#help-0
1 messages · Page 129 of 1
what have you tried
yes but idk what im doing
mind showing your work?
Isn't it 9×1000 screws?
why not?
I don't get what is meant by order of magnitude
What has you doubting?
Is this supposed to be physics?
i feel dumb
Order of magnitude is how many digits are in the number. 5 has magnitude 1, 2910 has magnitude 4
Decimals get negative magnitude. 0.1 has magnitude -1, 0.00090000 has magnitude -4
^
you are correct so far. So far, you have it all right
the only thing i did is 9x1000
If you show what you did, I can help you. Otherwise, I have no idea where you made a mistake
Up to now, this is correct. You have 9 boxes, each with 1000 screws, so that 9x1000 screws total
9000
i dont get a and b
A builder buys 9 boxes containing 1000
screws to build a deck.
**a **What is the order of magnitude of the
total number of screws?
Once the deck is completed, the number
of screws left is 90.
b What is the order of magnitude of the
number of screws that are left?
@trail cairn, you found the total number of screws to be 9000
yh
And you knew how to get order of magnitude here.
I made an error here. magnitudes should be 0 and 3, not 1 and 4. Sorry, mb
I gave you definition of order of magnitude
Order of magnitude = # of digits - 1
And then I need help 😅😅
b What is the order of magnitude of the
number of screws that are left?
For your question, you can post it in one of the Math Help available channels if you actually want help with something
You need this bit for part B
Problem says 90 screws are left
^
Thank you!
yes you can
Find the order of magnitude, then do 9x10^(order of magnitude)
Welcome to the server, @trail cairn and @sullen vector
perfect
your leaving
??
oops typo
Hey
fixed
i can ask for more help
Remember that 10^1 is just 10. And 9x10 is indeed 90
ill try and do some
ok
oh yeah their was this one page i could not wrap my brain across
can you help me
I can try
General do here: Do not ask to ask, just ask
I obviously cannot answer everything, but someone will hopefully come along
I felt like it was rude if I didn’t ask frist
Fair
which question?
Looks like you're learning exponents here
yes
When it says "how many times stronger" it's basically asking for the ratio
im still in grade 8 and this is like hard
As an example "10 is 5 times larger than 2"
To find the ratio (in my example), just divide: 10/2
So to find how many times stronger magnitude 7 is to magnitude 5, you do
(magnitude 7) / (magnitude 5)
1.4
Nah that's 7/5
"magnitude 7" is a number with 7 orders of magnitude
(i.e. 7+1 digits)
magnitude 7 will be estimated to just 10^7
and magnitude 5 estimated to 10^5
That's what you need to do
Yeah?
yea
^
yup
You divide "magnitude 7" by "magnitude 5", not "7" by "5"
How do I do that
^
^
That is, let "magnitude 7"=10^7
And "magnitude 5"=10^5
is it 100
good work
i like the way you teach
Thanks. Been tutoring for a long time now
In one sentence, try to tell me what was problem 1 was asking
find how many times stronger the magnitude was
Yeah
between 7 and 5 earthquake
I'll make it a little more precise "How many times stronger is a magnitude 7 and than magnitude 5"
Ah yes. You beat me to it. Nice
haha thanks i cant beat you
so its a surprise i did
A magnitude 7.4 was recorded in the Solomon Islands in April 2014. Earlier that
month, a magnitude 7.7 earthquake was recorded near the coast of Northern Chile.
How much stronger than the Solomon Islands earthquake was the Chilean
earthquake? Give your answer to the nearest whole number.
Again here, try to tell me what it wants, in one sentence
How many times stronger is a magnitude 7.4 and than magnitude 7.7?
thanks
its wrong
"How much stronger than the Solomon Islands earthquake was the Chilean earthquake?"
The wording here was a little confusing. It basically asking how many times stronger was chilean than solomon
So you need to switch your numbers here
No worries. Like I said, I made the same mistake
Question 2 is asking "How many times stronger is magnitude 7.7 than magnitude 7.4?"
