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  • How Do You Calculate Atomic Orbital Energy?

    You might’ve heard about what an atomic orbital is in your chemistry class.

    If you need a refresher, an atomic orbital is a mathematical term used in quantum mechanics that can describe the position and wavelike behavior of an electron in an atom.

    In this video, you’ll learn how to calculate atomic orbital energy using the periodic table.

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    Video Transcript

    Now we’re gonna tie together orbitals with the periodic table. This is okay. I keep saying is this is my favorite. Okay. Everything’s my favorite line. <laugh> but this whole idea that we have electrons that are in the orbitals and that the orbital are shaped in a certain way. And these electrons in these orbitals, they also have energies that differ from each other in predictable ways. And I wanna draw up here. It’s a, it’s a type of pneumonic device.

    I don’t don’t know if pneumonics the right word for it, but, um, it’s one method. Some people use to remember which orbitals are lower in energy versus other orbitals. But I want to, I wanna challenge this, this technique. I’m gonna show you in a second, um, with just using the PR table. So let’s do that. How was everyone, did you have a good break?

    Okay. So here we go. Orbital, we just saw that if we’re gonna be talking about electron in specific orbital, we give the principle quantum number and then we give what type of orbital it is. And so if we look at the lowest energy possible orbital, there is, it’s a one orbitals that’s where principle quad number N equals one and L equals zero.

    So in terms of, again, thinking about the bore model of the atom and other ideas like that, that’s gonna be the lowest energy orbital. So I’m gonna draw this at the bottom. If we think about this in terms of high energy being up here, lower energy down here, one as orbital is there.

    There are no other possible orbitals that exist where N equals one because of what we just talked about with the rules of quantum mechanics, and that L can only equal zero when N equals one. So there’s one S orbitals and that’s it.

    There’s no one P orbitals or one D orbitals or anything like that because of that rule. So that means that the next possible orbital that there is, is the two S orbital. So we’re gonna put that, that is higher in energy than the one S orbital. I’m going to move this ever so slightly like camera over. Okay.

    So two orbital, little bit higher in energy than the one else. Are there two P orbitals that exist? That would be N equals two. And if L equals one giving a P orbital, yes, those do exist again, based on those rules of quantum mechanics. So there are two P orbitals.

    So energy wise, there are gonna be, at least for hydrogen, they’re gonna be in the same level. So I’ll just draw ’em like that. And then we’re done, there’s no two, two deep orbitals for those reasons we mentioned before. And so this pattern follows, uh, now that we have principle quantum number three, we now are allowed to have L equals two, which is a de orbital. And then when we get to four, we have all four of them as orbitals, P, D, and F are now all allowed four S four P four D and four F.

    And if we continue on from here, we’re just gonna stop at F orbitals again, because G orbitals are not seen in practice. Okay. So four S now we have five S so I’ll fill this out. Five P five D five F six S six, P 66 F. And I think I will stop there. Okay. So there is a trick you can use it sometimes called the diagonal rule, where once you have draw all these orbital up like this, you can now draw diagonal lines in this way.

    You start down at the bottom and you draw it going up like that, and diagonal, diagonal, diagonal. And you might be wondering why the heck do I wanna do this?

    And I’ll tell you why. Okay. It goes on from there is that this is the order of the energy of orbitals that exists in the universe. This is the, or this is the orbital energy order for any, any atom that isn’t hydrogen, just a hydrogen atom by itself. Okay.

    Hydrogen atom floating around by itself. Pretty rare in nature. You can see them up cosmic rays and, and in labs and things like that. But for all intensives purposes for everyday life, following this order is telling us the energy of those electrons of all the, in all the possible orbitals. So this let’s see what this would, um, what this would tell us.

    So that means that, one S orbital lowest energy followed by two S followed two P followed by three S followed by three P. So there’s nothing too wild or unexpected happening yet.

    But look at this, the energy of a three P orbital is followed by four S and then we go back to 3d. And so now we’re out of order and then to four P then five ass, so five inserts itself, and then we go back and there’s four again.

    So you can see that there’s this MIS mash, mashing up of order. That’s, that’s seemingly really hard to predict. And so that is why it is taught to write out this order in this way, and then draw these diagonal lines. And then you are able to compare different orbital energies to each other. Okay. Uh, why would you wanna do, what is an example of why you would even ever want to do this? Okay.

    This is, if you were trying to figure out, given an element, where are the electrons, how many electrons are there and where are they in? What orbitals are they? So let’s use carbon, for example. Okay. So looking at a carbon atom, where are those electrons?

    So carbon, how many electrons does carbon have? Okay. If you’re like off the top of my head, I don’t know. Um, so you could just always grab your handy Dany periodic table and take a Gander and find carbon. And then you would say, all right, carbon element six. So there are six protons. If it’s neutral, there are six electrons. All right. So we can start out there and we say, all right, carbon six electrons.

