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Given \(P+Q=z\), solve for \(P\).

Short Answer

Expert verified
Given the equation \(P + Q = z\), we solve for \(P\) by subtracting \(Q\) from both sides, which gives us \(P = z - Q\).

Step by step solution

01

Write down the given equation

First, we write down the given equation as it is: \(P + Q = z\).
02

Subtract Q from both sides

In order to isolate \(P\), we will subtract \(Q\) from both sides of the equation. This cancels out \(Q\) on the left side of the equation: \[ P + Q - Q = z - Q \]
03

Simplify the equation

Now, let's simplify the equation. Since \(Q - Q\) equals zero, we are left with: \[ P = z - Q \]
04

Write down the final answer

We have successfully isolated \(P\) on one side of the equation, and our final answer is: \[ P = z - Q \]

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Equation Solving
When confronted with an equation like \( P + Q = z \), the goal is to solve for a specific variable, in this case, \( P \). The process of equation solving involves finding the value of a variable that makes the equation true. In practice, this means performing operations that simplify the equation until the variable of interest stands alone on one side.
To solve equations, you commonly apply inverse operations. These operations, like addition and subtraction or multiplication and division, undo each other. For this equation, solving involves strategic steps to shift all terms not containing \( P \) to the opposite side.
  • Look closely at operations within the equation. Here, addition is initially used.
  • Use subtraction, the inverse operation, to cancel terms as needed.
Understanding equation solving builds a foundation for more complex problem-solving tasks and helps in developing logic skills.
Isolating Variables
Isolating a variable is one of the crucial skills in basic algebra. The primary aim here is to have the variable of interest by itself on one side of the equation. When we isolate \( P \) in the equation \( P + Q = z \), our strategy involves moving \( Q \) to the other side.
The best way to do this is by performing the opposite operation that’s currently affecting the variable. For instance:
  • Here, \( Q \) is added to \( P \). Therefore, subtract \( Q \) from both sides to neutralize its effect on \( P \).
  • Ensure you perform operations equally on both sides to maintain the equation’s balance.
After isolating the variable, you'll find that the expression across the equation represents the variable's value. This is how we find that \( P = z - Q \). Isolating variables is a foundational skill that simplifies understanding algebraic relationships.
Algebraic Manipulation
Algebraic manipulation is the art of rewriting expressions to achieve a desired form. This could mean rearranging terms, factoring, expanding, or simplifying expressions like \( P + Q = z \). It involves making strategic decisions on what operations to apply to rearrange terms effectively.

Key techniques in algebraic manipulation include:
  • Adding or subtracting terms to both sides, allowing for term removal or relocation.
  • Combining like terms to streamline the equation.
With our equation, the algebraic manipulation involved subtraction of \( Q \) from both sides, leading to a simplified form of \( P = z - Q \). This step is pivotal for transforming equations into an interpretable format. Enhance your algebra skills by practicing manipulation in varied contexts.

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Most popular questions from this chapter

(a) If \(25.0 \mathrm{~cm}^{3}\) of an unknown substance has a mass of \(195 \mathrm{~g}\), what is the density of the substance in grams per cubic centimeter? (b) How many cubic centimeters does \(500.0 \mathrm{~g}\) of the substance occupy? (c) Does this substance sink or float in mercury, which has a density of \(13.6 \mathrm{~g} / \mathrm{mL} ?\)

For solids, the amount of material per unit volume is often expressed in grams per milliliter, whereas for gases the amount of material per unit volume is usually expressed in grams per liter. If the amount of matter in air is \(1.34 \mathrm{~g} / \mathrm{L}\), what is this value in: (a) \(\mathrm{g} / \mathrm{mL}\) (b) \(\mathrm{kg} / \mathrm{L}\) (c) \(\mathrm{kg} / \mathrm{mL}\) ?

You measure one edge of a cube using a meterstick marked in centimeters. Unfortunately, the edge is longer than \(1 \mathrm{~m}\). You mark the \(1-\mathrm{m}\) point on the cube edge with a pen and then, using a \(15-\mathrm{cm}\) ruler marked in millimeters, measure the remaining distance to be \(1.40 \mathrm{~cm}\). (a) What is the length of the edge in centimeters? (b) What is the volume of the cube in cubic centimeters? (Remember, the lengths of all edges of a cube are equal.) Watch your significant figures. Use scientific notation if you have to. (c) The cube has a mass of \(111 \mathrm{~kg} .\) What is its density in grams per milliliter? Watch your significant figures.

True or false? If any statement is false, rewrite it to make it true. (a) When multiplying or dividing a series of measured values, the number of significant figures in the answer is determined by the measured value having the fewest significant figures. (b) When adding or subtracting a series of measured values, the number of significant figures in the answer is determined by the measured value having the fewest significant figures.

Use a scientific calculator to do the following calculations. Express each answer in scientific notation and to the correct number of significant figures. (a) \(9.865 \times 10^{3}+8.61 \times 10^{2}\) (b) \(\frac{\left(6.626 \times 10^{23}\right) \times\left(3.00 \times 10^{8}\right)}{4.5 \times 10^{-7}}\) (c) \(\frac{5.6200 \times 10^{-9}}{3.821 \times 10^{9}}\) (d) \(\frac{4.5600 \times 10^{3}-2.91 \times 10^{1}}{5}\), where the 5 is an exact number

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