#help-0
1 messages · Page 179 of 1
Start with a diagram
A diagram is a picture of what’s going on
Yeah I can visualize it and I have sketched one in geogebra
I have also thought about using discriminant
I think that seems promising
like something so that with what values of a the discriminant is negative=no tringles. With what values of a the discriminant is 0=one triange. With what values of a the discriminant is positive=two triangles.
<@&286206848099549185>
No progress yet
Still this problem?
Yeah
Use quadratic question formula to find in which case you get no triangles...
Let's call AC = c
Allright
You get
$c² - 8√3 c + 64 - a² = 0$
bs292929
Thus for c to exist
$(8√3)² - 4(64-a²) \ge 0$
bs292929
Here you would get your 3 conditions,
If less than 0 means triangle not possible
= 0 means only one possible value of c is possible
> 0 means 2 possible value of c is possible which means 2 triangles are possible
So I was in the right tracks all along.
Yup
Let me think about this for a second
Cool
Thank you so much. Now that I see it it is pretty obvious but you know that is how it always is with math haha
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very confusedd how to get the equation
@frank gorge do you know what parent function it is
yes i know for this one its y= √ x
but im not sure what to do after
i see two points
for green (4,2) and pink (12,6)
Because we know that pink is of the form sqrt(kx), and that at 12 it has the value 6, we can solve for k by substituting sqrt(12k) = 6
what os sqrt(kx)
square root of k * x
why do we want to solve for k thou
Because the equation of the transformed function is f(kx)
and we know f, so to find the transformed function only need to figure out k
so we divide 12 by 6?
To solve sqrt(kx) = 6 you should start by squaring both sides, so that you can isolate k
or in this case sqrt(12k) not sqrt(kx)
what does that do thou
It gets rid of the square root around k, so that we can solve for it
what do u do after u remove the square root?
Squaring both sides leaves you with 12k = 36, from here you can just divide both sides by 12 and get k
That means the transformed function is f(3x), or in this case sqrt(3x)
Its possible that they drew the graph somewhat off-proportion and expected you to get that result by looking at the difference between the two graphs?
But im not sure how they got that
Is there any more info other than that graph?
Do you know the formula for the green graph?
tis y=1/x?
Seems like it
Now what is something immediately evident about the pink graph, in comparison to the green one?
pink doesnt touch 2?
(I mean in relation to its sign)
ohh its reflected?
So what does that tell us about the form of its equation?
how do we find that
I would recommend looking at the point x = 1
what does that do?
wait wdym equal to -6
If you look at the pink graph at x = 1
(actually on closer expectation it appears to be equal to -5!)
So we would then have -1/k = -1/5
what does that mean
If -1/k = -1/5 then we must have k = 5
which would mean the pink graph’s equation is y = -1/5x
(though im really eyeballing the value here)
wait why -5
So the pink graph is y = -1/kx, and we know that when x =1 we have y = -5
so if we plug those in we get: -5 = -1/k
Then we can use the equation -5 = -1/k to solve for k
where did the x go?
we plugged in the value x = 1 because we know from the graph that when x = 1 we have y = -5
Starting with -5 = -1/k, we can multiply both sides by -k
that gets us 5k = 1
then we can divide both sides by 5 and get: k = 1/5
why did the k go to the other side?
Because we multiplied both sides by k, and k/k = 1
Well now that we know that the pink graph is y = -1/kx and that k = 1/5 we can just plug that in
help me: what is the formula for finding the area of a cylinder?
use an unoccupied help channel next time, but its pi * r^2 * h
Wait
no thats volume
ohh i seee
its 2pirh + 2pi*r^2
what if u used a diff point that isnt 1,5?
anyone need help?
You would get a different equation, but with values such that you get the same result for k
yes
with?