    And now you’re trying to designate where the heck are those electrons? Okay, well, electrons are always going to start out and will exist in the lowest energy orbitals that are available.

    They’re not gonna be hanging out at high energy orbitals. All of nature will go towards spontaneously, go towards the lowest possible energy configuration. And that’s what electrons do. Naturally. They will fall down into the lower level orbitals. So that means that we will have

    Two electrons in a ones, orbital, each orbital is allowed to hold two electrons. So this ones, orbital, we could designate that. How well is this purple coming? Ah, that’s pretty good. Okay. So the one S orbital is allowed to have two electrons in it. And so we can designate that with a super script. Okay. So that takes care of two of the electrons, but there are six total. So what’s next.

    We look here, there’s a two S ORs the next highest in energy. And so we can write that here. Two S and then once again, in this two S orbital two electrons are allowed. And so we put them in there and now the two S orbital is full and we go to the next highest energy. Okay. So after the two S now we go to the two P and we can put in the two remaining electrons in carbon into the poral. All right. So this is what we call electron configuration.

    All right. Electron configuration telling us where those electrons are. We are also going to be drawing out the orbital energy diagrams, but I wanna show this because I wanna now tie this in with the periodic table and show you what is happening. Okay. So I wanna make sure that this at least, uh, the important parts, which is essentially, um, up here, um, that we can see it. Okay.

    So when we think about carbon and that it has these six electrons, we can essentially start with hydrogen and do kind of accounting. And we can see where are those electrons? And knowing that hydrogen has one electron, and that the one S orbital is lowest in energy. And so that means that the hydrogen, that one electron is in L one S orbital, and then we have helium helium. Now has two electrons, neutral helium. We’re gonna just be talking about neutral atoms here.

    Um, it’s got two. And so that second electron will go in the one S orbital. And then we can come over here to lithium lithium one S orbitals full. So now we’re in the two, we are now filling the two S orbital here. And then we look at beum and we still have one more space. And the two S orbital, and then that gets filled. And then we come to boron.

    The one S is filled, the two S is filled. Now we are beginning to fill the P orbitals, those two P orbitals. Now notice here, how there are six elements across how many P orbitals are there? How many different configurations of PBIS are there different orientations? We saw that there are three at MSL minus one, zero plus one. That was one of my questions for land ail that you answered, right? So there are three different orientations.

    There are three different P orbitals and each P orbital can hold two electrons, two to two. That’s a total of 6 1, 2, 3, 4, 5, 6, not a coincidence. Okay. So right here, all these elements are filling the two P orbitals. These elements are filling the one S orbital. These are filling the two S orbital. These are filling the three S four S five S six S seven S. So we call these two and they’re really, um, I would say formally helium should be over here, but it’s just moved over there because it’s so inert.

    And it acts like a noble gas. I mean, it is a noble gas. Um, so that’s why it’s over there. But in what we’re talking about, these, all of these elements, their last electrons to be added are all being put into the S orbitals. So this year is called the S block because those last electrons to the editor in the S orbitals over here, all these orbit, all these elements that are here, that are in this block, that’s showing that six across because we have three P orbitals, two electrons, each six, all these are filling the two P in this row or in this period, I should say, in this period, we’re filling the three S I just said, S <laugh>, let me start over.

    These are filling the two P orbitals, the three P the four P the five P the six P. First. What’s being filled first. It’s always the lowest energy orbital. Okay. Let me add one more thing in here, cuz we are just looking at carbon was our example. And so far we’ve only talked about the two S and the two P in terms of tying it in with the pure act table. What about the three D orbitals? So remember there aren’t one D orbitals don’t exist.

    Two D orbitals don’t exist. Three D is the first orbital that can exist. That is a D orbital. It’s gotta be three D okay. Following all of our rules of quantum numbers and those start getting filled right here. So scandium always next to calcium because after calcium exists with its 20 protons and its 20 electrons, and they’ve just filled the four S orbitals then comes the element scandium is where we now put an electron for the first time into a D orbital into that 3d orbital.

    So we’ve seen one S two S three S four S we see on the periodic table, the four S orbital is filled first followed by 3d.

    It shows us we don’t need to dry all this mumbo jumbo and go like, oh, four S is filled before 3d. Oh, I better memorize that. No, you just need a periodic table. It’s all there for you. Is that amazing? All right. Four S 3d. Okay. Let’s look at the, the, the 3d period right across here. How many are there?

    I’m gonna block it so you can’t count. Okay. How many should there be? How many de orbitals were there? De orbitals L equals two. So what can SAB L equal Bel gives you the orientation and if L equals two, then Bel can equal minus two, minus one, zero plus one plus two. How many is that? Five? There are five D orbitals. So how many electrons can fill those five D orbitals 2, 4, 6, 8, 10?

    There are ten one, two three four five seven, eight, nine, ten. Yes. That is where that comes from. So we have just filled up, remember one S two S three S four S and then 3d. And then what’s this. When we get to gallium, what orbital are we filling?

