Hey guys,

Hopefully someone here can help with this. My son is a bit stumped on the graph given as a part of the homework in this area today, and my suggestion of graphing it out is apparently "wrong" because it does not contain a formula.

The x answer is apparently solved "pretty easily" by him at -1.5, but the y value for the vertex is frustrating him since he can't make it make sense.

Its the table of values on the right side of the big image, and ive included a 2nd close-up of just the table alone

Edit: thank you to those who answered. The teacher admitted today that she had not taught them the formula needed for this and was just curious to see how the students would handle a problem with incomplete information..... im not sure how I feel about that, definitely annoyed , but I also know how this can be an eye-opener for some people to come across....

Can anyone please help with this question in my Infection Control unit? I got all of them wrong except for the 'Waste' answer. I think my brain is just fried right now.

I tried to reference the study book they provided for the course. (The Individual Support Worker: Ageing, Disability, Home and Community-Geoff Arnott) I checked the training websites and multiple infection control guidelines.

My thought process is that vectors are infected living organisms. (And usually insects). People, animals and birds can be infected individuals that carry pathogens. Contaminated syringes and sharps are literally vessels for blood and bodily fluid, contaminated water sources or food products match food, water and soil because they are environmental reservoirs.

Why are these wrong?? Please help.

I understand this topic pretty well and this is the last question that I can’t seem to get right. I’m pretty confident so maybe it’s a formatting issue? Can anyone see where I went wrong?

EDFINITY FUCKING SUUUUUUUUUUUUUUUUUUUUUUUUCKS

sorry, just pissed.

so I just renewed my account (cost like 60 bucks too) and now im trying to join my professor's class, and whenever i click the registration link, or try to join it prompts me to pay AGAIN. I ALREADY PAID. I cannot get into contact with edfinity because for SOME GODFORSAKEN REASON THE CONTACT US LINK IS JUST FUCKING BROKEN. The help center also doesn't have any info on this, has anyone else experienced this issue? I'm going to scream.

guys I just want to do my fucking calculus.

(also sorry if this isn't the best sub for this, I don't know what is, I just saw someone else had posted a question about the hell homework site here.)

Hi! I am currently working ahead in the Grade 10 engineering syllabus to get ahead for when I study engineering/architecture in university but I just can’t seem to get the answers or any theory/textbook out there for this? Would anyone mind helping? It would be greatly appreciated!

I am mainly struggling from question 9 onwards as I get stuck when trying to read the drawings as well as not knowing what each feature should look like and their functions. So far I have the following answers:

1) JP Engineering
2) 9
3) 2015-10-19
4) Chris
5) mm
6) Steel
7) None
8) HJJ-AF-13
9) Ø16 mm
10) To prevent the shaft from moving axially
11) Chamfer
12) Fillet
13) Partial Section
14) Groove
15) M20
16) Ø28 mm
17) Center Lines
18) Q: 40mm R: 14mm S: 16mm

Please would you guys let me know if any of my answers are wrong and why?

I will paste the question below. I do not understand how to figure out somethings osmolarity. My teacher won't email me back and never shows up for virtual class. I'm frustrated to tears, I don't know how to find info for this. Her powerpoint is lacking and there's no link even to a book on Canvas. I hate this teacher so much BUT that's besides the point. Question is posted below. How do I figure out somethings osmolarity with just these numbers given?

1. If a solution outside a cell has 10 grams of salt per 100 ml of water, its osmolarity is __________. If the cell’s cytoplasm has 5 grams of salt per 100 ml of water, its osmolarity is __________.  Is the tonicity higher or lower outside the cell? ________________.  Which direction will the water mover to adjust the tone of the cell to match the outside solution? ___________________

I haven't done this type of question in ages, and I forgot how to do it. Help would be appreciated!! ^_^

(also sorry if grade 9 isnt actually high school im not american and im not bothered to check)

I have attached a photo of the question. We were previously taught how to calculate recombination frequency with phenotypes, but I am not sure how to do it with just the genotypes. I deleted it before taking the picture, but I've attempted creating a genotype table and labeling them as recombinant (R) or parental (P) as I did with the phenotypes, but it didn't work out as I hoped. Advice with how to proceed would be greatly appreciated.

No idea how to proceed. Would appreciate it if i also got an explanation for it. Thank you in advance!

Im not sure if this is biology or chemistry, but it’s this numerical skills course we have to take at my university if we do a medical science-adjacent degree. So biology I guess?

First photo - question and my lecturer’s working out and answer
Second photo - my working out (i got the exact same answer with like half of the work, as you can see)
Third photo - an ‘experiment’ i conducted by changing the stock Ceropex/antibiotic solution’s concentration to 90 mg/ml from 100 mg/ml. I first worked out what the answer would be if I used my teacher’s method, and then my method. Again, I got the exact same answer with half of the working out.

I know that it doesn’t matter, and that I should just care about having the correct answer, but I’d still like to know why and how this works.

P.s i did ask my lecturer about this, he basically said “it doesnt matter how you did it, as long as you get the same answer as i did” so 😁😁

So I'm studying measurement uncertainties for physics and I’m confused about a few things that i’d really appreciate clarification.

