#help-0
1 messages · Page 531 of 1
your prep is going too well man from where you are studying
pw
it doesnt matter from where im studying
consistency matters
you did adv question i'm asking about mains
5 shifts i did
of what i was able to
yep thats the main key
my school also does mocks and their paper is damn good
you are preparing well man i didn't able to do mains questions also they fells difficult for me
from where you belongs to
like yesterday i tried Quadratic questions of mains 10 questions but i got answer of only 6 of these
revise the topic which you werent able to do
here, do this
H_max from the ground will be 30m for that case?
qaudratic
topics are revised but the thing is problem to staring question or thinking about it
calculate it up then as well
im lazy
v² = u² + 2ax
i take ss of this because i didn't have pen and paper
bro
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its 25 then
why 5+5
from your asked question
The distance
you want hmax
so height of building + height it reached
20 + 5
why you adding the length it fell down as well
okay if you are preparing from PW you know RJ sir gives us a formula of Hmax do you remember because i forgot it
are you an author man
@lusty laurel Has your question been resolved?
wsg chat
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how many ways are there for A,B,C, and 7 other people to sit around a round table if A,B,C dont sit adjacent with eachother
seems like a classic inclusion-exclusion principle question. If you let $A_1$ be that A and B are adjacent, $A_2$, B and C are adjacent, $A_3,$ A and C are adjacent
\medskip
then you need to calculate the "bad" cases for you to count off. Those being [
\text{Bad} = |A_1 \cup A_2 \cup A_3|
= |A_1| + |A_2| + |A_3| - |A_1 \cap A_2| - |A_1 \cap A_3| - |A_2 \cap A_3| + |A_1 \cap A_2 \cap A_3|
]
let me verify
also i think you should be doing 9! - blah, because the permutations for a circular arrangement is that much
ah right
ok at face value that seems correct yes
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Lets say i have the following system of differential equations:
$$\frac{db}{dt} = \chi b^$$
$$\frac{db^}{dt} = \chi b$$
How would i solve this?
The matrix for this seems $((0, \chi),(\chi,0))$ and i guess i will just do the normal approach of solving a system like this?
derdotte
Just for some more context. b is actually the complex number representation of an operator $\hat b$ in a base where $\hat b$ has a defined eigenvalue. And this equation arises from parametric downversion in quantum optics. Gotta solve it for figuring out correlations
derdotte
@static saffron Has your question been resolved?
found a way that doesnt revolve around solving this awkward system of conjugates.
Differentiate first equation, insert second, solve second order instead. Much easier
.close
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In Q-10, what does the question mean by bounded by y axis? I mean, the other equation is a circle and the y-axis goes right through the middle of it
So which side would be bounded by y-axis?

this isn't a full circle
Ohh
But even after that, I wasn't getting the right answer
I mean lamda= (-1, infinity) because of y axis
how are you getting that lambda could be negative
That's not what I'm getting
It's in the answer
I'm getting lamda > 0
Option A is the answer given
Why do we have to take
(lamda + 1) >0
instead of
lamda > 0?
I mean, y axis is x=0, right?
Why are we taking y-coordinate?
@tender aspen Has your question been resolved?
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Prove that there exist no integers a and b such that a³ + (a+1)³ + (a+2)³ ..... (a+6)³ = b⁴ + (b+1)⁴
My idea was to try every mod 6 case as I am unable to find any alternate method for solving it
I tried mod 6 because when cubed the remainder remains the same so i thought that might be related to the question
do it mod 7 and the left hand side is always zero
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pretty simple proof here but my problem is in the marking scheme the contradiction they used was that there exists positive numbers a, b such that a+b<2sqrt(ab)
however my question is why can you use a contradiction like there exists negative numbers a, b such that a+b=>2sqrt(ab)
proving there's a negative number such that a+b>=2sqrt(ab) doesn't prove that for all real positive numbers a,b, it applies
@thick beacon Has your question been resolved?
oh ic
im sorry but isn't tht how contradiction works ?
the contradiction in this case would be that a and b are both positive real numbers and there exists a,b such that the inequality isn't true
i proved that negative numbers doesn't exist to satisfy the equation, wouldn't it follow that a positive number will ?
you don't want to prove that a positive exists
you want to prove that it is true for all positives
take x=x+1, obviously not the case for numbers less than 0, but also not the case for numbers greater than 0
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How do I do question 34 part b? (Sorry for the poor lighting)
,rccw
did you do 34a?
Yep
okay, what did you get for that?
