#help-0
1 messages · Page 195 of 1
like its totally possible to do this but its just not a useful thing to do and it adds a lot of complications to our system
and now all our theorems need to be phrased with "let x be a complex number that's not infinity..."
youll see it if you end up doing high-level mathematics (complex analysis, differential geometry, etc) but its not really worth it at a lower level
now thats just the riemann sphere - its natural to ask if theres another way to divide by 0 thats more algebraically well-behaved
there have been multiple attempts at this
one people often reference is wheel theory, which seeks to be an algebraic structure where dividing anything by anything is always allowed
theres a problem: wheel theory is utterly useless
like it is genuinely just a curiosity, no one has found any serious reason to study it
so its been relegated to a "fun fact: we can technically do this" type deal
rather than something taken seriously
but it does exist, so that you can say "technically, there is a context where division by 0 is perfectly fine"
this context is just way, way more complicated than standard arithmetic.
tl;dr its possible to do, sometimes (riemann sphere) its even useful, usually it isnt — but at a non-advanced level, its typically more effort and confusion than its worth
in general, the answer to "Why can't we do [x]" in mathematics is rarely "it's utterly impossible"; instead, its usually "doing so is way more trouble than it's worth and has some negative consequences on the wider structure"
width?
Nah my bad
Misunderstood what you were talking about
I can add that it can make sense to divide zero
1/0 is a distinct object
Namely we only really know that 0*(1/0)=1
But hey, that means something
Just not a number
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Can someone help me with this problem?
try drawing a secant line
like unsing a secant line
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hi
Use trigonometric functions
tan(x) = o/a
We can take o = altitude, and a is the distance
yeah but idrk how to do it
how do i find the distance
actually what distance am i meang to find
how do i find a or x
x is angle, o is altitude
Try drawing a triangle to represent the situation
is x 5 or 1.5
The short leg will be height, the long leg will be distance
the angle between the hypoteneuse and the long leg is the angle of depression
Plug both numbers into the equation, then find the difference
That gives you distance travelled
tan(1.5)=400/a
tan(5)=400/a ??
yes, solve for a
Yes, those are the correct distances
yes, that is the distance travelled
yes
now i just solve for speed
Yes, you want to convert that to km/h
oh
right
uhhh
ii think i did smth wrong
10703.3628 divided by 2
thats in 1 min
5351.6814
oh wait no
right
and times that by 60
321100.884
m
divide by 1000
= 321km/h
OHH
OKK
tysmmm
np :)
Sure!
for the first one, start by ignoring the 60 degree angle
use the 3 and the 20 degrees to find the length of the long leg
oh kk
Use algebra to write an expression for the long leg
l = 10+n
then use that as the length to find x
tan(25) = x/(10+n)
tan(50) = x/n
U should be able to solve for x
If you isolate n in both of the equations, then equate them, you should get x
Bc the lone variable will dissappear
uhh for the 2nd one i can solve for n but could u help withe the first please
x/tan(25)-10 = n
oh yeah i just got that and was gonna ask u if it was right lol
the other is x/tan(50)=n?
x*tan(50)/tan(25)-10*tan(50)=x
-10*tan(50)=x-x*tan(50)/tan(25)
-10*tan(50)=x(1-*tan(50)/tan(25))
Something like than, then isolate x
uhh is there like an easier way to solve this perhaps 💀
idk, any way I can think of is similar
sin(50) = x/n, sin(25) = x/(n+10)
n = x/sin(50), sin(25) = x/(n+10)
sin(25) = x/((x/sin(50))+10)
💀💀
😭
this is too complicated for my pea brain
like i couldd use the cosine rule, but im not allowed to use it for this question so 💀
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Class: Intro to Linear Algebra; Topic: Differential Equations;
I would like to verify that this answer is correct. Some other classmates have had issues with this question and I would like verification before taking it to the professor.
Here is my work.
By inspection I immediately see that y1' is wrong
Most people won't open attachments here. Post screenshots.
Step 4
Your last -0+1 needs to be -0-1
The fact that you still got integer solutions in your cubic was admittedly kinda unlucky
@alpine sable
your talking about when taking the determinant?
@limpid turret
I did make that mistake originally. The eigenvalues should be correct though.
that notation was from a prior attempt which was missed in correction.
