venn  diagram?? please help?
959565
A venn diagram is used to indicate the relationship between sets so an answer of 112 doesn't make sense.\n\nIt is hard to explain without a picture but I will try.\n\n1. Draw a rectangle- This represents the Universal set (all students.\n2. Inside the rectangle draw a circle and label  it TT (for tinytoons)\n3 Draw another circle overlapping the first one and label it A (animaniacs)\n4 Draw a third circle overlapping both circles and label it P&B\n\nYou should now have a rectangle with three overlapping circles in it. Now you need to write the numbers.\n\n22 dont watch cartoons so write 22 in the space outside all the circles but inside the rectangles.\n\n73 watch only tinytoons so write 73 inside the section of the TT circle which doesn't overlap the other circles.\n\n31 watch only tiny toons and pinky and the brain - write 31 in the section where TT overlaps P&B\n\n135 do not watch pinky and the brain (22 watch nothing, 73 watch only TT so 135-(73+22)= 40 watch A and TT or only A\n\n200 watch TV in total, 126 have already ben allocated, leaving 74. Of these 63 watch A, so 74-63 = 9 watch only P&B. Write 9 in the P& B circle that doesn't overlap the other circles\n\n135 do not watch pinky and the brain so 65 do watch it. 40 of these are allocated so 25 watch A and P&B or all three. [  In math terms A intersection PB = 25] but as the question states "14 watch animaniacs nad pinky and the brain\n" which is [A intersection PB = 14] there is a logical contradiction. either the question is written incorrectly on this site
299847
Check out the site below.  It has an example in numbers and words.  It's too hard to explain just in words.  Good luck.
923134
Use the pastel or whatever the kindergarden kids use.  It is like mud but comes in different colours.  The model should be a representation of the cross-section of your cell.  Use strings and other things to show different structures of the cell.  Some diagrams are drawn in 3D, and that's what your model should look like.  I wish they made us do that in university.  It would be fun.
641611
try cutting it into two triangles the use the\n1/2(perpendicular hieght X width) formula on each triangle then add the two values together
147899
Here is a graph and some explanation:\nhttp://mathworld.wolfram.com/Tetrahedron6-Compound.html
844003
HI: I tried to answer your email but it said that your email address has not been confirmed and so the email didn't go through.\n\nalpha and beta are scalers for the vector space V.  This problem is actually so easy that people don't believe what they've done.  You really just need to show that Span S behaves like V.  \n\nSpan S must be a vector space itself.  Two elements from the span is \nu=a1*v1 + a2*v2...ak*vk\nand \nw=b1*v1 + b2*v2...bk*vk\n\nshow that alpha*u+beta*w is in Span S where alpha, beta are scalers for your vector space.\n\nalpha*u+beta*w = (alpha*a1+beta*b1)*v1 + ....\nis a linear combination of the vectors in Span S, thus it's in Span S.  \n\nSo, Span S is not empty and is closed, thus its a subspace.
206783
ok so for A, the first set has 2 seats. so between the 2 seats, theres 2.5feet of steel. and then from each seat to the end, theres 2 more feet (on each side) so thatz 4 feet + 2.5feet = 6.5 feet for the first set.\nfor the 2nd set, 3 seats so 2*2.5 between the seats (2.5 between seats 1 and 2 and then 2.5 more between seats 2 and 3) + 4 =9feet of steel for the 2nd set.\nfor the 3rd set, theres 4 seats so that means (3*2.5) + 4 = 11.5feet of steel.\n\nso you should get the pattern hopefully. if theres 5 seats, then 4*2.5 + 4. 6 seats is 5*2.5 + 4.\nso then the expression would be [(n-1)*2.5] + 4. i dont really know how to explain why its correct. i guess you could just say  it works and it makez sense. for n seats, theres n-1 gaps between the seats and each gap is 2.5feet long. and then theres alwayz 2 feet on both ends added to it which is the +4. \n\nanywayz hope this helps. let me know if u need mroe help or whatever. laterz
432121
This is a graph theory problem.\n\nRepresent each person by a point, connect every point with every other point. Color the line red if the people know each other, blue if they don't.\n\nThe question now can be stated, that there is at least 1 red triangle, or one blue triangle. \n\nLabel the points p1, p2, .. p6.\n\nLook at p1. p1 is connected to the five other points. At least 3 of the lines must be the same color say red. With out loss of generality, we can all the points connected to p1 by red lines p2, p3, and p4.  If any pair of p1, p2, and p3 are connecte with a red line, we have a red triangle formed.\n\nIf not then p2, p3, and p4  form a blue triangle.
430201
Its tricky work, i need digrams to explain to you so your better just following this link, I think it will help you out.
276023
John Venn (August 4, 1834 - April 4, 1923) was an English mathematician/logician who invented the Venn diagram. \n\nBut Euler described numerous applications of Bernoulli's numbers, Fourier series, Venn diagrams, Euler's numbers, e and pi constants, continued fractions and integrals. \n\nEuler invented Euler circle.\n The nine point circle is a circle that can be constructed for any given triangle. It is named so because it passes through nine significant points, with six of them lying on the triangle itself: * the midpoints of the three sides,* the feet of the altitudes, * the midpoints of the portion of altitude between the vertices and the orthocenter.
971807
(0,0)\n(3,0)\ndraw the graphs and then find them out!\nif u can't, then mail me!
993717
This might help:\n\nhttp://jersey.uoregon.edu/~mstrick/MinRockID/RockID/RockIDChart.html
619988
Each time you pot a red, you must choose another colour.\n\nOnce all the reds are potted, you must work through the colours in the correct order.\n\nRed balls = 1 point each\n\nYellow = 2\nBrown = 3    THESE 3 (yellow, brown & green) I get mixed up\nGreen = 4\n\nBlue = 5\nPink = 6\nBlack = 7
1132678
Directions how to do this can be found in the text book.\n\nDo your own homework!
1144014
draw a picture of the graph over the specified interval.  divide the graph into vertical rectangles.  the area under the curve will be the sum of the areas of the rectangles.  saying that youve made "n" rectangles, the only way to get the exact area is to find the sum for the limit as n approaches infinity.  work from that concept.  if you already knew that, or need more help or something, email me and i can give you more steps and a much more detailed description.  that would take a really long time though so im gonna see if this helps first.
925554
take all terms over to one side:\n(1+x)/(1-x) - (2-x)/(2+x) > 0\n\nfind a common denominator:\n[ (1+x)(2+x) - (2-x)(1-x) ] / [ (1-x)(2+x) ] > 0\n\nby rearranging the top line, we get:\n6x / [ (1-x)(2+x) ] > 0\n\nfrom this we can see the critical values are -2, 0, 1.\ndraw up a table (5 by 5):\n[space]             (x < -2)      (-2 < x < 0)     (0 < x < 1)     (1 < x)\n6x            -ve            -ve              +ve            +ve\n1-x          +ve           +ve              +ve            -ve\n2+x          -ve           +ve              +ve            +ve\noverall     +ve           -ve               +ve            -ve\n\n[table headings are determined by critical values.\nto find whether 6x is +ve or -ve for x < -2, substitute in a possible value of x eg. -3 --> 6(-3) = -18 therefore -ve.\nto find whether it is overall +ve or -ve, add the signs in that column, eg. for x < -2, a -ve plus a +ve = -ve, add on another -ve and it's +ve.]\n\nsince the identity asks for > 0, we want the positive results ie.\nx < -2 and 0 < x < 1.\n\nhope that helps :)\nand hopefully the table makes sense...
1090160
E-mail me if you want a detailed step-by-step explanation. Illustrations extra..... :)