Question 1 asked "How many times stronger is magnitude 7 than magnitude 5?"
So ask yourself how you solved question 1
Not quite.
0.3
Answer this for me: How did you solve question 1?
we were finding how much times stronger the maginute was
That's what question 1 was asking. I'm asking how you solved it
Explain the process to me that gave you 100 for Q1
um i divided it
divided what
because magnitude 7 will be estimated to just 10^7
and magnitude 5 estimated to 10^5
for question 2 is is 10^7.4?
idk
so its not 10^7.4
Is what 10^7.4?
idk
You almost had it here. Just look at how the numbers are ordered here, and compare it to how you ordered the numbers in Q1, where you did 10^7 / 10^5
so like 10^4 and 10^7
where'd you get 4 and 7 from?
im just typing randomnumbers
If your magnitudes were 4 and 7, this would have been correct
thats what i meant but i wrote 10^4 and 10^7
what's what you meant?
Ah. But magnitudes are 7.7 and 7.4, not 4 and 7
You don't need to do this.
Just keep it as 7.7 and 7.4
So it's 10^7.7 and 10^7.4
yh i know
what is
You almost had it right here, just had the numbers switched
10^7.4and 10^7.7
is that correct
Depends how you divide them
What did you do with 10^5 and 10^7 in Q1?
divide
yup
So we do the same thing here
Q1 and Q2 are the exact same problem
Just using 7.7 instead of 7 and 7.4 instead of 5
close, you divided in the wrong order
do you want to do 3
is thats 10^6.7 divide by 10^6.2
yh
Much faster that time
but im still not 100%
Well you got Q3 correct, instantly. So I hope that helps.
yup
becuase it said 2 decimal
haha
for the first time
can we do question 4
Use the logarithmic values for the animals’ weights in Example 37 to find how much
heavier than a shrew is a tree kangaroo, to the nearest thousand.
ok
Those are basically your magnitudes likes we've dealth with in questions 1-3
do we use the body weight or log weight
Q4 is asking you to use the logarithmic values
close
You understand the concept, but got the numbers backwards
Gotta read the problem very carefully
10^3.90, 10^0.40
How much heaver than a shrew is a tree kangaroo?
??
They say it in a weird way to try to mix you up. Gotta be careful. This question is the same as "how many times heavier is a tree kangaroo than a shrew?"
looks good
lets do number 5
If the sound of a normal conversation is 60 decibels, and the sound of a train going
through a tunnel is 90 decibels, how much louder is the sound of the train than a
conversation?
Do you recall the definition of a decibel?
Let her figure it out
ok
you wanna do larger - smaller, not smaller - larger
is it wrong
No
nvm
It's subtle because of the word from
60 from 110
You have 110, and you take away 60 from it
make sense?
yh
yes
step 2 next
Looks like you subtracted
whats next
10^3=1000
lets do 6
The sound of a vacuum cleaner is 80 decibels and someone whispering is 20 decibels.
How much softer is the sound of someone whispering than the sound of a vacuum
cleaner?
ooh interesting
They're going with softer instead of stronger. But you should be able to use the same process
This is my confirmation (and a medal for a job well-done)
Oh you mean here?
thanks
can you check if its right
and if its wrong can you tell me so i can know how to fix it
I can't tell what you got for c and f
can we do it togather
you were doing sale price - original price
Use this to find b
$60.00 - $52.00=8
You're doing a right now, but sure. Let's do a first just to be safe.
im so dumb
nw
(If you write a dollar sign, that triggers the TeXit bot)
Divide this by sale price original price
Multiply by 100 to make it a percent
26%
ill do the other by myself please check if their right after im done
5000.00- $4700.00= 300
300 divide 5000= 0.06 x 100= 6%
is that right
no
really
looks good
$3.80 -$2.90=0.9
,w 3.8-2.9
🫡
2.90 divide by 3.80=0.23 x100= 23%
did it backwards
,w (3.8-2.9)/3.8*100
Maybe round to 24%
$29.75 -$24.50=5.25
,w 29.75-24.5
5.25 divided by 5.25?