Nah the eigenvalues you wrote are for the cubic with the wrong coefficients
So matrix A is incorrect?
Hold on
It's actually correct
But only because you wrote -28 instead of +28 in your last submatrix
You just got really lucky that the two mistakes worked out there
The determinant again. My apologies with that.
I corrected it in the step above, but did account for every instance that I missed a sign.
Did mess up with the eigenvectors then?
Or the diagonal?
Your second eigenvector doesn't look right. But I can't really read it
Is P called the eigen matrix? P2 can be seen there.
P2 was [-1/7, 1, t] but was multiplied by 7 to keep it in whole numbers.
and the t removed.
This is incorrect form. All components should have t
But I can see that what you eventually get for P2 is correct
P3 is also correct
You didn't finish your work
$Y=Pe^DP^{-1}$
SWR
That's why it's not correct
You need to find P^-1
I'm off to bed now
Good luck
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I need some help. I need to prove that $A \Leftrightarrow B$ but i only know how to prove $\neg A \Rightarrow \neg B$
Katharine
Are we meant to be guessing what you're trying to prove?
You prove that by showing A -> B and B -> A are both true
sorry i meant to add can i use this
i need to prove f is injective if and only if f has a left inverse
but i only know how to prove that if f is not injective f does not have a left inverse
That only proves half of the statement
By contrapositive that's the same as f has left inverse -> f is injective
So now you need to show f is injective -> f has left inverse
i do not know how to because i feel like i'm pulling stuff from my ass when i try
You have to explicitly construct a left inverse
the problem is i don't see why it is forbidden for a map to have the property of a1 != a2 meaning f(a1) != f(a2) and not a left inverse
all i have is these definitions
Maybe try and see what goes wrong if you tried to find a left inverse of the function f(x) = x² in the reals
that i understand but that is proving the not A therefore not B
not injective therefore no left inverse
but that doesn't mean injective therefore left inverse
@harsh swallow Has your question been resolved?
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Simplify/find the derivative of ln(5x)/x^2. The answer I got was x-2xln(5x)/x^4, but the task says the answer is actually -2ln(5x)/x^3, why did the two x'es above disappear and not the one in ln(5x)?
Your second term is exactly exactly what they have, simplify using power laws
Why you also have a +x is impossible to say without seeing your work
I used the quotient rule to get the answer I got, since ln(5x)=1/x and 1/x * x^2 becomes x, take that minus ln(5x)*2x which just is 2xln(5x) and all of this divided by x^4
Its a fraction, so I had to use the quotient rule to get that answer
It just seemed like I fell one step short
Which I know
But why didnt ln(5x) lose its x?
?
$\frac{d}{dx} \frac{\ln(5x)}{x^2}$
Katharine
right?
since ln(5x)=1/x
misuse of equals sign.
no? its basically the derivative of ln (5x) which is 1/x times x^2
no the original
Why didnt those laws affect the 5x inside ln?
Why would it?
Because 2x isn't raised to any power, just like 5x or the standalone x?
Also the answer is not just -2ln(5x)/x³
Thats what it said in the guide
what expression do you have to take the derivative of?
Your second term has x/x⁴ in it which is 1/x³
but the task says the answer is actually -2ln(5x)/x^3
can you please show us where it says that
Oh you're not using bracket correctly
yes even if its in arabic we still want to see it
You mean you got (x-2xln(5x))/x⁴ 
Factor an x out
Sorry
Yes, at the cost of x^4, makes sense, thats why its becomes the power of 3, im just confused why it doesnt affect ln at all since it has an x inside of it as well
ln(5x) is not a multiplication, it is a function with an argument.
The 5x can't "see" the division by x⁴
It's inside a function that doesn't care what's happening outside
It's like how sin(2x)/x doesn't simplify to sin(2)
but the final answer, itl be (1-2ln(5x))/x^3 then?
Since zac brought up a good point of x/x is 1 and not just, gone
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Hallo guys can you help me answer no. 9
Since we know one officer will be woman already, that leaves us with only 4 possibilities left, two men and two women
yes then the probability is 50 50 rigth?
it's 1/3 tho
@wraith flame Has your question been resolved?
it's 1/3
like it's not really a contradiction to say 1/2, since they don't say what "randomly" means
if it's equally likely to be 1-1, 2-0, 0-2, that's still random
but this sort of question is never like that
what is the meaning of this?