    Two P three P four P. So we went from four S 3d to four P, but again, it’s all here on the par table. We didn’t need to do that thing. Okay. And then we go back to here now and, and we would follow the rules. Now, when you get Tolan, you might be like, oh, no. Now what do I do? There’s this double asterisk. <laugh> what’s happening.

    This is where we have to jump from here and then go down to here, double asterisk, double asterisks. And the only reason why this isn’t just inserted into the periodic table is because we are a society that lives with either, depending on where you live eight and a half by 11 inch sheets of paper that are either vertical or horizontal, horizontal for a pair table. Um, or there’s the a four size that’s used in your European countries and other countries.

    Okay. So we are, we are essentially, we confine ourselves in certain shapes, not these really long banners. Now, if you wanted to include the F orbital elements here, these lanthanide and actinides and insert them into here, you would end up with a pure act table. That was just really long. It’s not a big deal. It’s not a problem.

    It would just be really inconvenient for textbooks and for posters like this, et cetera. So that’s the reason why we have everyone jump from and use little asterisks, go, Hey, go down there. Um, element 57 element 58, 59. And so, as long as we’re, we’re just paying attention. When we get down into that realm, then once again, we can see what is the orbital energy of filling? Where are those electrons going to go? Okay.

  • Here’s An Easy Way to Learn Dynamic Equilibrium

    Enjoy this video and transcript Karen the Chemistry Rockstar explain dynamic equilibrium the easy way on Twitch.

    Dynamic equilibrium is a chemical equilibrium between a forward and the reverse reaction in which the reactions are equal. The result is the ratio between reactants and products stays the same.

    Watch More and Subscribe:

    • The Chemistry Rockstar Twitch Channel

    • StudySoup YouTube Channel

    Video Transcription

    I have a topic for today. And my favorite thing about this topic is that I’ve got a pretty fun analogy. It brings back good memories of when I lived in San Francisco and, uh, there’s a dance club there. And so I have my dance club analogy whenever I’m talking about equilibrium, but specifically when I’m talking about dynamic equilibrium.

    What do we mean when we’re even talking about equilibrium? What does that mean? And so then we can take it a step further and talk about what does dynamic equilibrium mean.

    All right. So I think, since we’re talking about chemistry, why not use a chemistry example? And I like to start out using really simple molecules so that we don’t get too overwhelmed.

    So let’s put up a hydrogen molecule and hydrogen naturally at room temperature. It is a gas. Okay. So there is not a lot of hydrogen in our air right now. It’s fairly stable, but it’s also flammable. All right. So, uh, if you’ve heard about that horrible disaster of the Hindenburg, uh, that big Zeppelin, that caught fire because it was filled with hydrogen and now we use helium, which makes way more sense.

    It’s light and it’s non reactive, but in any case, that was a disaster. But my point here is that hydrogen age two is a gas at room temperature, and it can react with another non metal that can also exist in the gas phase.

    Now, iodine, it does exist as this beautiful, solid crystal that is this deep violet color. It’s quite lovely. So it is a solid at room temperature, but this is the thing is that it’s also volatile. Meaning just like water, when you have a pot of water and above that liquid water, even though water is liquid a room temperature, there are gas molecules of water that are vaporizing above it. And that’s the same thing with iodine.

    When you have a solid crystal of iodine, there’s some of it that is released as gas molecules that are coming off of there. And if that happens in the presence of hydrogen gas, they can react together and they can give hydrogen iodide also in the gas phase. And so I’m gonna draw no. So I’m drawing this arrow up, uh, given, leaving me a little bit of space, cuz we’re gonna show how this is an equilibrium and it show it forms arms, hydrogen iodide, also gas phase, but we need to make sure this chemical reaction is balanced, right?

    We need to have mass balance. If we have two hydrogens on this side and we have two iodides and iodine iodine atoms on this side, then we need to make sure that that’s true on this side as well.

    So that’s why we put in that two psychometric coefficient. All right. So now we’ve got this balanced chemical reaction and at first glance, this is great, nothing wrong with it looks good. But is this really what is happening on the molecular level? If we were able to go in with some kind of microscope, which we can’t do with molecules too well, there’s tricks there.

    But anyway, if we were able to look in and see these molecules in what they were doing, we would see that yes, indeed. We’ve got hydrogen iodine that are reacting together and forming hi, but we would also notice that there was something else happening.

    What is happening. We would see that those I molecules are breaking apart and they’re going essentially backwards and they’re reforming the original reactance, the hydrogen, the iodine. And so to really show what’s going on, we would want to show a backwards arrow as well to convey what is happening with this chemical reaction. And so we call this a chemical equilibrium.

