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I'm struggeling with asymptotes. I'm trying to learn it and wrap my head around it, but I just can't seem to get the hang of it. I can kinda understand the easy questions to some degree, but I'm struggeling quite a bit with this one example in my book. Can someone maybe give a "dumbed down" version?
Translation:
You're making a cake and bake it at 225 °C. A model of the temperature development of the cake after it leaves the oven is given with f (t) = 205e^-0,455t + 20. f (t) is the temperature in °C t minutes after the cake is taken out of the oven.
a) What is the horizontal asymptote of f when time moves forward.
b) give a explenation of the y-value to the asymptote
Yo
e^(0.455 * 100000000) for example will be a very big number
in fact e^(0.455t) will go to +infinity
oh, and hope it's alright to ask here, but is there any form of vc help here? Like any dedicated channels..?
so when we divide a finite number by something going to infinity, the limit is 0
ehh no, sorry
¯_(ツ)_/¯
that makes sense :)
Asymptotes can be tricky, but I'll break it down in simpler tA horizontal asymptote is a line that the graph approaches as x (or t, in this case) goes to infinity.
For your cake fn ,
As t increases , the term 205e^(-0.455t) approaches 0. Hence
f(t) ≈ 20 right?
ah, I see
Are you catching my view of approach for this problem or struck?
no I get it :)
great, so part b is just remembering what the question was all about
the temperature of the cake is f(t)
so we can't really have infinite time, but we can say that the cake will remain at a stable temperature of nearly 20 degrees Celsius after a long time
thanks a lot
Let me know so that I can continue typing
Don't mention it btw.
more accurately, the cake is always cooling, but it cools slower and slower
I got the b part 
and the limiting temperature is 20 C
Yep it's 20
so it'll level at 20 for a pretty long time :)
Yeah
"room temperature"
yeah that's what happens in practice, in a science experiment for example
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mathematically though it's this
in a perfect world
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Idk but my guess is get a ruler and measure PQ. Compare it to AC and QC and choose a reasonable answer
@iron parrot Has your question been resolved?
get a ruler is hilarious 😂
Which is also a no.1 rule you should never follow but this question is an exception
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Can someone please check my work here? I know it’s a lot but it’s explained in detail so it should make sense. Thanks!
@bitter kettle Has your question been resolved?
This is supposed to be like a explain the problem type of thing
We also don’t need to simplify our final answer
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<@&286206848099549185>
!status
What step are you on?
1. I don't know where to begin.
2. I have begun but got stuck midway.
3. I got an answer but I was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
Could you show you work ?
it's all over the place really
can you just show me how I'm supposed to go about doing this
First of substitute the values of a,b,c
Ok
Isn’t c = x-1 ?
I'd start by manipulating the fraction into a proper fraction. i.e. no smaller fractions on top/bottom. Then substitute in a,b,c and solve further.
just substitute in the last form and divide
the (b-c)/bac+b
polynomial division i mean
Where did that green b(ac+1) come from ?
Or, just assume 1 - (a + 1/b) / (a + 1/c) equals 1/( px^2 + qx ), expand, simplify, and match like terms to solve for p and q.
i just did 1 as b(ac+1)/b(ac+1)
oooooh I see
lots of the terms should cancel when you simplify XD
Now that I look at it yeah the polynomial below would be 2nd degree
idk honestly
don’t substitute immediately it just makes it more annoying and longer try to simplify it as much as possible then plug in the numbers
Oh okay then let me try
the other approach
Okay so I got to b(ac+1) - c(ab+1) / b(ac+1)
now what
@sterile swift
you will see that bac and -cab cancel
Should be 1 - c(ab+1) / b(ac+1)?
Idk man
yeah i just let 1 be b(ac+1)/b(ac+1)
yeah
$$\frac{a + \frac{1}{b}}{a + \frac{1}{c}} = \frac{bc}{bc} \times \frac{a + \frac{1}{b}}{a + \frac{1}{c}} = \frac{abc + bc\frac{1}{b}}{abc + bc\frac{1}{c}} = \frac{abc + c}{abc + b} = \frac{c (ab + 1)}{b (ac + 1)}$$
Shuba
I've got the same 🙂
do you have the answer key ?