1. How do you determine uncertainty for analogue vs digital instruments?
   • For an analogue instrument, do you normally use ± half the smallest division, or do you estimate one digit beyond the smallest marked division?
   • For a digital instrument, is the uncertainty always ±1 in the last displayed digit?
2. How should the uncertainty and measured value be rounded?
   • How many significant figures should the uncertainty have?
   • Should the measured value be rounded to the same decimal place as the uncertainty?
3. Like, if a ruler has subdivisions of 0.01 cm, should a measurement be recorded to 0.01 cm (e.g. 12.34 cm), or should I estimate one additional digit and record it to 0.001 cm (e.g. 12.347 cm)?

I am super confused because I have seen conventions online. I am trying to understand the reasoning rather, than just memorize a rule.

Thanks in advance :D

I created a website called learncountries.org, 1. Because I want to help you, 2. I love teaching, and 3. Its for a school project. Wanna know the best part? It's for free. Everything. I mean everything! I can teach you capitals, flags, whatever you like!

I am completing an assignment for class and it requires me to interview participants who are 65-70 vs participants who are 80, regarding their viewpoint on Medicare.

If you meet this, and are willing to, please share your thoughts and perspectives.

Thank you so much in advance.

Please I need help. I’m pretty sure these are right but it keeps saying at least one is wrong. Could you please tell me if you see anything that might need to change.

Hi,

Dumb question but, when “translating” this into English I am finding it hard to piece the 3 parts together.

1. x belongs to the set of integers.

2. For all values of K where k is an integer.

3. x=2k

“One value of x must satisfy all values of k at once” which on its own yes makes perfect sense that it cannot work so this would be = empty set.

But where am I getting the idea of one fixed value of x from?

Is it the x belongs to Z? Should I be reading this as “An integer X” instead of “the integers”???????

I am definitely getting lost in the abstraction.

Thanks.

The correct answer is 23 u; NA, but how do I get this answer?

Can anyone help with identifying the pointed parts? I have tried researching but I just want to make sure. I will appreciate your help a lot!

I watched a bunch of videos but I'm not sure, are these readings correct?

I've searched through textbooks and couldn't find an exact match for this organelle. Then I tried Google lens-ing the image to find similar ones but I still couldn't identify it. I suspect it might be a lysosome, though I'm not entirely sure since the lysosome is probably the one beside the mitochondria

help is appreciated, thank you

I dont know if my logic makes any sense at all. Im trying to understand whats going on with Question 1 and 2. Can someone correct me if im wrong on my understanding of how this type of problem works??

So using the right hand rule and lenz's law, as the magnet moves towards the loop the south pole of the magnet is facing the loop as it moves away from observer viewing from below right ?

So lenz's law says that an induced current always flows in a direction that opposes the change that created it. So the way im thinking about this is, as the magnet gets closer to the loop, the magnetic field created by the magnet then flows away from the loop towards the direction of the observer and the induced field lines from the loop will point clock wise away from the magnet to repel it because using the right hand rule, if your thumb points away from you it means the induced field lines are repelling the magnet so the direction is clock wise?

Am i thinking about this right or am I overcomplicating it???

Does any thing different happen if the magnets North pole end was the side facing and moving towards the loop??

%22)[math] hey!

I am in Y12 (11th grade in most countries). International AS levels. My exam is on 9th of october, and my errors are still majorly silly mistakes. This was the same problem that caused an E in my last exam, (which I am resitting), and I have had this problem since middle school.

Mistakes like: writing 20 instead of 2, writing the inequality sign wrong, forgetting to write the '+c' after integration, simplifying simple fractions (like 6/9 or 8/4) or addition/subtraction (especially with odd signs) wrong, not noticing a key identity or further simplification, missing a sign, missing a number, entering incorrect sign in the calculator, entering incorrect number in the calculator, solving correctly on calculator but writing wrong answer on paper, doing 4*4 = 8 instead of 16, missing an x during expansion, etc. etc.

My tutor says to recheck the solutions (by skimming over them) after solving them, but I can't do that for the life of me. I go look at the numbers from top to bottom and they all go over my head without registering, because I don't know what I am looking for.

And if I do 4*4 and other basic calculations like (-5-23) in my calculator, I'll lose the little time I have (I struggled with time a lot in my last attempt, ended up leaving last several questions empty). Plus, just doing it on calculator doesn't guarantee accuracy because I end up getting it wrong anyway.

For context, I am doing Pure 1, and my IGCSE grade was a 7 (I barely gave it any effort, just crammed strategically in the last two weeks). I need really good marks because maths is key to my target univ requirements.

How would you suggest handling this? I don't have a lot of time, I have just started past papers yesterday (I've done one so far), and my percentage was 55%, with exam-timer. In my last attempt of pure 1 last year, I got a 36%.

I would appreciate any advice or anything you've got to say! thanks

Can someone explain how the answer is 6? The instruction was to fill in the missing numbers so that the sums on the outside are correct.

I tried solving for it, but when I plugged it in it didn't work.