    Now, when we use the word chemical reaction in a generic sense, we’re usually talking about reactants and products and it’s often convenient to just ignore the fact that it is actually an equilibrium, but everything is actually qui. It is <laugh>, it’s just convenient to not have to say it all the time. So this is this whole idea here is what I wanna get into in terms of talking about dynamic equilibrium. So we’ve got these molecules, H two I two, some of them are colliding and just bouncing off each other and not reacting, but some are colliding in a certain way and they’re creating the products.

    And then we’ve got these breaking apart and then reforming these reactants. This is constantly happening constantly. And so the molecules that are over here are not always going to be the same atoms that they were two minutes ago.

    Some of those atoms might be back over here. And then two minutes later, some of those atoms that were over here are now back over there. So when we reach equilibrium and that is what’s the definition of equilibrium, this is when the concentrations stop changing. So the beginning of a chemical reaction, we have a lot of the reactants and they start forming products.

    And then eventually it reaches this equilibrium where concentrations aren’t changing anymore. And we’re tempted to think everything is stopped. All of these that have collided, deformed that they’re done, they can kick back. All right, nothing more to do here, but no, these molecules are continually moving, which makes perfect sense.

    Speaker 1: Right? We are above absolute zero. What’s happening at absolute zero in theory, cuz we can’t reach absolute 0.00000. But we’ve gotten pretty darn close 0.001 or something Calvin, but right at absolute zero, essentially all molecular motion has slowed down and almost stopped.

    Okay. That’s an absolute zero though. What are we at? We’re at oh two 90, depending on where you are right now. I think I’m about 298 Kelvin room temperature, 25 degrees Celsius. So right now these molecules, they’re gonna be moving. They’re gonna be moving and they’re going to be changing. So that’s where this idea of dynamic equilibrium comes in. Is that sure. The total concentration of the reactions and the total concentration of the products isn’t changing, but are those molecules moving? Yes they are. Are they changing their direction? Their emotion? Yes they are. They’re moving a lot. And this is where my dance club analogy comes in. 

    All right. So back in the nineties, I lived in San Francisco, late nineties and there was a dance club called the end up, I think because you know like 3:00 AM on Saturday night, that’s where you ended up or at least they wanted you to all right. So the end up, it was this really tall building and uh, it was actually kind of fun.

    I remember, I don’t know why, but I went shopping grocery shopping early on a Sunday morning and I drove past the end up. And uh, I saw people, uh, leaving at that point and I was like, oh, this is interesting. And this analogy emerged a couple years later when I was teaching equilibrium. And I was like, Hey, that’s like the end up. So this is the deal is that there is some point in for a club when people start to arrive.

    Now before that, what do you have in the club? You’ve got the Bo bartenders. You’ve got the bouncers, you have other PE the DJs and all that. So there are a few people that are in here and I’ll just draw them. Um, little, I’m not even draw stick figures. I’m just gonna draw little lines. Okay.

    So there’s a few people in here and the people who are outside in line, they start coming in, they start entering. Now what’s true about a crowded club or concert or something like that in terms of the fire marshal, what does the fire marshal have to say about that? We can only have a certain number of people in there, right? So there’s some capacity. And so what does eventually happen? These people start coming in. The bouncer’s letting them in and the end up starts getting full. All right.

    So lots of people in there and then it reaches capacity and you know why? I like this, that it’s a dance club is cuz one of these people do <affirmative> is, cause what are these people doing? They are dancing. Okay. And I love that because what are the molecules doing? They are moving, dancing. Okay. This constant motion. But what happens? You’re like at the end up and it’s like, I don’t like this DJ. I wanna check out this other one. So you bail and people begin to leave. Right? All right.

    So what happens when three people leave? The bounce will lets three more people in. So then they get to go in as they go. But because those three people left, those three, three different people came in, we still have that capacity. We had 250 people let’s say that are in there. They’re still moving different people in different people go.

    And that keeps happening. Different people in different people go. But there’s still that 250 person capacity. That’s filling this dance club. All right.

    So this is essentially what has happened here once it’s filled and when there’s that molecular motion, people dancing, but there are different people coming in, different people leaving that is that same idea of dynamic equilibrium, where we have these atoms that are co colliding. And they’re forming that these molecules over here they’re breaking apart, or I should say these are molecules colliding that we’ve got.

    Once equilibrium is reached, we’ve got this steady concentration of the reactance and the products. So that’s not changing just like the number of people and the dance club is not changing, but there’s still motion. It’s not like everything’s stopped. There’s still motion. There’s still different atoms doing different things. All right. So that is our concept of dynamic equal every am. Lots of motion, but steady concentrations.

  • What Are Adjacent Angles?

    ruler and notebook

    Adjacent angles are two angles which share a common side while also having a common vertex without overlapping.

    If there is a lack of one of these properties, it is simply not an adjacent angle. In simple terms, they are two angles that are beside each other. Let’s break down the common terms we use when talking about them.

    Other Important Definitions

    Before getting into the details, here are other important definitions you should keep in mind:

    •Common vertex: a point of intersection that is shared by two or more rays or lines.