Please move to an unoccupied help channel
kk
ohh
ok i see thankss
.close
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i only need help with part a
figure out how to find the angles inside the triangle, then use the sine or cosine rule
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Can anyone explain to me what this means? (so that i can complete these problems?)
for the first one it means
for any $\epsilon >0$ you can define a $\delta > 0$ such that if $|x-4|<\delta$ then $|(2x-5)-3|<\epsilon$
Zybikron
what does the epsilon stand for? as well as the delta
apologies, my professor is not fluent in english and does not explain problems
i have fallen behind in comprehension
epsilon can be any positive real number.
okay! thank you
delta is a number you get to define (usually based on epsilon) to obtain the inequality |f(x) - L| < epsilon
Alright, so for any positive real number, the delta will be greater than zero for the given equation?
so, delta isn't something like 2
you'll usually end up with something like, 'let delta = epsilon/4'
so the equation has to equal a positive number or it doesn't exist?
delta is also a positive number. But it's a number you get to define
unlike epsilon, which can be any positive number
okay, how do you go about defining delta
My old prof used to say "My enemy has chosen an epsilon and refuses to reveal it. We must find a delta to prove that this is continuous and thwart him!"
I typically just leave it as delta until I need it to be something.
Okay.
So
I'm so sorry lmfao I'm slow
to prove the first problem then
i don't even know where to start
he's done examples in class but i don't think they match these
.
and there isn't any process (or at least that's what it seems like)
trust me, there are way slower people that show up in this server.
yep
^^^^
i remember from class that he tells us to solve (usually) or break the equation up if it equals 0 and somehow rework it
but i have no idea if i'm supposed to do that here or not
You'll want to manipulate it so that you're always maintaining equality, or increasing the magnitude
i've never had any limit problems that equal anything
right so i'm looking for equality in a solution
??
and in this case the limit as x --> 4 input in x solves directly, is that all i have to do?
no, you need to prove it with the delta epsilon argument
and this proves it?
with some work, it can yes
okay, so simplify ?
sure, what do you get?
|2x-2|?
check that again
|2x-8|
can you factor anything out?
|x-4|
2|x-4| yeah
oh right
from this, you know |x-4| < delta
so 2|x-4| is less than what?
epsilon?
not yet
oh
$|x-4|<\delta$, so what is $2|x-4|$ less than??\
Or how can you use $|x-4|<\delta$ to put an upper bound on $2|x-4|$?
Zybikron
I don't think I even have proper background comprehension for this lmfao
i'm a little overwhelmed
organic chem is too easy but this is muddling my brain
🤦♀️
you're overthinking it
okayokayokay
what's the difference between |x-4| and 2|x-4|?
2
one of them is multiplied by 2
ok
2 delta?
so $|x-4| < \delta$, get $2|x-4|$
Zybikron
So,
You have $|(2x-5)-3| = 2|x-4| < 2\delta$\
If you can pick a $\delta$ so that $2\delta < \epsilon$ then you're done\
Can you use $2\delta < \epsilon$ to find that delta?
Zybikron
or even $2\delta = \epsilon$
ugh
Zybikron
solve for delta
how do i know what epsilon is
you don't. You jsut know it's a number
any number greater than 0?
yep
we're trying to take this and get\
$|(2x-5)-3| = 2|x-4| < 2\delta <\cdots < \epsilon$
Zybikron
we can fill in the dots by choosing delta
How do I choose delta?
solve for delta
As a side-note (I hope this helps), when thinking about the epsilon-delta definition of a limit, it can be very useful to think of |x - x₀| as the distance between x and x₀ and and likewise with |f(x) - L|.
In this way, the definition says that the limit as x -> x₀ for f(x) is L if for any given arbritray value ε (no matter how small) such that f(x) and L is at the most ε close to eachother (that is |f(x) - L| < ε) we always want us being able to find a δ such that if we just have that the distance |x - x₀| is smaller than this δ, we can always gurantee that the distance |f(x) - L| is smaller than ε.
Here it can be useful to think of it as a game like Zubikron said, where an enemy comes and demands you to find a value ε such that the distance |f(x) - L| is less than this value and you need to fight him with a value δ no matter his choice of ε.
Sorry for the long text 
Some people have different ways of learning different concepts. But thinking about the absolute value as a distance instead, was what really made the definition make sense for me. So I just wanted to share that in hope that it also will help you
reading and trying to comprehend, but i appreciate it thank you <3
Yeah, no one picks up delta-epsilon proofs right away. Mathematicians did them wrong (or at least in a very handwavy way) for a very long time before making them rigorous.
