7^0.3x = 813, take ln of both sides
(0.3x)(ln7) = ln(813)
0.3x = ln(813)/ln7
x = ln(813) / (0.3 * ln7)
Okay, I get the ln813, but why did you break up the left part like that?
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7^0.3x = 813, take ln of both sides
(0.3x)(ln7) = ln(813)
0.3x = ln(813)/ln7
x = ln(813) / (0.3 * ln7)
To equate each side of the equation. If you make a change to one side of the equation, you must make an appropriate alteration to the other, otherwise the entire thing becomes inherently changed from the initial problem you were trying to solve.Okay, I get the ln813, but why did you break up the left part like that?
Don't I know it...We all make simple mistakes.
I know, I was just trying to show a few more steps after reading her post about not understanding.And both of these are exactly the same as my own, expressed in a slightly different form.
That's exactly right.Okay, on the third problem after the -1/6 problem, I think I'm beginning to understand. ln and the e's cross out, leaving 1-5x=ln793. The next thing you do is isolate the x, by gettind rid of the 1. 5x=ln793-1. Then, divide by 5 to get the x alone some more. There's the answer. Is that right, is that how it's done?
To equate each side of the equation. If you make a change to one side of the equation, you must make an appropriate alteration to the other, otherwise the entire thing becomes inherently changed from the initial problem you were trying to solve.
It describes the ways in which electrons are organised around the atom in various orbits. The lowest level can store 2 electrons, the next one up 6, then 10, 14, 18, and more, but you probably won't go into those extras too much. One orbit doesn't need to be 'filled up' for the next orbit up to contain electrons. In a normal atom, the number of electrons equals the number of protons, giving the atom equal positive and negative charges, making it neutral. Removing or adding atoms to an atom changes its electric charge and ionises it. Some of the basics.Can anyone tell me what the hell is electron configuration?
My book and teacher keep driving me in circles on this.
OK im still confused on how this works around the elements since at times for me it contradicts with other charts for me, also can someone tell me how this affects waves of atoms?(its a bonus question my teacher promised to put :3)It describes the ways in which electrons are organised around the atom in various orbits. The lowest level can store 2 electrons, the next one up 6, then 10, 14, 18, and more, but you probably won't go into those extras too much. One orbit doesn't need to be 'filled up' for the next orbit up to contain electrons. In a normal atom, the number of electrons equals the number of protons, giving the atom equal positive and negative charges, making it neutral. Removing or adding atoms to an atom changes its electric charge and ionises it. Some of the basics.
It's the number of protons that define an element mostly. A chunk of matter with five protons and theoretically any number of neutrons and electrons is still boron. Changing the number of electrons alters its charge and electromagnetic properties, while a change in neutrons produces an isotope which is more of a structural change.OK im still confused on how this works around the elements since at times for me it contradicts with other charts for me,
Matter can demonstrate wavelike properties, but at low speeds these are virtually unnoticeable. Accelerate something small to high speeds and it'll start assuming wave properties. I'm not sure how electrons alone might affect the whole, but in this case we're talking about the de Broglie wavelength of a subject and matter waves. I don't think this directly answers your bonus question, but it might help point you in the right direction.also can someone tell me how this affects waves of atoms?(its a bonus question my teacher promised to put :3)
This would require the use of the logarithm laws in particular, among general maths skills.Instructions:
Use Log properties to expand log expressions as much as possible, if possible, evaluate without the use of a calculator.
log[/B]a(m^n) = n*loga(m)
loga(a) = 1
loga(1) = 0
Wish I had time to help with more right now.
Yeah, raising the argument to the power of m is equivalent to multiplying that log by m.So, on the third one, is it when you have the argument raised to a power, you move that power to the front?
alright guys, I have an exponent problem that's been killing me.
16 ^ (x-9) = 3 ^ (-9x)
or
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any help on this would be greatly appreciated. I know you need to use logarithms to solve this equation, but I don't exactly know how to go about doing so. I've tried a few different ways, and I get a different answer each time.
oh, and if it's any help, the answer is asked for in base-10 logarithms.
Dr Math said:Complex numbers enter into studies of physical phenonomena in ways
that most people can't imagine. There is, for example, a differential
equation, with coefficients like the a, b, and c in the quadratic
formula, that models how electrical circuits or forced spring/damper
systems behave. The movement of the shock absorber of a car as it goes
over a bump is an example of the latter. The behavior of the
differential equations depends upon whether the roots of a certain
quadratic are complex or real. If they are complex, then certain
behaviors can be expected. These are often just the solutions that one
wants.
In modeling the flow of a fluid around various obstacles, like around
a pipe, complex analysis is very valuable for transforming the problem
into a much simpler problem.
When everything from large structures of riveted beams to economic
systems are analyzed for resilience, some very large matrices are used
in the modeling. The matrices have what are called eigenvalues and
eigenvectors. The character of the eigenvalues, whether real or
complex, is important in the analysis of such systems.
In everyday use, industrial and university computers spend some
fraction of their time solving polynomial equations. The roots of such
equations are of interest, whether they are real or complex.
And complex numbers are useful in studying number theory, which is the
study of the positive integers. The techniques in complex analysis
are just one more tool that researchers have.