    •Common side is one line, ray, or line segment used to create two angles sharing the same vertex. Both angles use the common side and one other side.

    •Ray is a line that has a fixed starting point but an undefined end point.

    •Line Segment is a line that has two endpoints.

    What are the properties of adjacent angles?

    Now that we’ve defined the basic idea of what they are, let’s discuss how to identify them. Here are the six fundamental properties you need to know:

    •They share a common side and vertex.

    •They never overlap.

    •There’s always a non-common arm on both sides of the common arm.

    •They can be complementary (measures adding up to 90˚) or supplementary (measures adding up to 180˚) if they share a common angle.

    How To Identify Adjacent Angles

    There are two properties that can help you identify them easily: If they share a common side (arm) and vertex. If only one of these properties is satisfied in two angles, then they are not adjacent angles.

    Examples

    In the real world you can see many examples of adjacent angles like:

    • Two connected pieces of pizzas with the middle divider being the shared side.
    • The hour, minute, and second hands on a clock.

    Linear Pairs

    In geometry, one of the most common examples is a linear pair in which two angle measures add up to form a straight angle (180˙). Here’s an example:

    adjacent angles

    Frequently Asked Questions

    Are adjacent angles congruent?

    They can sometimes be congruent. “Congruent” means exactly equal as far as shape and “adjacent” means “next to”. So when two angles have the exact same angle measurement they are equal. But, if they don’t, they would not be considered congruent.

    Are adjacent angles complementary?

    Adjacent and non-adjacent angles can be complementary if they add up to 90 degrees. Two angles are said to be complementary if they add up to 90 degrees. 

    Are adjacent angles equal to 180?

    Adjacent angles can equal to 180˙, but not in all cases. As mentioned above, supplementary adjacent angles add up to 180˙but if the adjacent angles are not linear pairs, then they won’t add up to 180˙.

    Solutions For Common Problems

    •Draw and label two adjacent angles for which the sum of their measures is 90˙
    •Use the terms adjacent angles, linear pair, or neither to describe angles 1 and 2 in as many ways as possible.
    •How many pairs of adjacent angles are in the design of the window shown at the right? Name them.
    •Draw a pair of adjacent angles that are complementary and have the same measure. What is the measure of each angle?
    •If the measure of one angle of a parallelogram increases, what happens to the measure of its adjacent angles so that the figure remains a parallelogram?

  • The Only Math Resources You Need in 2022

    math blogs

    You’d might agree that by far math can be one of the most interesting yet complex topics you can study.

    You can study even the most complex concepts, but without a solid base of fundamentals things can easily fall apart. Using your college professor as a guide to consistently get better is a plus and it’s no secret that that Google offers a myriad of math resources.

    Sometimes when all you’re trying to find is a step by step solution to one problem- a Google search that takes seconds could turn into an hour.

    That’s why having a list of the best math resources in 2022 can save you time, and most importantly your sanity throughout this year.

    We’ve taken the time to put together the best of the best in math websites in various categories. After going through the list, don’t forget to hit the bookmark icon on your browser so you can easily navigate back when you have math doubts.

    textbooksurvivalguides

    Best Math Courses and Tools

    Skew The Script

    Let’s face it- You can either dread studying math or love it. Usually you’ll hear this from the students that’d rather skip class, “I’ll never use this in the future”.

    But Skew The Script makes math relevant for everyday life and entertaining. Whether you’re interested in sports, politics, social causes, science and more;

    Skew The Script has lessons that make learning math engaging and fun. With themed video explanations, student worksheets, and even teacher lesson plans, you’ll never find a dull piece of content.

    Brilliant.org

    From pre-algebra to more advanced topics in computer science, Brilliant.org has an expansive library of interactive courses that emphasize mastering each topic through interactive problem solving.

    So if you have trouble focusing in college lectures, it would be a worthy investment checking out Brilliant’s courses made by award-winning professors from top universities like MIT and Duke.

    What If Math

    At one point or another you’ve probably asked yourself this:

    “Why should I care about algebra? when would I ever use this in real life?”

    What If Math’s main goal is to answer this question head-on. Through informative spreadsheets, What If Math applies algebra to modern-day skills that are in high demand in data science, financial literacy, computer science, and STEM problems.

    Cool Math

    Let’s face it, not all of us are math lovers and even learning the most fundamental concepts can be a struggle. Cool Math breaks down the most important pre-algebra, algebra, and pre-calculus topics into easily understood lessons and exercises.

    For Math Enthusiasts

    Quanta Magazine

    Looking for some current events in the mathematics world? Or maybe you need to do research on a specific topic like why triangles are easy and tetrahedra are hard. Quant Magazine truly has it all with deep diving math articles with an enticing writing style making the content an easy daily read.