,w 5.25/29.75 * 100
Looks good
thanks
Again, I'd round to 18% tho
,w (12.95-10)/12.95*100
Did you consider what you should round it to?
,w (79.99-65)/79.99*100
Do you know when to round up vs down?
oops hold on, I wrote the wrong query
,w (29.99-19.99)/29.99*100
Seems like you understand it, @trail cairn
yh thanks to you
i got linear relation questions can we do them after i finsh my table
I'm off to bed actually
oh ok
np
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anyone know why this is wrong?
intersects are at (0, 1) (𝜋/8, 0.92) (𝜋/4, 0.71) (3𝜋/8, 0.38) (𝜋/2, 0)(5𝜋/8, −0.38)
rounding error? your answer is close
I was thinking the same
Hard to say why it's wrong without seeing your work.
Tried and got 1,0331859094 as the answer (not rounded off)
i thought i rounded correctly, the original answer was 1.032798585
I'm on nibble mobile so can't calculate, but if it looks rounding close, I'd suggest not to round until the very end.
Did you round off at any point before calculating the final answer?
But if you got here, i doubt you did
,w riemann sum cos(x) x = 0 to 3pi/4 6 intervals
its all on my calculator
more digits gives 1.033185909351051
If you use these numbers to this accuracy, you get your result of 1.032798585. So it is a rounding error
That's not the problem
wdym?
The problem is that you round something like cos(π/8) off to 0.92 instead of keeping it as at least the same accuracy as you want in the end
thats the value i was given
"The x y coordinate plane is given. A curve and 5 rectangles are graphed. The curve starts the point (0, 1), goes down and right, crosses the x-axis at x = 𝜋/2, and ends at the approximate point (3𝜋/4, −0.71). The x-axis from x = 0 to x = 3𝜋/4 is divided up into 6 subregions, each of which becomes the base of a rectangle with width 𝜋/8. The rectangles that extend up from the x-axis intersect the curve at their top left corners at the following approximate points (0, 1) (𝜋/8, 0.92) (𝜋/4, 0.71) (3𝜋/8, 0.38). The rectangle that extends down from the x-axis intersects the curve at its bottom left corner at the point (5𝜋/8, −0.38)."
Hmm. Okay I see now. If you are allowed a calculator, which I assume you are, maybe the points are just given as control points to make sure you have the right values when evaluating something like cos(π/8) yourself with a calculator?
Because if you are supposed to use the approximations given in the coordinates of the points, then your answer should be correct
so I would have to plug in every x value for cos(x)?
Yeah
wow thats tedious
(cos(0) + cos(π/8) + cos(π/4) + cos(3π/8) + cos(π/2) + cos(5π/8)) ∙ (π/8) should give you the right answer
1.0331859094 here is the result if you don't wanna do it yourself
You just have to round it off to the correct accuracy
its correct, tysm
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does anyone know where i can learn how to make most of the important logic gates using And, Or, and Not?
@olive citrus Has your question been resolved?
@olive citrus Has your question been resolved?
https://logic.ly/demo/ here you can build your own gates. I would recommend you to start with something like an adder, than a whole calculator and then maybe a small computer. Tutorials for adder, calc and even computers are on youtube.
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how do i start this i don't understand the problem
Basically you need to rewrite the expression so that the trig functions have 2theta's as inputs instead of just theta
First I'd suggest expanding $(\sin{\theta} - \cos{\theta})\cos{\theta}$
A Lonely Bean
ohh okok
so cosθsinθ-cos^2θ
what about the one with the fractions
what's next to this? do i use the identity for cos^2θ
cosθsinθ is just sin(2θ)/2
And yes recall that cos(2θ) = 1 - 2cos^2(θ) meaning cos^2(θ) = (1 + cos(2θ))/2
what how
sin(2θ) = 2sinθcosθ
sinθcosθ = sin(2θ)/2
Yeah
what now
That's it
(sin(2θ) - cos(2θ) - 1)/2 would look nicer btw
what do i do with the fraction?
