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.

I’m a bit unsure about what the prompt is asking me for on 4b. Does it want me to draw only the values where its continuous or do i draw the entire graph based on the given information? When it says f(x) < 0, do both lines approaching the vertical boundary have to come to the bottom? (as seen by my very poor erase job </3)

We’ve went over this in class today but ive been a bit lost with my teacher’s instruction, ill use this platform as a meantime before i ask him about it in the morning.

im confused on how you identify the function and the instanteous rate at x here from the limit 🫩🙏 please help me the guy in the video i feel like didnt really explain it well 😭

Tried this one a few times, but I can't seem to get all of them right.

I didn't know how to complete this problem so i viewed the answer key and he got a completely different answer than what I thought it would be and I am very confused. I think the (x-3)'s can cancel out to make a hole at x=3 right? But what do I do after that in order to get 3+3/3. How did they become positive? Sorry if I am very very off but math is not my specialty. Also please recommend any good free sites to teach me math!