    Math Values

    Math Values has an enticing blog which includes articles that are meant for literally everyone to enjoy. Posts include themes like current events, politics, interviews, personal stories, and sports all tied together by math.

    Math Enchantments

    It’s easy to get caught up in the stress of preparing for math exams and solving textbook solutions. At times, you might be questioning why you decided to take on the challenge of a math course or majoring in it.

    The Math Enchantments blog bridges the gap between creative writing and math. James Propp’s monthly posts integrates culture, math history, and storytelling keeping education and creativity as it’s main purpose.

    Taking a few minutes every month to check out Propp’s short posts will give you a breather from textbook learning and a reminder of why math is fun.

    Math ∩ Programming

    Have you ever thought that mathematical solutions could be presented in an elegant way?

    Most likely the answer was “no”. But Google engineer Jeremy Kun has creatively channeled his passion of finding mathematical solutions to programming problems through eye-grabbing imagery.

    Through his intriguing writing style, don’t be surprised to be captivated for hours going into deep-diving topics.

    Mathematical Gemstones

    Mathematician Dr. Maria Monks Gillespie Colorado State University initially started Mathematical Gemstones to find truth in mathematical concepts. Each post is separated by hardness or “gemstones”: Amber, Pearl, Opal, Sapphire, and Diamond.

  • Solved: Trigonometric Identities Problem

    If you’re taking a geometry or trigonometry class, you’ll most likely learn trigonometric identities. 

    In simple terms, trigonometric identities are equations that are related to different trigonometric functions and are true for any value of the variable. It could be hard since there are numerous trigonometry identities.

    In this post you’re going to how to solve one of the top asked examples of trigonometric identities.

    Solved: Trigonometric Identities Problem

    Find the exact value of:

    In this problem we’re asked to find the exact value of the given expression. Right away, the given expression should remind us of the sum and difference identities for sine and cosine shown below:

    For our expression, notice A is equal to pi divided by 3 and B is equal to pi divided by 2. Due to the fact we have a sum, the expression is equal to the sine of the sum of the angles.

    1) First, we have to find the sum of the angles and then determine the sine function value.

    To add the fractions we have to find a common denominator. In this case, the least common denominator is a least common multiple of 2 and 3, which is 6. Therefore, we multiply the numerator and denominator of pi over 3 by 2, and we multiply the numerator and denominator of pi over 2 by 3:

    2) Now we know:

    textbooksurvivalguides

    We need to find the sine function value, which we can do using a reference triangle, or the unit circle. To use a reference triangle, we first sketch 5/6 pi radians in standard position. 

    The initial side is along the positive x-axis, and then we rotate 5 pi divided by 6 radians counterclockwise, which is 1/6 pi, or pi divided by 6 radians short of 1/2 a rotation, which would be approximately here. this angle here is 5 pi divided by 6 radians, and the reference angle is the angle formed with the terminal side and this negative x-axis, which is pi over 6 radians:

    3) Let’s sketch the reference triangle. We should recognize this as a 30-60-90 reference triangle, where we can label the short leg 1, the hypotenuse 2, and the longer leg square root of 3.

    However, we are in the second quadrant where x is negative, and therefore, the square root of 3 is negative. We can use this reference triangle to determine the sine function value, where the sine of 5 pi divided by 6 radians is equal to the ratio of the opposite side to the hypotenuse, which we can see is equal to 1 divided by 2, or 1/2. So, the exact value of the given expression is equal to 1/2.

    4) Let’s also find this sine function value on the unit circle. The terminal side of 5 pi divided by 6 radians intersects the unit circle. On the unit circle, remember sine theta is equal to y, and notice how the y-coordinate is equal to 1/2. 

    Conclusion

    Trig identities can be overwhelming- But that’s where a high-quality textbook survival guide comes in.With it, you’ll not only be able to get the right answers, but understand concepts to prepare for the exams quickly without stress.


  • Implicit Differentiation in 6 Steps

    Sometimes in calculus, equations can’t be solved easily since x and y don’t explicitly define y as a function x.

    In such cases, we imply that a function y= f(x)to satisfy the given equation. In short words this is implicit differentiation, giving you the ability to find the derivative of y with respect to x without solving the given equation for y. 

    Let’s look at an example problem solved that implements this concept.

    Solved: Implicit Differentiation Problem 

    implicit differentiation problem

    This problem has a few stages which we have to consider. First thing we have to do is perform implicit differentiation to determine the following using the given equation:

    implicit differentiation problem

    After that we’ll determine the value of at the given point mentioned above which will give us the slope of the tangent line.

    From there, we can determine the equation of the tangent line and then determine the equation of the normal line. So let’s break it down each part of the problem step by step:

    textbooksurvivalguides

    1)Let’s start by differentiating both sides of the equation with respect to x. If we have a function of y, we have to apply the chain rule and we’ll have an extra factor of the following:

    implicit differentiation

    Differentiating both sides with respect to x:

    implicit differentiation problem


    Now we need to apply the product rule:

    implicit differentiation problem
    implicit differentiation

    This is the derivative of the first function times the derivative of the second function. 