It's been a few weeks now in class and I'm still not grasping haha
they take practice
https://tutorial.math.lamar.edu/classes/calcI/defnoflimit.aspx
Here's a site with several worked examples if that helps also
In this section we will give a precise definition of several of the limits covered in this section. We will work several basic examples illustrating how to use this precise definition to compute a limit. We’ll also give a precise definition of continuity.
but anyway, back to this.
We want to fill in $2\delta < \cdots < \epsilon$\
Some of the < can also be = in this case
Zybikron
well the original |(2x - 5) -3| < epsilon right
Pick delta so it depends on epsilon (since your enemy can change it)
let me rewrite what i've done so far to see if it helps
quick question too
How did we get these out of the limit equation?
Basically. You want $2\delta < \epsilon$ or $2\delta = \epsilon$\
Since you can pick delta, just solve one of those for delta.
Zybikron
delta is a half an epsilon?
yep
oh okay
Now. if you pick $\delta = \epsilon/2$ then\
$|(2x-5)-3| = 2|x-4| < 2\delta = 2(\epsilon/2) = \epsilon$
Zybikron
this comes from the delta-epsilon definition. $x_0=4$, $f(x) = 2x-5$ and $L=3$
Zybikron
okay!
i didn't register that 3 = L
progress 💪
okay
from there, the absolute values are there because the equations can't be less than 0?
So this ^^^^ shows that |f(x) - L| < epsilon
and in the process, you chose your delta value
are 2 delta < epsilon and 2 delta = epsilon the same thing?
🥹
come baack
lmfaoo
also wondering how we know that the |x-4| < DELTA rather than epsilon (or even that we knew we needed to have the comparison in the first place
am i allowed to ping 🥴
Maybe it is useful to examplify the enemy-scenario. Let us say that a function f is defined with the rule f(x) = 2x + 3 and I say that f(x) --> 7 for x --> 2. First we can think of what this actually means. We are saying that, as x goes closer and closer to 2 our function f(x) goes closer and closer to 7.
An enemy approaches and says he doesn't believe us! He says that if we are so certain in our claim, then we should be able to give him a distance from x to what x approaches (x --> 2, so the distance |x - 2|) such that we can always guarantee that f(x) and 7 are a distance of at most 5 (so ε = 5 in this scenario) from eachother. We take the challenge and start our way around it. We know that we want
|f(x) - 7| < 5 <==> |2x + 3 - 7| = |2x - 4| < 5
We can do a bit of workaround here, to show that
|2x - 4| = |2(x - 2)| = |2||x - 2| < 5 <==> |x - 2| < 5/2
Looking at this, we can see that if we chose δ (our weapon against our enemies challenge) as δ = 5/2 we can by working backwards in the above, actually show that |x - 2| < δ = 5/2 will always lead to |f(x) - 7| < 5 like our enemy wanted.
Now say that our enemy is very stubborn. He thinks he made the challenge too easy, and now wants us to instead guarantee us, that if he choose ε = 1 instead of ε = 5 (so he makes the distance smaller, that is, f(x) closer to 7). We can walk through the same argument as above (try it yourself!), to conclude that if we choose δ = 1/2 we can again combat the enemy's challenge.
This game can get a bit tiresome. The enemy chooses a number, we combat this number, they choose a new one and the cycle repeats. What we actually want, is to always, no matter the choise of ε always be able to combat this with a δ. So instead of the enemy saying we should be able to find a value that guarantees f(x) being a distance of 5, 1 of maybe even 0.00001 close to 7, he now says for any value of ε, no matter how small, we should be able to find a corresponding δ, if our claim is correct.
Long text

@merry depot i'm not sure if i'm allowed to ping you or if you're just busy atm but i need help 😅 no rush if you're busy i totally get it
To finish this (I ran out of space), we can follow the same line of thought as before. We have that
|f(x) - 7| < ε <==> |2x + 3 - 7| = |2x - 4| < ε
Doing the same as before, we get that
|2x - 4| = |2(x - 2)| = |2||x - 2| < ε <==> |x - 2| < ε/2
So if we choose δ = ε/2, we can always combat the enemy instantly with a distance (δ) that x needs to be close to 2, no matter how close a distance (ε) he wants us to show that f(x) is to 7
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Hello, I'm doing some elastic collision problems basically all of them have systems of equations like this one:
How can I solve for v_1f and v_2f?
