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no prob bro,excellent... i think your answer is right. there might be a misprint in the book!
Thanks a lot
your welcome
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no prob bro,excellent... i think your answer is right. there might be a misprint in the book!
Thanks a lot
if moles were different, the number of moles is greater means freezing point is greater!see te moles are same........and freezing point depression is a colligative property...which will be different if no. of moles are different
good to know you have hope. most of the giki students i know returned with quite gloomy faces :\so how was the giki test guys? mine went umm ok, there's hope!
so how was the giki test guys? mine went umm ok, there's hope!
Assalamu alaikum,Ah it's really hard to explain maths like this. Anyway i'll try again.
Do you know how to expand a 3x3 determinant? This is the same thing. When you expand a 3x3 determinant, you are actually converting it into a lesser order matrix ,i.e a 2x2 matrix which is then solved by 'ad-bc' formula.
Now the given determinant was of 5x5 order. You expand it/convert it into a lower order determinant, i.e 4x4
You have got more than 1 4x4 determinants corresponding to the number of elements in that row or column. Now the technique was that if we use such a row or column for expansion which has only one non-zero entry, we get only 1 4x4 determinant. Had we considered a row or a column having more than 1 non zero entries, there would have been more than 1 4x4 determinants, which would have made the problem confusing.
Now using that 1 4x4 determinant, we again consider a row or a column for expansion which would give only one lesser order i.e, 3x3 determinant.
Then we expand the 3x3 determinant and solve it by ad-bc. I hope that helped
answer is definitelr a because water is a very bad heat conductor temperature of water at bottom is different from that at the top so ice berg melts at the base and not at the topsolve this one
not an Fs.c student but seeing the time shortage for the nust test, and assuming no Fs.c students present on xtremepaper forums :\ ...can anyone here explain me the difference b/w some brackets, i've met with many questions in which all the options are same except the brackets
[ ]
( )
which one to use, in different circumstances? fsc students will be able to answer this
not an Fs.c student but seeing the time shortage for the nust test, and assuming no Fs.c students present on xtremepaper forums :\ ...
( ) these brackets , when another pair of brackets come in them, they become [ ]
e.g. [ ( ) ]
and then another bracket comes in them they're like this;
{ [ ( ) ] }
i guess you know this already...
In sets { } represent a set...
and ( ) represent an ordered pair...
e.g. (2, 3) is an ordered pair... and
{ 2, 3 } is a set.
a set can contain an element just once.
an ordered pair can contain the same element more than once.
for example, (2, 3 , 3 ) can exist while;
{ 2, 3, 3 } does not exist!
and in ordered pair ( ) arrangement matters, unlike in sets{ }.
e.g. (2, 3 ) = (2, 3)
but (3, 2) is not equal to (2, 3)
also ;
{2, 3} = {3, 2};
Thanks a lot, but i know this already, but there is a thing in fsc syllabus which i can't understand, even in the e-cat books a question comes in which all four options are the same only the brackets are changed e.g
(2,3)
[2,3]
(2,3]
[2,3)
and HIMYM Forever is an fsc student!
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