    Now differentiating the second function:

    implicit differentiation problem

    3) Now let’s solve this equation for dy/dx. Since the dy/dx terms are both negative, we can move them to the right of the equation. 

    implicit differentiation problem

    4) We can now factor out dy/dx on the right:

    Taking cos(y) as common factor in both the sides,

    implicit differentiation problem

    Eliminating cosine terms in both the sides, 

    implicit differentiation problem

    Now we will write the equation for y¹

    implicit differentiation problem

    5) Let’s find the slope of the tangent line at the point (0,2π) To do this, we need to evaluate y’at the point. In this case we need to substitute 0 for x and 2π for y and simplify:

    implicit differentiation problem

    Now we know the slope of the tangent line is  m=0. This also indicates that the tangent line is y=2π.

    *We can also simplify to get the tangent line y=2π and m=0 using point-slope form:

    implicit differentiation problem
    implicit differentiation problem
    implicit differentiation problem

    6) If the tangent line is a horizontal line and we know that the regular line is a vertical line. The vertical line passing through (0,22π) must be x=0.

    Therefore our final answer is:

    Tangent line: y=2π

    Normal line: x=0

    We can also look at it graphically:

    implicit differentiation

    Conclusion

    This was one example of how you can apply implicit differentiation in calculus. If you’re struggling with it- keep practicing. Or better yet, take a look at a high quality survival guide for your textbook along with on demand help with solutions. 

  • Top Physics Blogs You Need to Follow in 2022

    physics student

    You’ve probably never heard someone say, “Physics is an easy subject”.

    Even a freshman physics major knows- Getting good grades is near impossible without putting in the time to study, great notes, and using textbook solutions guides.

    But it’s not all bad news. being limited to using the library for free resources is a thing in the past. Just doing a quick Google search for “physics help” gives you thousands of options.

    But then you might ask yourself “Which page should I use? There are too many”. It’s easy to spend hours until you find the perfect blog, forum, or community.

    In this post, we’re listing the top physics blogs you need to follow in 2022 so you can save time and kick this year off right.

    A Plus Physics

    If you’re just branching out into your physics journey in college, A Plus Physics is your blog. The community blog provides insight on any physics topic-Literally. From learning why magnets repel to the physics of hitting parked cars- there’s never a dull moment on the community blog.

    Additionally, there are plenty of AP physics courses, resources, books, and forum that can help you in your journey to physics mastery.

    Learn AP Physics

    Another one of the physics blogs that can help you get on the right track is Learn AP Physics. Specifically, if you’re having difficulties with problems that involve topics like mechanics, electricity & magnetism, thermodynamics, and more; Learn AP Physics breaks down concepts in an easy form.

    The Physics Classroom

    The Physics Classroom has a clear mission of “serving students, teachers and classrooms”. They definitely do that with informational concept builders, concept-based work problem practice,  physics animations, a physics-specific calculator pad, and more. While some of the content can be used for teach lesson planning, there are also great resources for students.

    Flipping Physics

    Flipping Physics is geared towards AP Physics students and first-year physics majors. The blog was originally developed by a chemistry professor with the goal of making the world a “better place through real, fun, and free physics education”.

    With Flipping Physics well produced, educational, and engaging YouTube videos- you’ll have no problem understanding concepts that would otherwise be difficult.

    Conclusion

    Time might be an issue during the school year to find the perfect resource. There’s no one size fits all solution, but take a few minutes to check out each of these physics blogs to know what fits your needs so you’re ready to hit the ground running when you have exams.

  • Applications of Integrals in Mathematics

    applications of integrals

    Applications of integrals can be tricky- it can be applied to math, science, and engineering, economics etc. If you don’t have the right teacher or textbook survival guide, getting lost before exam can be easy.

    In this guide you’re going to learn how integration is applied in various scenarios, the different types of integrals, and some examples. 

    Applications of Integrals: What does it mean?

    Integrals can be applied in many different areas like math, science, and engineering, statistics,and economics.

     In math, we use it to find:

    textbooksurvivalguides
    • The center of mass (Centroid) of an area with curved sides
    • The area between two curves
    • The area under a curve
    • The average value of a curve
    • Integral transforms like Laplace and Fourier transforms. 

    When speaking about integrals, there are two different types: definite integrals (also called Riemann Integral) and indefinite integrals.