You mean 2sqrt(2)v^2/g?
yea
Well there's no theta so just leave it
ohhhhh
OH OK I GET IT
is it just to somehow make the problem complex?
but there's really nothing to do with it?
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I need help
have you made progress thus far?
I'd recommend rewriting cscx as 1/sinx and isolating the sine
if the equation were written as 1/sin(x) + 2 = 0 would you know how to proceed?
yes
Bring the 2 to the other side
Ok
I was able to rewrite it as
Sinx=-1/2
Wait
Now do I just look to the unit circle for answers?
7pi/6 & 11pi/6
Is that right??
yeah, sure.
Really??1!
do you doubt any part of this process?
Yes
ok, which one?
Yes
How do I solve cossquaredx = 0
Wait can’t I just break that down into 2 more factors
(Cosx)(cosx)
cos^2(x) = 0 <-> cos(x) = 0
^ this symbol exists...
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I don’t really know if I need help but is this correct
if you're talking about the last one, then yes
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sqrt of x reflected across the x axis
What about that
That's reflected across the y axis
really?
Yes
Yes
oh
Reflecting across the x axis changes y-values
ye
Reflecting across the y axis changes the inputs
But that's because of how the image itself is reflected
How can i do solve the question number 2
bro
This is the second time you've done this
time him out
I'm not a mod lol
oh
anyways
what i was saying
when solving polynomial inequalities how do you graph your answers
like for -x²-8x-15 less than or equal to 0
ye number line
There are rules
Graph Inequality on a Number line-lesson, examples and interactive inequality graph maker
like ik the answer is -3 and -5
The answer isn't -3 and -5 if you're dealing with an inequality
but how do u graph it on a numebr line
_ _
x=-5 and x=-3
No it's $-5 \leq x \leq -3$
$e^{\text{Umbraleviathan}}$
Just read this
Maybe
your time is mine 
Hehehehaw
a polynomial passes through roots with odd multiplicity and bounces off roots with even multiplicity
use this along with the end behavior determined by the leading coefficient of the polynomial to see where it is positive
the roots are key here because they are the points at which the polynomial may possible change sign
Since $-x^2 -8x - 15 = -(x+5)(x+3)$ and the leading coefficient, $-1 < 0$, I can safely use function analysis and understand that the parabola is greater than and equal to 0 when $-5 \leq x \leq -3$
$e^{\text{Umbraleviathan}}$
Perhaps you haven't learned about multiplicity of zeroes
nope
can u show me the graph of that inequality on the number line
i wana see if i got it right
Any inequality
cuz on some graphs
i see that have positive and negative symbols
where did they get that from
so do i need that?
wdym
Depends on what your teacher wants
o
Depends on the context
Hehehehaw
You would do it based on the zeroes
can u show me
?
why is -5 = -3 positive
when its negative
so everything out of the shaded part is negative
@last ether
Hehehehaw
Hehehehaw
@last ether
Hehehehaw
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Hi!
im trying to figure out how to use my scientific calculator for a quadratic equation and it is being difficult >:(

when I put my numbers in and ask for the answer, it doesn't give me what the answer is on my homework
what are you trying to do?
are you using sufficient parentheses to get the calc to do the operations in the order you want?