$\m_1=1055kg\ m_2=715kg\ v_{1i}=0\ v_{2i}=2.55\frac{m}{s}\\ \left{\begin{array}{@{}l@{}} m_2\cdot v_{2i} = m_1\cdot v_{1f} + m_2\cdot v_{2f}\ m_2\cdot (v_{2i})^2 = m_1\cdot (v_{1f})^2 + m_2\cdot (v_{2f})^2 \end{array}\right.$
Thunder7
What I'd do is isolate either v_1f or v_2f from the first and substitute in the second, solving the quadratic equation in v_1f or v_2f and substituting back to find the other one
but this process takes a lot of time, I was trying to algebraically manipulate the system in such a way that it was simpler but wasn't able to
@frigid hatch Has your question been resolved?
here you’ll have ready formulae: http://hyperphysics.phy-astr.gsu.edu/hbase/elacol2.html
if you show your attempt, I may help you with deriving the formulae
but the main hint is to square the first eq
I would if the masses didn't square too
but that’s not a problem, you just multiply eq 2 by m2
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Can somebody help me understand how to answer this?
i have an example from a classmate about how my prof likes to solve this and i really want to know how 
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<@&286206848099549185> In this context what does that equation where summation and intergal does mean? Why those are added? Why does it imply f(u) is distribution of U?
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I’m not sure how to start these problems at all
I think is how you start it off but i’m not sure
you're right, now differentiate both sides
,rccw
now it's just a matter of isolating y' and doing some algebra to clean up the final answer
ok, bc i know that i’d multiply by y to just get dy/dx n that i can sub in y for the original equation right? it’s just the cleaning up at this point.
yep
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Hey could anyone help me, with a problem
I need to calculate molarity of vinegar, 10 grams of vinegar in 10 grams of water, molar mass of acetic acid is 60.052g/mol, I somehow got 17M but I don’t think that correct
can someone explain to me how to do part c like the min/max type problems step by step?
not you
<@&286206848099549185> mind helping me with this
Ive not much experience with these kinds of calculations, but I think by “liters of solution” you would include the volume that is vinegar
Oh I accidentally miss typed the wrong unit
It’s 10 ml of vinegar
But idk how to get grams from it, so I just assumed it’s 10 grams 🤷♀️
Do you know how to use density?
No
vinegar bas a density of 0.96g/mL
Which means for every millimeter of vinegar we have 0.96 grams
to find the total mass we would do 0.96g/mL * 10mL
Which is 9.6 grams?
yes
That still gives 15M?
9.6 mols / 60.052 molar mass = mols
Mols / 0.01 L of water
As I said earlier, I think you include the volume in the vinegar in the solutions total volume
Adding the 10 ml would drop it to abt 7M which is still way to high for molarity
Idk, it’s supposed to be a titration lab and im stuck on the first problem of finding the molarity of the vinegar that we used
As I said, im not very knowledgable about chemistry, not much I can do to help beyond this
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what happens to the (-1)^k here? Is it because of the absolute value?
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I dont get the last two steps... shouldnt it be y = sqrt(rest of equation)
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ewie, cosine rule
I know how to do the question, but I have no clue express it in exact value
do you know your cosine rule?
yeah
I don't really see the problem then
ok, how would you convert -0.6186404848
oh ok
well you arcsin the part a fraction
due to the angle is an obtuse,
apply 180 and use subtraction
employ its cos value
and thus
do you have an alternative?
yea why don't you just make a triangle out of the 5sqrt2 over 9
hold on let me show you
oh i see what you mean
find cosP by phythag theorem and you should get an exact value
or maybe this doesn't work at all
i agree with this
but
check the mark scheme
i wonder where the negative value derives from
do you know what PQ is for the original triangle?
yes
as in the length?