i just simplified it but i didn’t do the rest i’m lazy lol but chatgpt says that answer as well
that’s good
My scrawls, should it help 🙂
thanks
pretty cool
mine looks different I just use the calc to factorise the cubic polynomial and cancelled out
After expanding
yeah, factorising cubics takes too much brain power for me XD
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sqrt(a)*sqrt(b)=sqrt(ab)
I don't get it
like sqrt(a)*sqrt(8a)=sqrt(8a^2)
First off correct your mistakes cuz it should be 4a(sqrt2)
then yeah just
9a=54
and the value of a use it to find b
in equations in form
a+bx=c+dx (where x is an algebraic number)
a=c , b=d
To be more exact
9a=54
4a=b
Oh okay
are there any other similar rules to these I should know
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How would I approach this problem? (7)
use the distance formula
?
So it’s (-3 - 6)squared + (-4-3) squared?
And then the square root of that answer?
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Guys, I may be kinda slow, but how on earth do I get velocity given position and theta?
My struggle is that velocity, by definition, needs time. But all the equations I'm given require velocity to find time.
I know it has something to do with the fact gravity is constant, but idk how to use that to my advantage
(btw, I am in algebra based physics)
Do you have the question in text format?
this is not enough information to understand your question
Number 4
@idle temple Has your question been resolved?
<@&286206848099549185>
@idle temple Has your question been resolved?
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can someone help me
calculate slope for each function on that interval
yes and not the instantaneous slope, so do not draw a tangent
it's (f(5) - f(2))/(5 - 2) and so on
yes
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How could the video have played for -(6/5) seconds, this might be referring to the time that the timer spent without actually starting to count but it seems like weird phrasing
am i reading the fraction wrong?
If time zero is when it started
Then the -1 is 1 second before it started
The way they explained it
Although the video first displayed at time zero, it was running for several seconds before that
right, so there's implied negative time before the timer actually started
thanks, just wanted to see if other people thought the same to make sure, i'll solve the actual problem now
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isn't the gradient T evaluated at (1,1,1) = -(2,4,4) ? it seems they divided by 2. i don't think i can just divide by 2 in this case ...
well the direction ends up being the same but yeah they messed up
Okay so it’s a bit misleading, since it’s not actually equal to it, but they’re in the same direction which is the more important part
ye
because after this they ask
so, the dt/ds is not -3, is -6 for me.
so this secodn part is also wrong.
but I am correct saying that I shouldn't just "simplify" the magnitude of the gradient vector right? I'm scaling it down that way.
for direction yea doesnt matter cause it's normalized.
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hello could anyone please help me with this question
@remote portal Has your question been resolved?
You must know from somewhere how many litres is used in average amount of time
idk it doesnt mention anything about litres
Is it somehow connected to previous problems you've solved?
What about problems one, 2 and 3?
?
wait ill show u the question before it
this was it
Come on where are number two and one.
Where are numbers two and one
what numbers two and one
?
thats 2
thats 1
thats the graph
the answer was 3938 or 3937 but i wanna know how it reached to the answer
Use the ten litres per minute
so i multiply 11.15 by 10?
its 11.25
why
11 minutes and 15 seconds is 11 minutes. and point 25 One 4th of a minute.
Hint next time actually try reading. I don't wanna sound mean but it's obvious that this question can't be answered because it doesn't have anything about leaders. So the obvious answer is, look for that information somewhere else, most likely in the previous questions
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need help with this,if i emember correcly you need to multiply 3 with 120
@ivory parrot Has your question been resolved?
<@&286206848099549185>
Is this a proportional expression or something else
definition of ratio
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what is the inverted function of this function: f ∶ [−1, +∞) → R ∶ x ↦ 2e(x+1)2
− 3
<@&286206848099549185>
Are you sure that's how the function was written?
I assume it's supposed to be 2e^(2(x+1)) - 3
that's weird
Or even $2 e^{(x+1)^2}-3$
lemme sent screenshot its double exponenet
EQUENOS
yeah
okay now it makes sense
its multiple choice and I have four options
Solve $y=2 e^{(x+1)^2}-3$ with respect to x
EQUENOS
You'll get a function of y, which will be the inverse
its dutch a means there is no inverted
the function insnt surjective right so doesnt that mean there is no inverted function ?