    In simple terms, a definite integral has definite limits ( defined upper and lower limits/bounds) which can be represented by:

    definite integral

    In contrast to definite integrals, an indefinite integral is an integral which has no limits. This can be represented by:

    indefinite integral

                                                   (C is the constant of integration)

    Solved: Example Problem of Applications of Integrals

    applications of integrals problem

    The given function is a type of parabola, the graph is as shown below:

    applications of integrals graph

    First, take a look at our notes below:

    definite integrals formula
    applications of integrals problem
    applications of integrals problem

    We will integrate the given function to get . We know that using which we will compute the value of the constant of integration. Once we know the value of constant of integration, the next step is to find f(4).

    applications of integrals problem

    1) Knowing all that, let’s integrate .To do that, we need to apply the power rule of integration which would be:

    power rule of integration

    2)  Using the power rule, 

    applications of integrals problem
    applications of integrals problem

                                                      ……………(1)

    Thus we got the result of integration.

    3) Now we will find the value of the constant of integration, 

    applications of integrals problem

    We know that , hence applying this value to equation(1) we get

    applications of integrals problem

                                                      

    applications of integrals problem

                                                      

    applications of integrals problem

                                                      

    applications of integrals problem

                                                      

    applications of integrals problem

                                                           

    applications of integrals problem

    Therefore we found the value of the constant of integration which is

    constant of integration

    (4) Now we will apply this value of integration constant to

    applications of integrals problem
    applications of integrals problem

    Conclusion

    This is just one example of many different scenarios. We have to remember in math alone there are numerous applications and in physics even more! Applications of integrals is a topic that takes practice with the right survival guides and experts to help you with solutions– you’ll be on the right track.

  • How to Find the Equation in Point Slope Form

    Written by: Miguel Santiago (The Vegan Math Guy)

    point slope form

    You might’ve had this experience some of my students have:

    You found It REALLY hard to find the equation in point slope form in algebra class. 

    No matter how many hours they’d flip through their notes, they couldn’t get to the answer. In short, the next best bet is getting really effective algebra textbook survival guides and an amazing tutor (I’m a little biased :).

    All jokes aside- No matter if you’re in high school or college algebra, finding the slope of a line is possible if you explain it as it is: easy.

    In this post you’re going to learn what point slope form is, the equation of a line and a slope, and two examples to illustrate just how it can be.  

    What is point slope form?

    Let’s discuss what point slope form (also called point-gradient form) is and in what situation we use it. 

    Simply put, it’s used to find the equation of a straight line. It’s really useful because all you need is the slope of the line and a point to find the equation.

    textbooksurvivalguides

    The Equation of a Line 

    When you find the equation of a straight line, this is the form you can put it in:

    y−y1=m(x−x1)

    In the equation you can see the variables x and y. There’s also x1 and y1 which represent the point of a line on the x and y axis. Lastly we have the m value which shows the slope of the line.

    So if we put this into a simple context, let’s take a look at this coordinate plane:

    point slope form

    Imagine there’s a line that passes through the point (1,3) with a slope of -⅕ which is represented by the vertical blue line (-1) and horizontal one (5). Hypothetically, that’s how it would be expressed on a coordinate plane. Putting it in point slope form, it would like this:

    y−3=-⅕(x−1)

    Step by Step Examples: Find the equation in point slope form

    I’m going to show you two typical examples of how to find the equation in point slope form. Check out the video below to see them step by step and read below it to see it in written form:

    Let’s take a look at the two different scenarios:

    Example Problem #1 : Using point slope form, find the equation of the line with slope m=⅓ and passing through (2,-1).

    This is most likely the easiest scenario that you’re going to see in a point slope question. Given that we know point slope form is y−y1=m(x−x1), we need two things to solve this: the point that a line passes through and the slope:

    1)Right away we know two key things:

    (x1, y1)= (2,-1) and m=⅓.

    2)Plug in those key values into the point slope equation  y−y1=m(x−x1):

    y-(-1)=⅓(x-2)

    3)Simplify the left side of the equation:

     y-(-1) becomes y+1

    4) The final simplified point slope equation is: y+1=⅓(x-2).

    Example Problem #2 : Using point slope form, find the equation of the line passing through (-5,13) and (3,-3).

    In this case you can see there is no slope given but two points in which the line is passing through.

    1) We know our (x1, y1). So we can choose any of the two points to plug it into the equation: (x1, y1)= (-5/13).

    2)We don’t know the slope but we can plug in numbers in this equation to find it:
    m=rise = y2-y1
    run  x2-x1

    In this case the equation of a slope would look like this with the numbers plugged in:

    m= (-3-13)
       3-(-5)

    3) Let’s simplify m= (-3-13)
     3-(-5)

    (-3-13)=-16=-2
    3-(-5) 8

    Now you have your slope (-2) and (x1, y1).

    4) Lastly, let’s plug the numbers into y−y1=m(x−x1) and simply the point slope equation:

    y-13=-2(x-(-5))

    In this case all we need to simplify is the right side:

    y-13=-2(x+5)

    And that is our equation in point slope form!

    Conclusion: Practice Always Makes Perfect

    Understanding the core concepts of point slope form might be pretty easy. But as the old saying goes, practice makes perfect.

    If you’re in a course that uses linear algebra, things can get pretty confusing fast without great study materials.