yes
because how I'd do it is find PQ and put it in the cosine formula
right
but I have an inkling of a doubt that wouldn't work
lol
no it wouldn't work because theres no sqrt
i think our first approach was good
hold on
to be honest the mark scheme is a bit sus sometimes
i've been doing exercises since the start of easter and i've encountered 3 mark scheme errors
but i'm more inclined to think that we missed something in the question
well good thing is I found the sqrt31
sin p = cos (pi/2 - p)
dang raidants
no my method 100% works
ok
see this
find the missing side
phythag theorem
keep it in exact value
no decimals
Also negative because obtuse angle > 90 degrees and cos is neg in 2nd quadrant
you don't need theta
guess that's in the second quadrant
no as in to determine the positive/negative nature of the trig expression
oh I see
oh you just confused why it was negative
im back
this one is quite funny
its not difficult at all, but
i wonder if my second solution works
basically
convert tan2x=sin2x/cos2x
rearrange and you get 1=4cos2x
hence 1-4cos2x=0
therefore whatever value it times gives you 0, including sin2x
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Simply plug the values into the function
Let me give you an example:
For x=0, you have: f(0)=2*0-1=-1
Notice I simply replaced x with 0
I'll let you do the rest
@alpine sable Sorry, I didn't see your messages
So the notation they're using is gonna need some explaining
You see how, like, a function can be graphed?
Like, for x, at x=0, the curve would pass through y=-1
Hence (0,-1) is a point of f
Similarly, you can interpret (1,7) as meaning f(1)=7
Or, in other words, that at x=1, y is 7 for function f
The domain is all the inputs you can put into the function
Notice how (0,...) is not included
That means f(0) is undefined
Hence, 0 is not part of the domain
The range is every possible output of the function
Notice how (...,6) is not included
That means the function can't output 6
Hence, 6 is not part of the range
@alpine sable Everything clear?
@alpine sable So, any questions?
Sure
So let's look at the functions points
More specifically their x-values, a.k.a. inputs, a.k.a. the first number
We see 1, 2, 3, and 4
Hence the domain (or list of valid inputs to the function) is {1,2,3,4}
For the range (or list of possible outputs of the function), you do the same but with the y-values, a.k.a. outputs
Pretty much
The domain being the list of possible inputs and the range being the list of possible outputs, that is indeed what you do
Well at least for finitely many points
Yep, with the curly brackets around it
The range being a set, duplicates and order doesn't matter
So while that is technically correct we would rather expect {7}
I just said order doesn't matter
Preferably ascending order just because it looks nice
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I just realised this sounds contradictory
Like any order is technically correct and it's no big deal but ascending order is best
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cannot get the domain in the form of n+1/n
i tried putting the function inside the log>0 but that just made it more complex
someone please help me
<@&286206848099549185>
<@&286206848099549185>
please help
<@&286206848099549185>
anyone?
<@&286206848099549185>
<@&286206848099549185>
try sector 2
there are a lot of people active there
see if they can come around to assist
@modest osprey Has your question been resolved?
what is sector 2?
i meant help-2
they said go back to your channel and see what you get
so what now?
sorry but i can't provide help to your question
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help
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Hey there, can someone help me with the difference between a prediction and confidence interval
I've been told the difference is that CI find the average response whereas prediction intervals will find a particular response, but surely as you are using the predictor x0(what we are predicting for) to calc the CI the CI is also for that particular response?
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new to this topic so not sure what to answer
what i've got so far is the first one the 5th one and the 6th answer
only one im kinda sure is not true is the third one
other ones i have no idea
In 2nd it's given that f(x) -> inf, so what would 1/f(x) approach?
uhh negative inf?
No
not very sure since i only got a very brief introduction to this topic
The bigger the denominator gets, the smaller will be the fraction
So 1/f(x) would approach 0
yeah i figured that
4th is false, because it says that (0, f(0)) lies on both y = f(x) and y = g(x)
Meaning g(0) = f(0)
Or 1/f(0) = f(0)
But the solutions to that are f(0) = 1 and f(0) = -1
alright nice thanks
And the last one is also false because it implies that f(0) < 0, meaning g(0) < 0
I.e., y-intercept of y = g(x) would be below the x-axis as well
thanks a lot it was correct
have a good rest of your day
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I'm confused on the bottom part
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Can someone help me with part (b)? I cant figure out how to start.
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What did I do wrong here?