There is an inverse, but it's not defined everywhere
It exists because the function is strictly increasing on (-1, +inf)
it the answer then b
yes
k ty
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How can i get a better understanding of set membership
this is false
is there a way i can get to understand that more
also not sure why the tex isnt working
Z is a set of all integers
so if N was in Z, it would mean that N itself is an integer
okay great
if everything in A is also in B, then A is a subset of B
if A is in B, then A is a member of B
one more thing, the empty set is an element of all sets? or a subset of all sets? or both
is the empty set an integer?
no, therefore it is not a member right
yes, so it's not a member of Z
but how is it a subset?
so it certainly cannot be a member of all sets
because every thing in {} is also in Z
and if you disagree, tell me something in {} that's not in Z
sets are so confusing
reductio ad absurdum!
sort of, lol
i guess i get it, but it feels very unmathematical and not concrete
is there a more concrete way to describe the empty set being a subset of all sets
oh yea? name some of those things then
Why?
just laugh at my joke and don’t question it pls
Well, it is a subset of every set, because
"everything in {} is also in every set" is true. Because there are no things in {} that could make it false
so nothing is part of every set..
thats what this says i think
i guess it's just an axiom?
something you just have to know?
that means "for all" right?
You can get an idea of why it works like that by considering that there are no counterexamples to it
yeah
i see
there is nothing in {}, so any statement starting with ∀(x in {}) will be true
{1} is a subset of {1, 2} is a subset of {1, 2, 3} is a subset of {1, 2, 3, 4}...
It would also be quite natural to have {} as a start of this chain
∀(x in {}) there exists x
is always true for all x ?
once you use x in one quantifier, you shouldnt be using it in any other
ohhhhhh
my bad i mistyped
∀(x in {}) there exists y
is always true for all y ?
well, this is not really a well-formed sentence
even something like:
∀(x in {}) (1 = 2)
would be true
oh..
i need to read more..
i guess the empty set is a just a really weird outlier
is that a good way to describe it?
i think i just need to build intuition for it
Here are few more ways to think about it
The empty set is a very cool and important part of set theory in mathematics. The empty set contains no elements and is denoted { } or with the empty set symbol ∅. As a result of the empty set having no elements is that it is a subset of every set. But why is that? We go over that in this video!
I hope you find this video helpful, and be sure t...
you're awesome thank you so much!
np :)
one final thing
it's just something you will have to convince yourself about
is N a subset of {Z}
the set continaing the set of all integers
the answer is no right?
correct
If N was a subset of {Z}, then everything in N would also have to be in {Z}. But the things in N are numbers like 1 and 2, but 1 isn't in {Z}, nor is 2. The only thing in {Z} is Z itself
yes exactly
that makes a lot of sense
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help
Use binomial expansion
ye
so what is it asking, the coefficient of x^10?
ye
then do this
ahh then expand it by NCR
whas NCR
this
wait leme try
find the correct input and it will yield the solution of part a, and actually similarly for the remaining
oh thanks
for the denominator do i times or i can cancle
oh nvm
i think thimes
times
<@&286206848099549185>
this is what i got
but the answer is 3360x^10
hints, 2 exists in (-2/x^2), so you need to take that into account, also, it is not simply 10C10
so you are correct at the first half, x^3 times 6
what will be the second half?
it is (-2/x^2)^k but k is not 10
bro i think something is wrong with that question
no, the answer is indeed 3360
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Hey guys
Do you know any easy way for factoring?
there a lot of of different ways
quadratics?
I mean totally
some polynomials are irreducible over certain rings
(fancy words to say you can't factor them)
Fairly sure we can assume the guy will only be working over the field(which is also a ring) of Reals
yeah ik
And also fairly sure any polynomial can be factored over the complex numbers, due to the fundamental theorem of algebra
Oh
Tnx
Do you know what the fundamental theorem of algebra is though?
Yeah
Alright, there you have it then
f(x)=a(x-r1)(x-r2)...
well then you must also know that there is no definite solution for quintics and above according to galois theory
That's essentially it, yeah
you can also find roots using winding numbers and contour integrals
but it takes a while
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That's most likely quite the Overkill though in almost any case
ik
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whats the cardinality of this set?
Please don't occupy multiple help channels.
$$ { (x, y) \in \mathbb{N}^2 , : , x^2 + y^2 \leq 100 } $$
adam
shouldn't be too hard to count the elements yourself i mean
oh sorry typo
$$ { (x, y) \in \mathbb{N}^2 : x^2 + y^2 \leq 100 } $$
i know i can still count them, but is there an easier way?
adam
@sudden pagoda Has your question been resolved?
