Need help using scientific calculator

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Discussion Overview

The discussion revolves around using a scientific calculator for various mathematical problems, including roots, logarithms, and simplifications of algebraic expressions. Participants share methods for inputting calculations and seek clarification on specific mathematical concepts and operations.

Discussion Character

  • Technical explanation, Homework-related, Conceptual clarification, Debate/contested

Main Points Raised

  • Amy inquires about how to input the fourth root of -81 into her calculator, expressing confusion over the notation used in her lesson.
  • Some participants suggest different methods for entering calculations, depending on whether the calculator has a Direct Algebraic Logic (DAL) feature.
  • Amy questions the notation used in her lesson regarding the expression (49x^8y^-2z^6)^(1/2) and whether a term is a typo.
  • Another participant explains how to solve for n in the equation 9,765,625 = 5^n using logarithms, providing a formula for general cases.
  • Amy expresses surprise that her lesson book does not mention logarithmic calculations.
  • There is a strong emphasis from participants on avoiding the term "4 square root" for fourth roots, as it can lead to confusion.
  • Amy presents an expression involving exponents and asks if her answer is in the lowest terms, leading to a correction from another participant regarding her simplification steps.
  • Amy shares her alternative method of solving the expression and questions the validity of her approach to canceling terms in a fraction.
  • Another participant critiques Amy's method of cancellation, emphasizing the importance of understanding algebraic rules and the implications of simplifying incorrectly.
  • Amy acknowledges the feedback and expresses a desire to review her lesson materials, noting the challenges of self-study.

Areas of Agreement / Disagreement

Participants generally agree on the methods for using calculators and the importance of proper notation, but there are disagreements regarding specific mathematical techniques and simplifications. The discussion remains unresolved on some points, particularly concerning the correctness of Amy's methods.

Contextual Notes

Some participants mention limitations in Amy's understanding due to self-study, which may affect her grasp of mathematical concepts and notation. There are also unresolved questions about specific terms and expressions in her lesson materials.

physicsgal
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-81^(1/4)
= -4square root sign 81
=-3

how do i key this into my calculator:
= "-4square root sign 81"

*note I am working with a $20 casio*

thanks

~Amy
 
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(-)

81

^

0.25
 
i see how to work it that way.. but i can't type in "-4square root sign 81", or is that not possible? (im just trying to follow how to do they do it in the book.. i realize both things lead to the right answer)

also

(49x^8y^-2z^6)^(1/2)
=7x^4y-1z^3
=7x^6 * (1/y) * z^3

where does the ^6 come from, or is that a typo in my lesson book?

~Amy
 
It depends if your calculator has DAL or not. With an old style calculator, you'd need to enter "8, 1, +/-, y^x, (, 1, /, 4, ), =", with a DAL one you'd enter "-, 8, 1, y^x, (, 1, /, 4, ), =".
 
ok

here's another one 9,765,625 = 5^n
n = ?

*n = 10*.. but how would i have figured this out using my calculator?

~Amy
 
That requires the use of the "log" button.

n = log 9765625 / log 5
n = 10[/color]
The generalization of this rule is...

If ... x^n = y,
Then ... n = log y / log x.​
This is taught in Grade 12 where I live, so I can assume that you don't need to worry about why or how.
 
Last edited:
thank you! it works. funny the lesson book doesn't mention log calculations.

~Amy
 
Please, please, please! Do NOT use "4 square root" for fourth root. It confuses you as well as the people you are talking to (and has been known to cause some math teachers to foam at the mouth).
 
Please, please, please! Do NOT use "4 square root" for fourth root. It confuses you as well as the people you are talking to (and has been known to cause some math teachers to foam at the mouth).
thanks, i ll try to remember.

here's one involving exponents.. is my answer in the lowest term or is there more that could be done?

((2^-3 + 5^0)/ (2^-5))^(1/2)

= ((9/8)^(1/2))/ (1/32)

~Amy
 
  • #10
Not at all, you can reduce it completely. Also, your second step is incorrect as you forgot to square root the denominator. Here's my solution:

[tex]\begin{equation*}<br /> \begin{split}<br /> (\frac{2^{-3} + 5^{0}}{2^{-5}})^{\frac{1}{2}} &= \frac{\frac{9}{8}^{\frac{1}{2}}}{\frac{1}{32}^{\frac{1}{2}}}\\<br /> \\<br /> &= (\frac{3}{\sqrt{8}}) (\frac{\sqrt{32}}{1})\\<br /> \\<br /> &= \frac{3\sqrt{4}\sqrt{8}}{\sqrt{8}}\\<br /> \\<br /> &= 6<br /> \end{split}<br /> \end{equation*}[/tex]
 
Last edited:
  • #11
thanks. i did it 'the amy way' and got the same answer. just converted the numbers to normal numbers (1.125/0.03125)^(1/2).

also, is there any way to convert this to something like this: (so you can just figure it out be crossing out the like numbers):

[((1/2)(1/2)(1/2) + 1)/ ((1/2)(1/2)(1/2)(1/2)(1/2))] ^ (1/2)

= [1/(1/2)(1/2)]^(1/2)??

with that i end up with = 2. why is that method not working??

~Amy
 
  • #12
No... [itex]\frac{a + b}{(a)(c)}[/itex] is not the same as [itex]\frac{b}{c}[/itex]. Although that's what your solution suggests; you cancel out the (1/2), even though you have two separate terms in the numerator. It doesn't make sense to be able to cancel out the a's when their weight on the equation is inequivilent.

I suggest that you practice simplifying these algebraic equations (as I showed in my last post), learn the rules of Math, and prevent yourself from following these techniques blindly. If you don't fix your presumptious tuitions of what you can do to an equation, you're going to run into some painful potholes down the rode.
 
Last edited:
  • #13
thanks for the tips. i somewhat see what you're saying. i should go over my lesson books again. I am doing this as a study-at-home course so that's part of the problem (me teaching myself)

i appreciate the help.

~Amy
 

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