$\sqrt{x^2} = |x|$
heavy
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ouch
Please read #❓how-to-get-help
You need to open your own channel as batata open this themself
oh
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Number 15
this is physics but I think I can give a few hinits
first, recall $F=\frac{dp}{dt}$
physicsrocks
use $v^2-u^2=2ad$
physicsrocks
g=a=9.8, which is ~10
V as in velocity?
Yes
v isn't 9.8 as that's accleration
not velcoty
I mean that teh accleration is 9.8
V = V node + at
or s=ut+1/2at^2
If I use v2=v²node + 2as I get 2.8
use v^2-u^2=2ad
vnode?
V node is like the staring of v
you don't know t though
impact time isn't travel time
irrespetive vfinal =2.8
so F=2.8/(1/7)
ok, gtg
Ovhy
bye
I'm gonna try to solve for force multiple t
Wait nvm that is impulse
Yes , use delta p/delta T
Mass is given, isn’t it?
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How would I go about actually checking to see this solution isn’t + and -
Plugging in x = -5/2 + root 13 seems like such a convoluted headache
Oh wait a minute
No it shouldn’t actually be that bad right? Because it’s all squared? Unless someone wants to just offer me a correction or clarification
But the root 13 isn’t squared by the 5(x)
What's the original equation
Root x + 1 minus 3/root x + 1 = 1
Oh it's because -5/2 - root(13)/2 < 0
Which is out of the domain of root(x)
Although -5/2 + sqrt(13)/2 is also less than 0...
You mean $\sqrt{x+1} - \frac 3{\sqrt{x+1}} = 1$?
Or is the 1 inside of the root
Yeah it’s inside the root
If that's the case you gotta use paranthesis to make that clearer
My bad, next time I’ll grab the original
Umbraleviathan
So this
Yeah
Yeah what's the domain of sqrt(x+1)
The input?
No
The domain of sqrt(x+1) is x >= -1
If you input any value that is less than -1, you'd get a complex number
Let's analyze the solutions we got from the steps
It just can’t equal zero
Well typically they want real number solutions
I'm assuming that's why they omitted the extraneous solution
Yeah that’s kind of what’s messing me up
Half the other answers are complex
So I’m confused as to why that wouldn’t count
If we look at -5/2 - sqrt(13)/2 + 1, that's -3/2 - sqrt(13)/2 which is obviously less than -1 so it won't work
Like they contain iota and all that?
Was that for a quadratic or a square root
Quadratic
Even though it becomes a quadratic?
If you plug in your solutions here, the final answer will be a complex number, not 1
Always test it in the original question
When we turned it into a quadratic we made extraneous solutions
Yeah that’s what’s giving me a hard time actually
You always have to analyze the answers
Hence the analysis here
Plugging in those huge fractions with root 13 is bugging me out
Oh no no don't plug in directly
Just use numerical analysis
Here let's go back to the extraneous solution, -5/2 - sqrt(13)/2
If we plug it into sqrt(x+1), we know that in order for the root to kick out a real number, the argument must be greater than 0
$-\frac52 - \frac{\sqrt{13}}{2} + 1 = -\frac32 - \frac{\sqrt{13}}{2} < 0$
Umbraleviathan
OHHH and because this whole thing is only going to return a negative it literally cant work
Yeah it’s positive
I gotta say the way you break things down and explain this is awesome, seriously
I’ve had some people on here that dance around teaching me where the problem areas are and you’re great
That makes total sense and opened me up to seeing it a completely different way, I cannot thank you enough and I seriously hope I can get you again for any future issues
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#1089953713449349131 i need help with this
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How do I explain this the best I can? This is for an assignment
sorry AJ
So you're solving for x. Easiest way is to get rid of the fractions, so multiply by the LCD (lowest common denominator)
you want to eliminate the fractions
I think I already solved for x, I need to explain it though.
yes
Well, proceed by equivalences
"Let x be a real number.