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well, obviously x and y are < (or <=) 10. counting this caees would need less time than waiting and asking for helpers.
back
@sudden pagoda Has your question been resolved?
Over the reals, x^2 + y^2 <= 10^2 is a filled circle. I suppose this is the set of all whole-number dots in the top right quarter of a circle of radius 10. Idk if that makes counting any quicker for you - but I figured it’s nice enough to highlight
Maybe one can use the formula of the area of the quarter circle cleverly here?
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Hello
Clueless here lol
If i solve it it just leads to two matrixes which provide no solution
It will lead to the left hand side matrix being equal to the right hand side matrix
So their entries in the same positions have to be the same
This doesn’t give anything though no
Or am i wrong
@wary mantle forgot to tag sorry
Yh its so confusing
$y + 2 \neq y - 1$ for any $y$
Kepe
WA agrees
I'd write 'No solution exists.'
transpose
Atleast that's what anyone would mean by that, maybe your course uses it for something else?
Most likely no, right?
no idea haha
Yeah my book aswell
Yeah asked claude and chatgpt (even tho they aren’t the best ) and nothing lol. Probably a mistake in the exercise
It doesn't have to be a mistake
It perhaps just wants you to notice there is no matrix A
Yeah probably i guess, by the way what was that website
Thank you 🙏
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Can someone help me doing just the 4.1? I did not understand
is [[x]] floor function
what is that
ye
u round down
so basically take the right hand limit and take the left hand limit
and compare
I have to calculate the limit with the maximum integer
yes
so what is the limit as x->0 from the right side
it might be better to break it up into $\frac{[[x]]}{x}-1$
Jash
so what do u get if u plug in like .01 for x
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If I have a slope in y =mx + b, where m is not a fraction, what does this tell me?
Say y = 5x - 7
What is the 5 telling me?
Should I read it as 5/1 so going up 5, going right 1
The slope is 5 up and 1 right
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Not sure if my answers are right
How'd the + become a - from line 1 to 2?
?
(x+3)ln(3) somehow became xln(3)-3ln(3)
oh
@tame river Has your question been resolved?
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hey mathcord i need help with simplifying complex numbers
I need to know how do you simplify complex numbers?
I read something that no matter what it is you divide that number by 4 then based on the remainder you get a number
is that right?
Take i^243 = -i since the remainder of 243/4 is 3
yes, $i^n = i^{n \text{ remainder } 4}$
kaue
keep in mind this is a property of $i$ specifically, not complex numbers in general
kaue
oh okay
but is this correct?
it is
okay how do it do something like 6 - 2i / 2 - 3i
to divide complex numbers, multiply the numerator and denominator by its conjugate (the conjugate of a complex number is itself but with the sign of the imaginary part swapped), so in this case you need to multiply by (2 + 3i)
the conjugate of the denominator*
and 6 + 2i is what you multiply the numerator by
6 + 2i is the numerator and 2 - 3i is the denominator, you need to multiply both by the conjugate of the denominator
oh okay multiply both by the conjugate of the denominator
this is because (a + bi)(a - bi) = a² + b² so the denominator turns into a real number
yes
it's kinda like rationalizing the denonimator, if you heard about it
.close
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i accidently deleted my original one
What about my answer
Ya
Did u press angle subtraction
cuz it says it dosent have vertical angles
Is the input in box angle subtraction postulate
u have to press
Angle subtraction
I think
Cuz the reason is not correct
Currently
Only other reason i can think is base angle of isoceles
With the base angle of an isoceles triangle
I think thats the answer
Cuz 180=40 +2x
?!
I dont think so
i feel so congruuent rn
?
i hate these types of questions where it has proof
But for second question is there a option with similar triangles
or ratio
@sleek swan yo can u help with the other question
Ya the second ine
Hm
similar enough or something
Similar triangles
@sleek swan what option is that
i feel like you would say ae silly equals ac idk tho dont ask me
Write the 2 angles
There the same triangle bur the ratio is different
10
do you guys not know how to write angles correctly
i missed this whole lesson bc i wasn't in
wait can you only do it once
not even sure
?
wait a second
the angles are the same
in that corner
EAD and CAB are the exact same
they all correspond to each other
set the reasoning to cptpc
and say <ACB = <AEC
with the funny equals sign tho
what for the reason
what are the possible reasons ?
