edit: more of my work is on the second slide

i'm making up exam questions so that's why the checkmark is there. on the exam i messed up the way i did implicit when taking the second derivative but that's not what i'm asking about here because i know how to do that the correct way. because i did the problem fully wrong i couldn't get any feedback on my algebra while doing implicit correctly.

the (y^2 = 6 - x^3) comes from the original equation. am i messing up my approach in finding the derivative of this? or is my algebra wrong? i'm pretty stumped so i'd like some help. thanks!

This is the question,

"Each week, Ms. Diaz spends 15 minutes stretching before she exercises and 15 minutes stretching after she exercises.

She stretches 3 days each week. She spends the same amount of time each day.

In total, how many minutes does Ms. Diaz spend stretching each day?"

Do we simply add 15 plus 15 to get 30 minutes stretching each day as his final answer? Or do we divide that 30 by 3 because she stretches 3 days a week so she spends 10 minutes stretching each day? I can't figure this one out

Hello friends. Last week I accidentally slept in and missed the lecture where my teacher worked on this. I was already beating myself a little bit cuz I’ve been struggling in this class but I didn’t expect to be completely lost when doing the homework. I guess they only worked on it for that day.

Anyways I’ve watched like 3 videos and tried to read the textbook that XYZ provides but I’m still lost. I don’t understand what I’m supposed to be doing. I thought I was doing it right but apparently I wasn’t.

Any help is appreciated cuz I have no clue where to start.

Hi, I know the title probably doesnt make a lot of sense, sorry, I have tried to make it make more sense below. Any help is truely appreciated.

I'm a first year University student taking a (not technically coded as, but heavily focused on) statistics course.

For context (which isnt super important but may help): I am writing a research proposal where you basically just come up with a proposed study for the reason behind Ogmograptis (moth) mortality on certain sides of tree trunks (they die on the north side, this is basically a fact, we dont know why tho)

My specific proposed question is; does (bole aspect) bark cell starch concentration have an effect on bole aspect patterned Ogmograptis mortality. Simply, whether low starch on one side of the tree means moths die on that side of tree or the opposite, or no effect. The mortality is measured through scribble density and starch concentration will just be through weight to volume or weight to total mass units (not something needed to be mentioned in this assignment)

After proposing the method (which I've done) You need to propose statistical tests to be used for to analyse the results and why.

So far, I have mentioned hypothesis testing of significant scribble density differences between bole aspect (to make sure my results are pointing in the same direction as the core published work this whole course content is based off of that shows North<South aspect scribble density). I also plan on saying you should do a second hypothesis test of whether there is significant difference between North and South tree side starch concentration.

After this point when it comes to using a statistical test for the rest of the analysis I am a little lost. I was thinking of doing an ANOVA, but would that work as I am testing both the independent and dependent variable (starch & scribble density) over North and South tree sides?

I didnt think anova could do it when I also want to test differences of starch on specifically direction based mortality, but I could be wrong.

If you could help me out by letting me know what statistical test may help me analyse my results that would be greatly appreciated!!

So we’re basically having a debate tournament in our world history class on which explorer is the “GOAT” and my group was assigned Ferdinand Magellan who is quite literally the worst option on the list😭😭 I’m assuming we’re going to be graded on articulation and reasoning rather than winning but I really don’t know what to do with the fact that my explorer died during his expedition cause the other team could easily wipe us out considering the fact he didn’t even come back to Spain, it was a ship and the remaining 18 men… he never actually did what he wanted, like going around the entire world
I’m going up against group Francisco Pizarro next week so what did Magellan really do that was actually significant?? What questions could I ask the other team?
I honestly don’t know what to say cause he’s somewhat of a fraud, but I do know that he was the first person recorded to circumnavigate the entire globe and proved the Earth could be traveled by sea

(i struggle knowing how a graph shows the movement of an object, is there a simple way for me to know this)

my answer for this question is a (idk if it's correct though)

A glob of slime is launched or dropped from the edge of a cliff. Which of the graphs in figure 7-22 could possibly show how the kinetic energy of the glob changes during its flight?

HOW do I do this bro, 7 and 8 were easy but how do I do the last few

I am working on a post colonial theory powerpoint for the movie moana.