(x+1)/2 + (x+2)/3 = x/4 <=>..."
ok
You will end up with " <=> x = -2"
ok
So by your reasoning, -2 is the only solution to the original equation.
hello im new and i need help on something cause im having trouble on understanding on how to like solve it
for my assignment, im going to have to break it down
uh-
#❓how-to-get-help, this channel is taken
I suggest you open this in #help-12 , or an open chat
or that's taken
any open char
oh ok sorry
Meaning...? You want to justify at each step?
yes
its like a equation breakdown
like how you solve a question using the quadratic formula
"Multiplication by 12. Adding ... on both sides. Dividing by ..."
hmmm
That's easy isn't it?
not for me
Show me what you did for your calculations
I just jump straight into conclusions and never thought about its steps and how it is solved
Well, reason by equivalences. I'll do the whole thing for you just so you can see that not much is required
I go with x equaling a negative number since x/4 is smaller than x/3 + x/2, plus if x was positive that would mean the number would be bigger than x/2 + x/3 alone.
ok
since +1 and +2 is being added to the equation
"Let x be a real number.
(x+1)/2 + (x+2)/3 = x/4
<=> 6(x+1) + 4(x+2) = 3x
<=> 6x + 6 + 4x + 8 = 3x
<=> 7x = -14
<=> x = -2"
Np
now allI need to do is make a script for this and record it
sounds like a weird assignment
its a Teaching Video assignment
you are supposed to record yourself solving a question of your choosing (well from the list I got)
time to close the channel
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Let f : [a, b] → R be a function.
• Construct an example of a function f : [0, 1] → R such that f is continuous at every
point of x ∈ [0, 1] with the possible exception of x = 1/2 and such that f is not bounded.
Hello, this help channel is taken, I suggest you write your request on an empty channel such as #help-20
okay thanks
Well, you can guess that f will not be bounded at 1/2, what functions can you think of that go to infinity in a single point?
Well 1/x explodes at 0, so in order for it to explode at 1/2, what should we do?
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can someone explain how this part is obtained? https://math.stackexchange.com/questions/3750607/prove-that-if-the-graph-on-n-vertices-has-at-least-n-22-1-edges-then
I get a term that is half of k(n - k)
was trying amgm inequality or cauchy schwartz
Continuing from the last line, keep it written as $\frac{k² + (n-k)²}{4} + \frac{k(n-k)}{2}$
rafilou2003
I would even suggest keeping everything under the same denominator
What would be really cool is if we could write this as (something) + k(n-k)
Because we're comparing this quantity to k(n-k)
Try to do it
@ocean portal Has your question been resolved?
ohh i think this is it
basically i start by doing -2k(n - k)/4 + 2k(n - k)/4
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So do they want me to find the limit as x approaches 0?
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i need help
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LOL
Amazing
I got help from my friend sorry for the waste of time
wont speak here again
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hey !
Ask
um so i need help learning basic quantum mechanics
ask a math question
or go to #old-network for physics server
kk
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Hi my name is Nami and i need help in math i am 18 years old and i go to college. I don't understand integral calculation. I'm going to show a picture in a couple of minuts of my classtest that i didn't understand but i tried so hard to learn for it and got a 5+.
5+ out of what? is that good or bad?
I don't think she'd be here if it was good
Long time no see 
Do you know them?
Helped them out some time ago before the new year!
Wow i completly forgot you remember me lol
The translation: Task 1:
(40 points)
After you finish school, you take a job in a wood workshop in Gelsenkirchen Hassel.
One day you receive an order from your boss to use a new saw to cut wood into a certain shape. Since they are not yet familiar with the device, they first have the device carry out a few test cuts on discarded sheet iron and
the test log can be output. During the entire process, the feed rate fin is logged in minutes as a function of time x in minutes. The test protocol for the test cut is shown on the right. The feed rate can be described mathematically by the following functional equation:
f(x)=0.01 x 0.3x² + 2.25 x
a) Determine the feed rate at time x = 7 min.
(3 points)
b) Calculate a domain of definition for f(x) that makes sense in the context.
(5 points)
(7 points)
c) Determine the maximum feed rate.
d) Calculate the time when the feed rate is strongest
(5 points)
decreased. e) Draw the function graph of f(x) in a suitable coordinate system.