my teacher didnt specify that i needed to
it's more of a calculator thing
calculators aren't psychic
most try to the best of their ability to follow the order of operations
i can use an online quadratic equation calculator, but my teacher says we need to learn it for calculator they give us at the exam
im just stressing about it even though itll be like 7 marks of my exam
if you are not accurately representing what you have when inputting in the calc, it won't give you the result you desire
can you take a pic of exactly what you're entering
yes wait one moment please
in calculators its best to find out the discriminant first
dont use a calculator for quadratic equations bro
knowing the ordering of operations is key to entering stuff properly
like i have no problem but still a tip
i can use an online quadratic equation calculator, but my teacher says we need to learn it for calculator they give us at the exam
we dont get to use calculator 💀
+1
honestly it hinders your calculation skills
you get a calculator for an exam for quadratic equations? but then again, different situations for different classes
at this point calculators are too op
they can literally do anything
specially scientific ones
in india you have to solve this with pen paper
when i think abt it, its weird that they give a calculator for any of it since a lot of it is just pure maths
im 14 chill 😭
im 16
shh
i am also 15
Looks like a bracketing issue here
10th icse boards @crimson totem
cbse
If I remember these calculators, you need to put a ) at the very end of the square root to close it
nice bro these people too lucky
i have to do tha because its a negative
exactly
oh?
ill see!
hence why I said
knowing the ordering of operations is key to entering stuff properly
As in it should be $\sqrt( (-16)^2 \ldots )$
chartbit
or does take the root as positive
i have to enter it once with a - and once with a +
$\sqrt{ (-16)^2 \ldots }$
Shockshwat
better
here in what you entered, the root is only being applied to the (-16)^2
don’t correct that, as it’s not how it appears in the calc
I deliberately TeXed it that way to illustrate what the calc input looks like
yeah the one i sent is the one that should be done but the one u sent is the one being done
and also make sure that when dividing
you have () around the whole expression you wish to divide
Point being is that you can’t put that into the calc if you get me? See here

Yeah exactly
bruh just get the value of b^2 - 4ac
then root it
you will get the D
i dont get any of this 😭
im just stressing so much abt it
i might get a diff teacher for maths
what did you not get 😭
you guys arguing over brackets
its in brackets because it only does the B right if its negative, if it is in brackets
it will square it differently if its out of brackets
as soon as you press sqrt, enter another bracket and make it look like this
brackets are crucial here
sqrt?
$\sqrt{,}$
oh
tushar
sqrt is plain text abbreviation for square root
Alright what’s the quadratic equation you’re working with? 
show what you're entering now
the same thing as before except
with another bracket before the 1st one
image speaks 1000 words
well you need to close the extra bracket
and then an extra bracket before the little symbol before the 2x3
And also this question please? I haven’t seen what quadratic equation you’re working with
It’ll help so that we can figure out what’s happening
3x^2-16x+6=0
Thank you! 
Alright, and also what you’re entering into the calculator please? Try and show the whole input, taking multiple pictures if necessary 
here but 2 brackets before the -16
and one before the thing that looks like a little r
take a pic
As above, please! There may be something that we can spot in a picture that we can’t in words 🫶
Okay thank you so much for that! That helps a lot 
First off, be careful with bracketing the numerator and denominator separately
What’s this symbol here you put in?
that's the fraction symbol
anyway you need () to clearly indicate the denominator
i.e you need () around the
2 * 3
otherwise the calc will first divide by 2 then multiply by 3
also it seems that you ignored
and also make sure that when dividing
you have () around the whole expression you wish to divide
so brackets around everything?
to clearly indicate the order in which operations are to be performed
if needed
$$\blue{(}16 + \zqrt{, } \red{(} {\green{(} -16 \green{)}}^2 - 4 \times 3 \times 6 \red{)} \blue{)} \div \orange{(}2 \times 3 \orange{)}$$
ℝamonov
i think im going to check in with my teacher
understanding order of operations is key as mentioned earlier
bidmas
yeh, that
all of my colour coded parentheses serve a purpose in the image above
the green to clearly indicate what's being squared
the red to indicate what the square root applies to
the blue to indicate what is being divided
and the orange to indicate what you're dividing by
@alpine sable Has your question been resolved?