Corresponding parts of congruent triangles are congruent
CPCTC
wait this is due to similarity
not congruence
ohh
@hidden turret
its reflecive property i think
oh yay it worked
if those two angles are the same
that means the last one has to be the same
<x = <y
i think its maybe just try saying triangleXYZ = triangleTUV
it should work because of two angles already
then triangle ABC = ADE
which should just solve it
XYZ TUV was just a reference to the triangle you needed to use ABC and ADE
in the solution
what does the classify a triangle do?
?
not sure
check what it does
Since DE is parallel to BC, angles ADE and ABC are congruent.
Angles DEA and CBA are also congruent due to corresponding angles formed by parallel lines.
Angle A is common to both triangles.
ok im going to sleep now
@eternal grail Has your question been resolved?
@eternal grail Has your question been resolved?
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$\lim_{x \to 0} \frac{\sin^2(x) + x \sin(x)}{1 - \cos(x)}$
Fω 2.718ℓ
I don't know how to proceed
wait ima send the original question as well
This is the original question
I multiplied by conjugates and used the half angle rule for the denominator
l'opital is not allowed?
it's allowed
well?
leave it as sinxcosx
[
\lim_{x \to 0} \frac{2\sin(x)\cos(x)+ \sin(x) + x \cos(x)}{\sin(x)}
]
Fω 2.718ℓ
and since you have a sinx in the denominator also you can cancel it out
but that would leave me with an xcos(x)/sin(x)
you know that sinx / x is 1
either you could do l'optial again
since its a 0/0 form
or
you could get x to the denominator giving you cosx / (sinx/x)
ah... okay i get it
thanks alott
t!rep @vast shale
welp
it doesnt work anymore?
whats that?
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Can I ask a math question but the subject is Chemistry?
You can, if someone knows they will respond
Okay
I don't know how to identify equations regarding Gas Laws.
Boyle's Law
Charles' Law
Gay-Lussac's Law
Ideal Gas Law
Dalton's Law of Partial Pressure <- Idk if this is a gas law
Can someone help me?
What exactly don't u know
what do you mean by "identify equations"?
Like there are questions like it could mix up and I have to find out which law is being used???
Ideal Gas law is combination of all three laws above, dalton law should be different from of those you have mentioned but more oftenly seen in chem
ideal gas is a generalization of the first three yes
but uhh, the first three are usually easier for students to use
you always always always look at your givens
which variables are you given values for? which variables do you need to solve for?
Can't we just go by order?
I know Boyle's law is when pressure is up temp goes down and temp goes up pressure goes down
answering these two questions will help you identify which equation to use
What I understand during an quation is
Boyle's Law is looking for anything new like new pressure, new temp
Charles' Law is looking for any increase or decrease
and aiueghfundfikjcfffubxkcvj ,mmaihbudvhkcx
I DON'T GET IT
nono
Boyle's law tells you how the pressure changes if the volume changes, and vice versa
Charlies' Law?
Charles' law tells you how the volume changes if the temperature changes, and vice versa
Gay-Lussac's law tells you how the pressure changes if the temperature changes, and vice versa
In other words, it actually depends on which variable is fixed. All three laws have a corresponding fix variable.
also i think it is charles law lol
Charlies' Law?
why Charles' law?
They have the same pressure and temperature?
Charles' law concerns the relationship between volume and temperature as one of them changes
in this problem, the temperature is always 25C
it's not changing
but..?
take a close look at what is changing in the problem
the pressure goes from 1atm to 2.5atm
and the problem wants you to find how the volume changes
for a fixed temperature of 25C 
I don't get it
Boyle's law says that if you have fixed temperature, the product of a gas' pressure and volume is constant (P_1 * V_1 = P_2 * V_2)
we have a changing pressure in this problem, and one of the known volumes
What about Charlie's law?
Why is Charlie's law an incorrect answer?
this one says that if you have a fixed pressure, then the quotient of the volume by the temperature is constant (i.e. V_1/T_1 = V_2/T_2)
it's incorrect because the pressure is not fixed in this problem, so Charles' law doesn't apply
there's always three variables that can change (volume, temperature, pressure); any single one of these laws is concerned by how two of them change when the last one is held fixed
So..
If a gas at 25.0*C occupies 3.60 liters at a pressure of 25.0 atm. <question>?