(10 points)
f) Determine a possible antiderivative for f(x) and explain why there are infinitely many more correct antiderivatives of f(x). (5 points)
g) Determine the distance traveled by the saw in the first 10 minutes and find the average feed rate over this period:
(5 points)
Hint: You can use without proof that the mean of the function values of a continuous function f in the interval [a, b] is given by:
771= a f(x)dx
22/SOP
5+
Very bad 1 = really good 2 = good 3 = satisfying 4 = enough 5 = defective 6 = is not enough
Mean formula seems to have come out wrong but there’s a picture of it at least 
1 is better than 6? what a strange grading scale
I understand the first task a) but then by b) it starts i understand literaly nothing 🥲
It's in Germany the scale🥲
1 is the best note and 6 is the worse note
5 is defective a bad grade*
ah that explains it. sorry for interrupting
Np
Oh yea also how do you feel with differentiation at the moment? Are you at least happy(/happier) with it?
I'm disapointed about myself but i don't give up no matter how bad i am until i have a good grade and understand math and what the math teacher says
That’s the spirit, you just sometimes have to work hard, might be pain but you’ll get there! 
What was your answer for part a?
I answered in part a)
f(x) = 0,01×^3 - 0,3x^2 + 2,25x
f(x) = 0,01 × 7^3 - 0,3 × 7^2 + 2,25 × 7 = 4,48 mm/min
And i answered in german that it is 4,48 in and anwsered sentence
the feed rate is 4.48 mm/min
That's the only that the teacher said it was right lmao the rest was false
Thanks
in part b) i understand nothing
I don't know where to start and how and what to learn and to understand it is really complicated
For part b, you want to consider the real world basically
You don’t want the model to “talk about the past”
As in x is the the time in minutes since you started the process, you agree?
Yes
Cool, so if x was, say, -5, your model would be “describing the feed rate 5 minutes before the process started”, do you agree with that?
Yes i read it few more times to understand more
I have a little question when it is 10- is it the same then? The model describing the feed rate 10 minuts before the process started?
And when it is 5 without the minus is it then describing zje feed rate 5 minuts after the process started?
Oh i understand it
Cool 
But of course if you haven’t started the process, you can’t really talk too much about the feed rate with that model, right?
Yes
I'm really sorry rn i am back in 20 minuts because i need to pray the nightprayer in islam (named ischaa) before it end i am in like 20 oder 15 mimuts back you can still write
Okay cool, see you soon!
Oki
We said here that our model shouldn’t (really) talk about things before the process started, and that x represents the time in minutes from when the process started
So with all that said, can you think of a restriction that we need to place on x?
How do we place a restriction on x?
As in, do you want the value of x to be greater than something? Less than something?
Think about what we said here
Hmmm.... i don't know
Hmmm i think we need to place x here after the 7 minuts
Do you mean that when not i'm lost fr
Alright, do you agree that you don’t want x to be -5, for example?
No no, not that
No it's okay that -5 is the example for it
So it is -5 and we need i think to place x before the process starts right??
Hmmmm
Alright; remember that when x=0, the process hasn’t started but it’s about to
Like just almost about to
Buuuttttt
x=-5 talks about before the process started
Why do you think x being -5 is alright?
Remember that we made this statement here
So i think we need first to start and then to calculate it
I think maybe we need to calculate the zeros?
That is something we will need to do for sure, so let’s come back to what we’re thinking here later
Are you able to find the zeroes for me?
I will try 😌
(Self reference, we have $f(x) = 0.01 x^{3} - 0.3 x^{2} + 2.25x$)
@pseudo ice
Hmm i think we need to calculate first 0,01x^3 and the rest and it is then
f(x) = 0,01x^3 - 0,3x^2 + 2,25x
f(x)' = 0,03x^2 - 0,60x^1 + 2,25
f(x)'' = 0,06x^1 - 0,06
f(x)''' = 0,06
Or i think
0 = 0,01x^3 - 0,3x^2 + 2,25x
0 = 0,01x^3 x (0,60x^1 + 2,25x)
0 = 0,03x^2 - 0,60x + 2,25 | : 0,03
0 = 74,40
I am happy you know how to differentiate from that, and we will need (some of) those later
The very first one is what we need for now
Oki
Find where 0.01x^3 - 0.3x^2 + 2.25x = 0

