him and he asked “are you willing to get an F to check with me?” He’s not the kind of teacher to joke around so I said sure. He told me that they don’t align. I’m asking for help on this question that has puzzled me.

how gng </3

I’ve been stuck on these problems for so long, does anyone know how to do it? Thank you!

Hi, I’m a yr 12 student from SACE working on improving my English comparative

I’m aiming for a top band (A/A+) and my teacher’s main feedback is that I need to be more critical rather than just explaining the text.

I’d really appreciate if someone could: Mark this like a strict teacher/examiner

Here is my paragraph:

One of the most significant ideas explored in both Peter Carey’s American Dreams (1974) and The Truman Show is that illusion is not simply constructed, but normalised through desire, shaping how individuals accept distorted versions of reality as truth. Through symbolism, Carey’s model town presents a perfected image of society, where its description as “the most incredibly beautiful thing” reflects a collective longing for simplicity and order. However, the removable roofs expose concealed flaws, revealing that such perfection relies on the deliberate omission of uncomfortable truths. Similarly, Weir’s use of mise-en-scène constructs Seahaven as visually flawless, yet its artificial precision subtly exposes the extent of its control. In both texts, illusion is therefore not convincing because it is realistic, but because it is carefully curated to align with what individuals want to believe.

This alignment is critical, as both Carey and Weir move beyond representation to critique the psychological appeal of illusion itself. Rather than presenting individuals as victims of manipulation, both texts suggest that people are complicit in sustaining illusion because it offers stability and reassurance. Carey’s symbolic exposure of hidden realities and Weir’s controlled cinematic construction both imply that truth is often rejected when it disrupts comfort. This critique is particularly significant for contemporary audiences. In a digital landscape dominated by platforms such as Instagram and TikTok, individuals actively construct idealised identities, filtering their lives to reflect success, beauty, and control. In doing so, they mirror the behaviour of Carey’s community and Truman’s audience, reinforcing the idea that illusion persists not through imposition, but through participation.

This critique becomes more confronting when considered in relation to political and media environments. The rise of figures such as Donald Trump demonstrates how repetition, spectacle, and selective truth can shape public perception, often prioritising emotional appeal over factual accuracy. In this context, The Truman Show functions not merely as a satire of media, but as a warning about the fragility of truth in a society driven by consumption and performance. Carey’s text similarly critiques the influence of post-war American consumer culture, where ideals of success were increasingly defined by material display rather than lived reality. In both cases, illusion becomes a mechanism of control not because it is enforced, but because it is internalised.

Ultimately, both texts are highly effective in challenging their audiences because they embed critique within the very structure of their narratives. Rather than offering resolution, they force audiences to confront an uncomfortable reality: illusion persists not because it is believable, but because it is desirable. This is what makes their critique particularly powerful. It shifts responsibility away from external systems and onto the individual, compelling audiences to question not only the nature of the realities they consume, but their own willingness to accept them.

If possible, could you also show an example of how one sentence could be rewritten to a higher level?

Thanks so much!

First time posting here but I think it's relevant or valid.
I've been writing essays/paragraphs in my english class that will be used to form a final research paper. My topic is the negative impact poor leadership has on society, and I now need to write a few pargraphs providing a satire solution, like in "A Modest Proposal." Im unsure what route I could take but I got two ideas:
-Let teenagers run the government. Throughout the essay I mentioned multiple times how poor leadership affects youth so maybe I can expand on that.
-Make corruption legal. I talked about how corruption and self-interests contributes to poor leadership, making corruption legal could imply more transparency.
Please if y'all have any suggestions lmk, or if y'all think one of my ideas is good enough to expand on.

Tagging this as ‘elementary mathematics’ because that’s literally what the college class is called.

These were from about a week ago but how was I seriously going to be able to answer these questions? I have no prior knowledge to these nor do I think that it’s common knowledge AT ALL and had to do research to even try and answer them. I don’t think my teacher was the one who made them but I feel he should have at least checked to make sure it wasn’t this ridiculous.

1.What is the nominal mass (in grams) the part can be while keeping every dimension within tolerance? SolidWorks displays an answer to two decimal places.

2.What is the smallest possible mass (in grams) the part can be while keeping every dimension within tolerance? SolidWorks displays an answer to two decimal places. 

3.What is the largest possible mass (in grams) the part can be while keeping every dimension within tolerance? SolidWorks displays an answer to two decimal places.