This is how Charlies' Law represent in an equation?
I don't understand what you mean 
just do this, I promise it'll make your life so much easier
I don't get the difference of Boyle's Law and Charlie's Law in an equation

P1V1 = P2V2
(25.0*C) (1 atm) = P2 (2.50 atm)?

2.50 atm is pressure
25.0C is temperature, and 2.50atm is a pressure
but yes that is the correct equation
you just plugged in the numbers strangely
But it says volune not temp....?
2.5 atm is not a volume
Then.. what is volume? the liters?
yes, but you plugged in the temp for V_1, and then the pressure for V_2 
yes
volume is in litres
V_2 is unknown; it is what you want to solve for
V_1 is known
P1V1 = P2V2
(1 atm) (3.60 liters) = (2.50 atm) V2?
1 atm x 3.60 liters / 2.50 atm = V2
1.44 liters = V2
Okay now I understand Boyle's law a bit how about another one just to make sure?

no crying! >.<
you are capable of doing this, I promise
Charles' Law?
The givens are Volumes and Temperatures
that's correct!
AHHH I GOT ITTT

V1/T1 = V2/T2
900 ml/27*||.||C = V2/132C
900ml x 132*||.||C/27C = V2
4400 ml = V2
Why?
Oh
whereas for Kelvin, 0K means that all molecules stop moving, so the gas isn't really a gas anymore
0K is not possible to reach
0C is haha
Oh okay
and if we were dividing by 0, we'd be in trouble!
Formula for Kelvin *C + 273 right?
V1/T1 = V2/T2
900 ml/300 K = V2/405 K
900ml x 405 K/300 K = V2
1215 ml = V2
The current time for ahigherdesire is 03:18 AM (EDT) on Sun, 27/10/2024.

Okeh
Ideal Gas Law?
mm, you probably could solve it with IGL, but there's a better choice
IGL is probably too general to solve this quickly
Charles' Law?

take a look at your givens
you have two pressures, and a temperature
you want to find a second temperature
Gay-Lussac's Law
this is sooooo important to do for problems like these, btw
the givens and required variable always tell you what equation to you
15 atm
16 atm
25 C - > 298 K
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm) T2
(15 atm) (298 K)/(16 atm) T2
279.375 K = T2
THIS IS SO EASYYY I JUST NEED TO UNDERSTAND AND MEMORIZE THE PROBLEM YAHOOOO
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm) T2
(15 atm) (298 K)/(16 atm) T2
279.375 K = T2
where did the division sign go? 
I forgot eheh
15 atm
16 atm
25 C - > 298 K
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm)/T2
(15 atm) (298 K)/(16 atm) = T2
279.375 K = T2
uwah
But what I did is correct
no 
WHAAA
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm)/T2
(15 atm) (298 K)/(16 atm) = T2
279.375 K = T2
this is not the correct algebra 
you treated it as if it was 16atm * T_2, and divided both sides by 16atm
but it's 16atm/T_2
no!!!
you are not dumb
give it one more go 
you're capable
everyone struggles with learning things for the first time
don't feel like you're bad because you're struggling
it's very normal to struggle
15 atm
16 atm
25 C - > 298 K
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm)/T2
(15 atm)/(298 K) x (16 atm) = T2
0.80536912751 K = T2

WHATTTTT
P1/T1 = P2/T2
(15 atm) (298 K) = (16 atm)/T2 (missing division symbol)
(15 atm)/(298 K) x (16 atm) = T2 (algebra is not right)
0.80536912751 K = T2
,, \frac{15\text{atm}}{298K} = \frac{16\text{atm}}{T_2}
higher!
you have T_2 in the denominator
yes, but you can remove it in the final step 
there's no rush
in the final step, the atm's will cancel out
just try rearranging this for T_2, as you normally would
I've seen you do these kinds of rearrangements before, so I know you can do it! 
I don't get it

do you mind if I show you where to go?
yes
,, \frac{15\text{atm}}{298K} = \frac{16\text{atm}}{T_2} \ \frac{T_2 \cdot 15\text{atm}}{298K} = 16\text{atm}
higher!
I don't get it
we're just multiplying both sides by T_2 to get it out of the denominator 
why?
because when the variable we want to solve for is in the denominator, it's hard to solve for. so we need to get it out of there, and only way to do that is by multiplying both sides by it
then we put it at the other side?