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✅
man+woman, woman+woman, man+man
if they choose in a way that gives these results equal probability, you can say the answer is 1/2
and that's still "random"
but they already chose one and that a woman and there is just one spot left
they don't choose like that, they just choose 2 people
it's not like they chose one woman
they already chose both people
maybe they chose 2 women, maybe not, but it's not half and half
there's 9 possibilities where one person is a woman
call them AB | CDE
AC ,AD, AE, BC, BD,BE, CD,CE,DE
3 out of 9 is 2 women
that's how you're meant to interpret it
Two child paradox wearing a fake moustache
girl-boy
wait but here its asking what is the probability of 2 woman is chosen
yes
conditioned, "updated" on the information that one is a woman, there's no argument about that
mmmh im still confused
you can't just imagine they chose 1 woman, they already chose both people
you're told they are not both men
you just examine all possibilities
one thing to notice is you already almost knew what they told you, it was 90% that at least one is a woman anyway
ohh so thats what it means
now im starting to get it
ok now I get it thank you for all the help
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,rotate
We can reciprocate the x and set the limit to 0 here
Then we can use lhopitals rule easily
🤓
or u can stimulate it into the form of euler limit
Using hospital i must
Its certainly easier with lh
Just set x=1/y, then y->0 and its in the form to do lh
or with Taylor series
Wait what
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need help to derive this
product rule
@olive kestrel Has your question been resolved?
you can treat -288(x - 9) as one function
because -288 derives to 0 ?
well because it's a valid function
you can write it as -288x + 2592 (or whatever it multiplies out to) if you like
ah I get what u mena
mean
solutions also suggest to multiply -0,1 into (x-9)²
but its a part of the mutliplication can I just do that ?
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hello
Hello what's your question?
Hello there
I'm not sure what the question wants
its a two way table
I think I could help @soft stag
alright
At least as far as I understand
alright
okay, so, do you know how to calculate the probability here?
I mean, what do you think is the probability of a mid school student (being chosen at random) being in favor?
Because a Decimal is /100
1.5
wwait no
And how did you come to this conclusion?
yes
you do the same with not in favor
and, as you will be able to see, .25 and 150/200 = .75 add up to 1
yea
yup
i think i can do the rest
60300
.2
and 240/300 = .8
means its 20% for favor and 80% for non
(Highschool)
exactly
whoa
lmao
nope~
ong/
you've got that total column
alright
you can't add percentages like this
ahhh
very illegal here
neither
oh
look at this bit
it's all you need here
treat it like you did with mid schoolers and high schoolers b4
copy them down?
not really
but it maked sence
bc thats what they did for the same thing
50+60=110
OH
its bc they arnt doing it in percentages
when you wanted to calc. the probability of "in favor", you divided the number of (mid/high) schoolers in favor by the number of every student
it's basically the same here
where did you even get that 45 from
oh dear
the total of in favor is 50 (mid) + 60 (high)
which equals 110
the total of not in favor is 150 (mid) + 240 (high)
which equals 390
the total number of all students is equal to 500
so when you have all of those 500 students in a room, and you want to see which ones are in favor, you need to divide the number students in favor by the number of all students
good job cowboy
coming back to that previous ex. for one last time
there's a formula for that
gimme a second
alroight
the first one is good
alr
and the second one's good too
right?
I mean, yea, sure, it is correct
but I don't recommend playing like that on a big test
yes, we have room full of students and pointing randomly, we want to choose a student who's in 8th grade and prefers studying at the library
probability = A set or a number of favorable events divided by all events
at least here
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hey can someone explain how the 0.46773 becomes 1.46773?
-x-0.46773x = (-1-0.46773)*x = -1.46773x
where does the -1 come from?
-x = -1*x
ooooh
so if it was just x would it have been +1*x?
yes
wtf
Yes
you have -1 apple and then -0.46773 apples and together that gives -1.46773 apples
oh.
ok that makes total sense now
hm so if i had 1 apple and -0.46773 apple came it wuld be 0.53227 apples?
Yes.
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Hey, I am doing an assignment where I have to explain the proofs of the different Pythagorean theorems. Our teacher required us to do Euclid's bride chair (or windmill) proof and allowed us to choose our second. He told us not to choose one that is not difficult, or that doesn't require much math. I was wondering if anyone here was familiar with a proof similar to the difficulty of the bride chair one and could potentially provide resources that help explain it? Thank you so much!
