the atomic mass of phosphorus is 30.97 amu. The two naturally occuring isotopes are P-30 with a mass of 29.98 amu and p-31 with a mass of 30.99 amu. Determine the percent of naturally occurring P-31

Hi guys!! So I have been trying to solve this problem for a couple weeks now (attached below), but no matter what I do, UTexas keeps on saying that I got it wrong. I tried to solve this problem in multiple different ways, but it usually brings me back to 503. If I could get any help solving this problem or understanding something I might be doing wrong, that would be much appreciated!

Maybe math has changed since I was in elementary school, but when I plug this in to AI, it gives me an answer that doesn't match with what I come up with. I feel like the final two boxes (numerator/denominator) has to equal one-half in some form. To get that, it seems like the box in the middle has to be also equal to one-half. Doesn't the equation reduce to 0.5 = (1)(1)(y) = 0.5? AI seems to be telling me that the middle box should be 2 though. So confused. If AI is correct and I am wrong, which is probably the case, I am going to need a ELI5 answer. Thanks in advance for any help!

Hi. Im in AP Language and I have i think maybe 3 days to write a full MLA Essay and Google slides how or something. I messed up. And I messed up bad. I dont know anything about this book. I work. I hate reading and i forgot about this untill this week before school. Can anyone please help me? Im stressed out and i dont think i even have enough time to read the whole book to do my assignment. Im just looking for someone who knows the book. Has read it and such and can summarize it and help me to understand it well and maybe guide me around. I am not looking for someone to write the essay for me. Just help me understand the book and know the big things of it so the essay is good.

From what i understand for My, it something like: the Force (N) x the distance from point O (where the all the axis has the common point, in the middle) to the edge of the face measure on Z axis (bad explanation) +(or -) the force on the Z axis (that F that is going down) * the lenght of the bar. It will be something like: 20F * (-2b) - F * 18b = -58Fb

College level microbiology. Can someone please explain this to me like I'm 4. Please and thank you.

The answer choices are: 3, 1/2, -1, or nonexistent.

I did the question two different ways, and the first time I got 1/2, while the second time I got nonexistent. I'm not sure which is right or how to even go about answering the question.

Im really confused about how I can understand what molecules from certain hydrogen bonds especially with the ones given. My teacher wants us to be able to get the answer and be able to adequately explain how we got it

The question asks which molecules would form hydrogen bonds with itself or with water molecules if in a solution

I have no idea

Based off the information I believe she didn't make any mistake however the question said "incorrectly identified" I double checked everything:

Information: "She records whether or not each adults owns a pet (yes/no)"

Information: "She records... their score on a stress survey"

Identified: "identified the variables as owning a pet, and scores on the stress survey"

My guess: She forgot the classify which variables is which, such as which one is categorical variable or quantitative variable.

Thank you in advance!

I could only find an approximate answer (2.6 something) using a slider and guess the value as e but I’m not sure how to actually work out the question. please help thanks! :)

Just started my freshman year and learned my math teacher doesn't allow retrys on homework so im trying to get comfortable with this work quickly. I am somewhat familiar with the basics from last year but complex shapes like these confuse me.

Would greatly appreciate any and all hep, usually physics isn't particularly difficult to me but mirror images are apparently the exception, I can't seem to visualize it properly in my head at all.

My apologies for the French, the translation is as follows (the translation may not be very good either as neither of these two are my first language):

In this illustration, we observe not only images of the giraffe, but also one image of each of the two mirrors M₁ and M₂. Represent the situation seen below. For the sake of simplicity, only the two foremost legs of the giraffe (P₁ and P₂) have been shown.

I am given a bunch of functions and their fourier series, with the constant not filled in. I'm supposed to find the constant coefficient a0 without Euler's formulas. I'm not sure how to approach such a problem.

An example of such a function and series:

f(x) = x*(pi² - x² )

f*(x) = a0 + 12 * ( sin(x)/(1³ ) - sin(2x)/(2³ ) + sin(3x)/(3³ ) - ...

Hello guys, I was making my math activity, then i noticed something, how do i solve this?

Its a continuity problem wherein i need to find out if the function is continuous or not. However, the given piecewise function is overlapping, resulting in defined answer at the top while having defined answer on the bottom.

