I know what are the steps to determine if a molecule is polar or not, but I'm having one small problem. When I have determined teh geometrical shape of my molecule and drew the vectors of the polar bonds that goes from the least electronegative atom to the most electronegative atom, how...
I have a question about : http://imgur.com/RU7PvtJ
I actually understand what I need to do. I need to see if both one sided limits are the same to establish that the limit exists. The only thing which I just find weird is the "since y --> 2^(-) implies y<-2"
Can somebody explain me...
Hi, I'm having trouble understanding the following fact about limits :
If f(x)<=g(x) for all x on (a,b) (except possibly at c) and a<c<b then,
lim f(x) <= lim g(x)
x -> c x->c
Here's how I interpret the definition : We have two functions f(x) and g(x), and the inequality f(x)<=g(x)...
I don't think I understand your explanation... Didn't Euclid "prove" with proposition 13 that the sum of two angles were equal to two right angles ? And that we begin the demonstration assuming that the sum of the angle CBA and ABD were equal to two right angles ? What role does postulate 4 play...
Hi, I was reading proposition 14 of Euclid's elements and there is only one thing which I find weird : why do we need postulate 4 to conclude that " the sum of the angles CBA and ABE equals the sum of the angles CBA and ABD."...
Well, we need two different sorts, so we have a total combination of 9 for 10 different flavour.
For example, if we consider each flavour a number, then : (1,2) (1,3) ... til (1,10)
Now, if we want to see for the second flavour, we already did the combination (1,2), so we must substract 1...
An ice cream shop sells ten different flavors of ice cream. You order a two-
scoop sundae. In how many ways can you choose the flavors for the sundae if
the two scoops in the sundae are different flavors?
That's what I did :
Would this be any good ...
Hi, Just have a basic question on a closed manometer :
So I do understand the basic idea behind manometers. I see that in this case the pressure of gas is lower than that of the liquid, which is why the liquid is higher on the left side. Now, what I...
I was wondering, how is it possible that different gases can have the same average kinetic energy?(at same temperature) Can anybody give me a SIMPLE explanation of this? Knowing that some particles will move faster than others, I wonder how this can be possible :/
It would really help ...
Two identical bottles contain the same number of molecules at ambiant conditions of temperature and pression.The first contains N2, and the second CO2.Tell if the it's true/false and explain why
The molecules of CO2 have more kinetic energy than the molecules of N2.
My answer : False...
Hi, I was wondering when you need to write the decomposition of a substance, how do you know if the number is going to be a coefficient or subscript ?
2H2O ===>2H2 + 02 would be the answer
But why not
2H2O ==> 2H2 + 2O
Knowing that we have 2 moles of O in the beginning...
Hi, I have begun physics and we are seeing systems of reference as an introduction.Now I have a small exercise which I'm not sure of, I would need you to check if it's correct or not.
There are two cyclists A and B. Suppose that you take place on a sidewalk and look at them pass. They move to...
-Wait, what do you mean that my rules won't result in a*a^-1*x= a*a^-1 ? Is it only because I've put a^-1 in the middle that it isn't correct ?
-The way I thought about the proof was to justify that it would work wether we were talking about positive numbers or negative numbers, hence the the...
I haven't written a lot of proofs so I need the opinion of the experts on my proof of a simple proposition. Here's the various properties I used: (P10) (Trichotomy law) For every number a, one and only one of the following holds: (i) a = 0, (ii) a is in the collection P, (iii) —a is in the...
Ok, sorry for being late to respond :
xi/xj-c/d (to be determined) +-1/((xj)*d)
(i/j-c/d(to be determined)+-1/xj*d) * jd
id-jc not equal to +-1/x
except for 1 and -1
The same is done for the second fractions on the left side.
Well, I have another question. When Spivak justifies the passage from the squares to |a+b| <= |a|+|b| he says the following : x^2<y^2 supposes that x<y for x,y in N. Now, the only thing bugging me is the following : Why didn't he do the following x^2<=y^2 supposes that x<=y for x,y in N ...
So hi, there's one little thing which I'm not understanding in the proof. After the inequality Spivak considers the two expressions to be equal. Why?!?
I just don't see why we can't continue with the inequality and when we have factorized the identity to (|a|+|b|)^2 we can just replace...
Ah ok, then I'll post here my new finding when I create the other part of the proof.
I just didn't follow the following :
but this exception corresponds to irreducible fractions, so it's fine (as long as you consider it in this way)
Could you rephrase ? (I'm tired, so maybe I'm not reading...
Wait, what do you mean I considered only one case ? I tried to consider two factorizable fractions at the sametime...
Also, for the special case you were talking about, I did notice that there was an exception but I rejected it, didn't think it would have great consequence. Is it the following...
*If I turn out to have a wrong answer, please no hints or showing an valid proof. I want to do it on my own !
ad/bd-bc/bd=+-1/bd is neighbor fraction
Now, reduce the common numbers :
We must now prove that the left hand side has irreductible fractions. Let's see what...
Hi, I have a basic question concerning definition of the word 'factorization'. Does Spivak consider factorization as development of factors ? He goes from saying the "factorization" x2−3x+2=(x−1)(x−2) is really a triple use of P9 and goes on...
Hi, I just want to know if my proof seems ok.
So we can begin with :
1 degrees = 1+1/9 grads
we multiply by x to generalize
x degrees= x+x/9 grads
now, we take x degrees and multiply it by 60 minutes to know how many minutes it makes.We also do...
The number of degrees in one acute angle of a right-angled triangle is equal to the number of grades in the other; express both the angles in degrees.
So I have found the following answers :
810/17=47,05... degrees and 810/17=47,05... grades which gives 42,35... degrees
Now, the real answer...
I'm studying Spivak's calculus and I have a really simple question :
I'm only in the first chapter on "The basic properties of numbers"
So far, we have the following propostion
P1 : (a+b)+c=a+(b+c)
P3 : a+(-a)=(-a)+a=0
P2 : a+0=0+a=a
Now, he tries to prove P2 (He doesn't do it...
How do you convert angles from the sexagecimal system to centesimal one ?
63 degrees 14 minutes 51 seconds reduced to centesimal ??
Here's how it's done but I don't understand the steps...