This maybe?
(a + b)^2 - 2ab = c^2
a^2 + b^2 = c^2
They are pretty similar
@barren aurora Has your question been resolved?
That helps but I've seen this one before, is there maybe more a little bit more challenging?
@gray jewel
I mean you can google it
Here's a proof of it using a trapezoid
From google images
But I don't think you should be asking that
Guys how can I solve these , they’re for an assignment I have
But I can’t really understand it
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Assume that a sample is used to estimate a population proportion p. Find the 99.5% confidence interval for a sample of size 327 with 44% successes. Enter your answer as a tri-linear inequality using decimals (not percents) accurate to three decimal places.
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Here's my question here, and my work so far. I have absolutely no clue why it doesn't work for 2 and 4.
@scarlet quarry Has your question been resolved?
<@&286206848099549185>
@scarlet quarry Has your question been resolved?
Well I presume nobody here knows at this point
Figured it out, I used 16 for both vectors, not 13 for the second
That took too long for me to figure out
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Can someone help me with how I figure this out, I'm not sure what I should do with the extra number in the intersection
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the formula for volume of a pyramid is lwh/3 right? what did i do wrong
lwh/3 is for a square pyramid, you have a triangular pyramid so you have to divide that in half to get lwh/6
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why is the integral of 3cos(pi/2x) = 6/piSin(pi/2)??
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oops my bad
@coarse oasis Has your question been resolved?
<@&286206848099549185>
$\int_{0}^{2}{3\cos\left(\frac{\pi}{2}x\right)}dx=3\int_{0}^{2}{\cos\left(\frac{\pi}{2}x\right)}dx$ and $\int\cos(\frac{\pi}{2}x)dx=\frac{2}{\pi}\sin\left(\frac{\pi}{2}x\right)$ so to answer your question, we just multiplying reciprocal
XxMrFancyu2xX
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Please don't occupy multiple help channels.
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help
because an/an+1 is what we use to check convergence
we take |an/an+1|=L here
if L < 1, it converges
if L > 1, it diverges
if L = 1, the test fails
we want the biggest and smallest x that make L < 1
their difference is the radius of convergence
does this make sense?
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thank you
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someone can demonstrate me tan^-1(tan x) = x
$f^{-1}(f(x)) = x$
Juke | ping me if no response
the inverse of the function and the fucntion essentially "cancel out"
i mean like same idea when u use ln for exponantioal functions
isnt the ln the invers of e
ah
okay
I read what u wrote as "it's taking the ln of both sides or or rasing to the power e"
$f(f^{-1}(x))= x$
Juke | ping me if no response
i dont understand
you mean is 1?
wym
where is 1 coming from
there are no numbers here
the idea is that a function can have an inverse function, and they undo one another
$\tan^{-1}$ is the inverse of $\tan$
Juke | ping me if no response
I don't think they are canceled like this because yes, why are they canceled, does it become one? or something else happens
okay so I think I found the issue
ur trying to visualize it I assume?
hope this helps
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can anyone help with this
i understand i have to use u subsitution but how what do i do with the sqrt(4 - x^2)
could just integrate that separately?
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Can someone explain the second step to the third. I dont understand it
$\int f(x)+g(x)~dx = \int f(x)~dx + \int g(x)~dx$
RedstonePlayz09
$\int cf(x)~dx = c\int f(x)~dx$
RedstonePlayz09
you mean how do you go from the first step to the second?
Ye
you have to set $\frac{Ax+B}{x^2+1} + \frac{C}{x+1} = \frac{3x^2-4x+5}{(x+1)(x^2+1)}$
RedstonePlayz09
remember you're solving for A,B,C here, not x
that's not how you add fractions
that and the numerator isn't quite right
no
it seems like at some point you misapplied a distribution law or something
remember that $(a+b)*c = ab + ac$, not $a + bc$
RedstonePlayz09
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dms open if anyone wants to explain in specifis
You have this entire channel
thanks
What do you need help with
basically everything except 1a
Alr
You can do all of 1 on your calculator
To start i will write the definition of log
1b divide .25 by 8?
No
oh its 8 by .25
,w calculate log_8 .25
is that mutliplicagtion?