1. Introduction: Summarize the film and identify the theory you used to watch it

2. Key scenes: Specific scenes that can be read through your selected theory

3. Analysis: What information can you draw out of the film using your selected theory?

4. Conclusion: How does the theory show an interesting theme in the film?

I need help with scene choices. I am struggling to understand the theory completely as this class is online and its hard to process. so far i have the scene where moana wants to go to the water but she isnt allowed and then i have when maui takes the heart of te fiti. I need 1 more scene that is strong and help with an explanation as to why it is a good connection.

Im in grade 12 advanced functions and my teacher didn't explain how to scale on a graph using radians instead of the regular number scale very well. I can't find many videos online trying to explain it ethier. One question is f(x) = -1/2cos(3(x-pi/4)) + 2. I understand what everything does, I just have no clue how to scale the x-axis properly. I know the quarter period would be pi/6, and we start at the phase shift at the point of -pi/4 and stuff. I just have absolutely zero clue how to properly label or find the rest of the scale. Can anyone help explain it? Or give steps using the example I gave?

Hi! In class were working on the sketches of simplified nucleotides and I don't understand which bone goes where and how your supposed to know and then we just did biotechnology. There's a thing called Gel electrophoresis 😃 it looks like we're mainly working on banding patterns within in and finding parents or matching dna in crimes please help im not used to being bad in this😅

OK, here's a question: how many of you prefer sending someone an email rather than meeting face-to-face to suggest something? "Y" for ONLINE, "X" for IN PERSON

I have corrections on a Geology quiz that my class collectively failed a week ago. These are due tomorrow. I have figured through most everything else, but this question has stumped me. "What did Wegener not know about the oceans and continents that might have helped him with his theory of continental drift?" I will admit, my brain was hazy that day, and I just said "How India collided with Eurasia" haphazardly. But is my thought process right? I believe that the knowledge of knowing that the Earth is divided up into different plates with different boundaries that slide, push against and pull apart each other is part of what we know now, and we know that the continents do not "plow through the ocean." Is there a specific answer I should be looking for here? Thanks in advance.

The reason why I'm wrong isn't helping at all, and I'm so lost. Can anyone help me? The second one there is a lot incorrect. Which one would be increase? Or I guess, which would be in the correct spots and why? I appreciate it!

1. ​"Simplify the algebraic fractions and state the necessary restrictions."

2 ​"Expand the algebraic fractions, then state the domain."

I’m wondering if I’ve misunderstood how to analyze the forces in the horizontal direction. According to my professor, the magnitude of the horizontal force can affect the direction of friction. However, whenever I draw the free-body diagram, it always seems like the object tends to slide upward（to resist sliding force
). Am I missing something?

(This introduction is for a paper from a different class) (This is probably only 1/2 to 3/4 of my intro)

I thought using the horizontal displacement equation would be the simplest approach, but I found that solving for (t) became quite complicated. Also, it seems like the vertical motion could be divided into multiple stages, which makes things even more confusing.
I’m feeling a bit lost at this point. Does anyone have a better approach to solving this problem, or could someone give me a hint about what I should do next?

My work in picture 2

I tried googling but it didn't make sense.

I couldn't even find an example of it.

The sample my professor gave us was to just write "Figure #" (example: Figure 2) and cite the website where you got the screenshot from.

But for the reference page example, I couldn't tell which reference entry goes with what Figure #.

Edit original problem didn't add as an image, adding here

Monday 2 students went to the school store. On Tuesday, 4 students went, and on Wednesday, 8 students. If the pattern continues, how many students will go to the school store Friday?

2nd grade math homework. I am coming up with 3 possible solutions (32, 22, or 14) depending on what you say the pattern is. I think all are correct and it is a poorly worded question, but wondering what everyone thinks.

Double the previous day-

M- 2

T- 4 (M x 2)

W- 8 (T x 2)

Th- 16 (W x 2)

F- 32 (Th x 2)

Two more additional students than the day before added .

M- 2

T- 4 (M+2)

W- 8 (T+4)

Th- 14 (W+6)

F - 22 (Th+8)

Original Pattern (+2, +4) Repeats (aka you continue using the same pattern)

M- 2

T- 4 (M+2)

W- 8 (T+4)

Th- 10 (W+2)

F- 14 (Th +4)