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i dont understand the mechanism of the first three steps
like how did they reversed the double angle formula
That's, um, not the double angle formula
well they noticed that cos(pi/3)=1/2 and sin(pi/3)=sqrt(3)/2 which fits very well here
and yeah that's the angle addition formula, double angle formula is a special case
They noticed that factoring 2 out would make the coefficients (of cos and sin) 1/2 and sqrt3/2
Which both can be rewritten with cos and sin of the same angle
In this case, the angle happened to be pi/3
Here is an example: sinx + cosx
We have 1 as both of the coefficients, right?
yes
Generally you'd want to change the coefficients so that the sum of their squares is equal to 1
That's when you'll be able to write them as sin and cos of some angle
In this case I would factor sqrt2 out
So that the coefficients become 1/sqrt2 and 1/sqrt2
Which are sin(pi/4) and cos(pi/4)
Notice that the sum of squares of 1/sqrt2 and 1/sqrt2 is equal to 1, as I said
That's why I chose them
I also made them equal because the original coefficients were equal
Meaning whatever I factor out, they will stay equal
oh ok
what if its something like 5 sin x + 7 cos x
is it impossible
nvm
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Let p be an even integer. Can I find a constant C(p), such that given any normalized symmetric p-linear form M on R^d, there exists a normalized symmetric bilinear form Q on R^d that "dominates" M in the following sense:
|M(v) - M(w)| <= C(p)|Q(v) - Q(w)|
for any unit vectors v,w.
@stoic barn Has your question been resolved?
@stoic barn Has your question been resolved?
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hello
seems quite right
indeed it is
Yep that's the way you generally are to do it!
yay
[note that there's some repetition in the lists you've made, but that doesn't matter too much tbh]
imma prove uncountable sets now
using cantors diagonal argument
is that hard?
or trvial?
As in e.g. prove the cardinality of R and N aren't the same? That one isn't too bad tbh
not trivial, but easy
usually pretty straight forward, there's a couple of little details to watch out for, but mostly fine
friend me
now
easier
ye
why?
so i need to prove that R is uncountable
why not
I don't think that "why?" was for you, it was for Boki I think haha

HAHAHAHAHAHAH
@hollow sparrow u hiding?
just cuz its real analysis doesnt mean u stop lurking brother

do not ping specific people please

Its fine for SA
mehdi chartbit and I have a special relationship
Why charbit change the photo of Arthur
?
...ok
ikr
big RIP
Cause I felt like it 
Can add why on earth I'm still D.W. to the list of world's unanswered questions 
could u answer this for me plz?
answer my own question?
^
^
sure. that's a word for it
heres my uncountable proof for the reals
Looking good 😎
the proof i did earlier to show that Q is countable
would that also be a suitable proof to infer that Q has the same cardinality as the naturals?
ie there wouldnt be a need to show the whole onto and one to one stuff
I mean, the way you did it wasn't one to one [see what I said here], but as before it's easily overcome ("...but if the number already appears in the list, skip it and move on to the next one...")
It would clearly be surjective though at least
but weve proved that Q is countable
which means that Q has the same cardinality as N no?
therefore
weve always proved that as well
and hence for that to occur, that must mean that Q and N have a bijection
Hmmm, welllll I guess so
depending on who you're dealing with, some may want your pairing you did to be bijective, but others may not care as much
Either way, no matter what, it's easy to create a bijection as per above so it's all good, by just pairing them together as per my suggestion! [skip over the repeats]
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shouldnt this part = 1 and not 10/4?
and the whole thing seems odd to me
-10/4*(1 0 0)^T shouldnt be (-3 2 0)^T, am I right?
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Alright, so hypothetically this problem should be really easy
Determine the velocity as a function of position
Is it not v = (5/6)s-1/3?
Ah, nevermind
The relationship isn't linear
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Please don't occupy multiple help channels.
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