No
how does it get .6?
$\log_{a}(a^b)=b=a^{\log_{a}(b)}$
Cycadellic
This is the definition of log
It essentially “undoes” our a^b
It tells us the b
Whereas root would tell us the a
Make sense?
Youre not gonna calculate this by hand
Very long and tedious
We need a calculator for it
Lets say $a=\log_{2}(64)$
Cycadellic
Then $2^a=64$
Cycadellic
oh okay
,w calculate log_2(64)
jes i had help with that one in class
And to check
im still confused as to how you know which number it equals to
,w calculate 2^6
,w 8^.66666666666
Its guess and check basically
look why does that one say 3.99
wasnt that the answer though???
Make sense?
-.6666666666≈2/3
Computers can only calculate so much
,w log(8) .25
what??????????/
_
its given 3 different answers so far
so .6 =2/3
.
Yeah
have you heard of mathway?
i tried punching in log_3 -9 but it said cannot solve?
Cause negatives are tricky
can you explain negatives in logs
We are restricted a lot by - times - = +
Some negatives you cant get
(Unless you just make up a number that makes i^2=-1, but thats beyond this)
oh because its like -x-x-x-x-x- and so on?
right
Did you mean times negative?
negative times - times negative times -
I see
We can really multiply a number by itself to get - so all negative logs are undefined
Just do 1 on a calculator
Ill help you with 2 and the rest
$log_{x}(4x-3)=2$
Cycadellic
Cycadellic
Definition of log
right
How do i get log_x off the left of =
On this one
Look at our definition
Look at the right of that definition
a^log_a?
What do i need to do in both sides of the = here
To undo log_x
No
since theres no number with the log
You wont ever learn if youre never wrong
Focus on what is in the subscript
That little letter a little lower than the reat
the big a?
$log_{x}(4x-3)=2$
Cycadellic
the little x
Cycadellic
the second part is super confusing
This is the rule
you dont mean subtract do you?
This is what log means
This is the equation in 2a
Do you see how doing a^log_a gives us just whats on the inside of log?
Because a is the base of the exponent, and a is the subscript on the log
The definition of log, the way we want it to work, is to do this
This is just what we mean by log
like 2^6 being the 6 is the sub?
I dont follow
me neither dude
my teacher isnt too good at explaining things
$b=a^{\log_{a}(b)}$
language barrier kinda
Cycadellic
not really
This is telling us how to remove the log
If he have the log base and the exponent base the same, they cancel
Like addition and subtraction
log base is little a?
Yeah
exponenent base is the big a?
They are the same a
We just make the log one smaller so we dont confuse it with whats inside
so exponent base=log base
No, when exponent base= log base, they cancel
so 4x-3 would be the (b)
Its the same as without () it just makes it clearer whats inside the log
Cause log x - 3 would be confusing
okay but i still dont understand what you meant by removing the logx from the left
$log_{x}(4x-3)=2$
El Fran
not at all
x is subscript
Do x^ on both sides
Cycadellic
There is only one possible number here right?
yes
So that means we can do it to both sides of the eq and it stays true
$log_{x}(4x-3)=2$
Cycadellic
i have to find x right
i dont understand the way you phrase this
We have an equation
Lets just say two variables to vastly simply so you can understand me
$a=b$
Cycadellic
Cycadellic
When a=b is correct
This is also correct
Because there is only one possible thing i could get
Im not gonna put x^y in my calculator and get more than 1 number, yk
right
So we wanna do this
🫤
Do you know what i mean by ^
exponent
No, it is x times itself, a times
yeah x times x
?
Dont be mean to yourself
Nobody comes in understanding all of math
im genuinely so lost right now
lets just say no
but i know its x times by however many times the ^ is right
like i said 2^2 is 4?
Yeah
or is that not what youre meaning at alllll
^ is exponent
right yes
its x times x
$a=b$
Cycadellic
can we use numbers instead
$.2=.20$
Cycadellic
okay yes
Cycadellic
We did x^ to this equation
like x^ to log makes it x^log
El Fran
is the goal for log to be the exponent here?
and what would it be the exponent to?
x, because its in the base of the log
so instead of log_x itd translate to x^log
it just adds another x?
Write that one
oh because you also turn 2 to exponent
Right
okay i got that part down