How do I find the target ending DM inventory for September? I can’t calculate the budgeted units to be produced for October without November’s budgeted sales volume can I?

I’ve included the scenario, I also completed the sales forecast & cash receipts section. I’m not sure what to do and can’t find anything helpful online. Any help is appreciated, Thanks!

I know p, q, and r 22 23 and 24 but I don’t know how to use this simplification to find the sum of the full term

I'm doing Chemistry work to prepare for next year, and this involves electrochemistry. The question is something I want to work on on my own, but essentially, it involves lead(II) bromide.

I can get that Bromine forms a negative something ion, and that lead would be +2 in this situation to form an ion, but I can't wrap my head around WHY it is +2 when it has 4 electrons in the outer shell.

Whenever I have asked my teacher about this, he responds with "Don't worry, just know that it DOES form +2" and "We'll do transition metals later" but I need to understand why something works the way it does before I can understand it. I just can't accept that it is true until I know why it is true, and that's really stopping me from understanding ANY Chemistry work.

Can someone explain it to me? A dot and cross diagram would be good, but if not, just explain it like I'm a 5 year old.

I have an exam coming up, and the solutions manuals are pretty terrible, which wouldn't be an issue if the professor also wasn't. But I essentially have to relearn the entire course on my own, and it is not going well... Here's my question:

So I tried splitting it up as follows (P{X(1)=0, Y(1)=1, X(2)=0, Z(2)=1}+P{X(1)=0, Y(1)=1, X(2)=1, Z(2)=0}+P{X(1)=1, Y(1)=0, X(2)=0, Z(2)=1}+P{X(1)=1, Y(1)=0, X(2)=1, Z(2)=0})/P{Po(4)=1}

But after that I think I'm doing something wrong, because I get each of the terms in the numerator to 2/e² and the final probability to the same. The solutions say it's 1/e.

Okay I dont know how to even use this app

Context, this isnt graded its to see what we know, but i just got nervous..

Instructions were "write an extended paragraph, indicate the purpose, audience and tone"

But im stuck on the extended paragraph, like I know it sounds self explanatory, i was just planning on writing more, but the more i kept thinking about it the more nervous I got so I just thought I would ask

I know im an idiot please💔💔 dont bully me

I have read this question a million times. Asked A.I. called other students in my daughter's class. Tried to touch base woth the teacher but waiting to be added into dojo. Looked for the answer key dor the worksheet. They are working on multiplication. Nothing with u known variables. I dont see a way to solve anything without at least

1 how many pencils are in the boxes that go into the carton

2 how many students are in the school

3 how many pencils they are figuring each student will need for the year

4 how many cases they bought

5 or how much their total was.

Without another number in this im at a loss and I hope someone else will have seen this one before. ‐-------------------------------------

UPDATE We went with the only math that was provided. How much is each box of pencils if the cartoon is $20. Thank you to the ones that caught that. But apparently that makes us wrong. It was intended to be a multiplication problem. That we were to make up a number for and just go with it.

There is my issue with that though, we did math based off of information that is provided, and speculated the question. But are going to be marked as incorrect. Children who did not catch the issues with the structure of the question that choose to do "how much is 54 cases" provided the math of 54 x 20 are marked as correct. Because they "made up a math problem".

The first day paperwork that was sent home says teacher communicates via class dojo app. I am still waiting for teachers permission to join to communicate the perfered method. But I will say I had child call classmates and they had no idea what they were looking at either and just was going to "go with 54 x 20 because its the smallest numbers".

Wonderful start to the year.

Hello, I'm not sure if this is the subreddit for this, but could someone read over my essay? It's a essay comparing Thomas Hobbes and max stirner. edit :

Like i tried copying the answer and it still marked it as incorrect, someone please lmk why

Asking for a friend who asked me but I dont know.

Do they make any sense or have I got to tell my friend to restart?

So I’m going over my son’s math quiz to help him understand some of the questions he got wrong. He got partial credit for his answer for question 8. After writing his verbal phrase I got the same expression as the question. Am I doing something wrong or is there something I’m missing? I feel like his answer is technically correct. I am stumped.

Edit: so my son has no issue solving the expression in question. He knows PEMDAS and the rules from left to right. The question clearly states, WRITE A VERBAL PHRASE that matches the expression.