Just not sure how to simplify the expression
ah
Let $f(x) : \R \to \R$ , where $f(x)=e^{3x+2}$ and let $g(0,\infty) \to \R$ where $g(x) = \ln(x)$
\
find the value of k such that $f(g(2))=ke^x$
right then you can write it as $e^2 \cdot e^{\log_e (x) \cdot 3}$
wai
e^(3ln(x)+2)
south
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can someone tell me where I went wrong here?
I was checking my answer (top right) and I got close but not exactly what I started with
@glad terrace what is exactly different between the two? They look identical to me, but I also just woke up
Oh, 47 vs 3
10 is multiplied by both (x+1) and (x+2), similar error with 11
I hate this bruh
I have little to no clue how to multiply them when it’s 3 fractions
like what goes where
ts so buns
Are you aware of the term "least common multiple?"
Honestly, I think the way fractions are taught are a little bit bleh, like they don't bother to teach GCD and LCM to 4th graders learning how to add fractions, because they're number theory, but they really should. A little discussion about prime numbers is probably not beyond children, and it sets you up for actually understanding how fraction addition works.
yeah I know of that
but like could I apply it here?
nope
should I just be multiply each thing by every other denominator or something?
@glad terrace figure out what the common denominator is, then multiply each fraction so that they have a common denominator
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can anyone help me with my revision for school, im in grade 8
you need to send specific questions here that you're using to revise
imma send the stuff
one at a time preferably
Oh ok
can i send the google doc of everything
mmmm
I kinda forgot abt gradient
that's quite a lot. you need to come here with the questions you struggle with and get them resolved one by one
and slope intercept form
an entire Google doc of them is kind of a big ask
Can u help me explain the gradent about all the formulas?
i can send you some videos or tell you to look up the channel known as The Organic Chemistry Tutor yourself
on YT
@latent hazel Has your question been resolved?
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guys what are your all qualifications?
n=24 ...?
lmao what
@hushed shale Has your question been resolved?
like i want to know whts age of you all tbh😆
?
<@&268886789983436800>
Please stop being creepy and don't probe people for personal info.
.close
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okk
.close
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I've accidentally proven some big math equation that hasn't been proven for a long time and I am trying to write a valid math proof in math words and terms [I understand my proof but it isnt in "math language" if you know what I mean] and I have nobody around me to help me with learning how to properly write math proofs and reviewing what I wrote and give me feedback after.
to put it short, how do you write math proofs and what are all the basics I need to know before writing one and how should I organize it? I have some examples on what I've written which the image linked to this message is that example [remember I've never dealt with math proofs advanced math, I've just excelled and dealt with extracurricular mathematics in highschool and I am in 12th grade right now]
what are you trying to prove
Also your statements don't really make sense
$\exists n \in Z, n/2 \in Z \implies n$ is even
Ari
You should remove the "there exists n in Z"
ahh
Also we usually use $\mathbb{N}$ or $\mathbb{Z}^+$ for positive integers, not $Z$
Ari
some people consider N to have 0 though so maybe Z+ is better
yeah at the time of writing that part didn't know about mthbb
i forgot to change it
I just felt like defining it more specifically cuz
the actual thing im trying to prove depends on positive integers
a lot
the entire thing is positive integers
yeah i've come across that and i was very confused Z+ is usually what I use anyways
what are you trying to prove
you mean the "if we have" at the beginning??
not trying to prove its more like trying to learn how to express what i proved in math
collatz conjecture
No
Remove $\exists n \in Z$
Ari
u did not prove the collatz conjecture 💀
ive been told this constantly for the past 3 days
i dont know what to tell you
i see it working
cant we just say $\forall \frac{n}{2} \in \mathbb{Z}^{+} \implies n$ is even?
Explain the proof
Bettim
I don't want to give it away
thats why i didnt even say
what im trying to prove
at the beginning
well explain the general idea then
i can also just do
actually now that i think ab it how does it make sense to say
something like for all n in Z while trying to define what is even or odd
specifically the for all / exists
oh
is that what you're saying
Ahh
makes sense
I divided all natural numbers into some specific grouping where they all follow a certain pattern without repeating and therefore every number does not grow till infinity and there are no other loops other than 4-2-1-4
and no, i didnt do this for some arbitrary number sets where i attempt
it is general
i dont know how to write math proofs
but i spent the last 3 days
are you trying to prove the collatz conjecture
^^^
okay, what is the specific grouping and the patetrn
Son, there's no way your proof is correct if you're not even in university yet
There's a reason this problem is unsolved

i've seen this often
it was proposed nearly a century ago
I hope I never said it I guess
if you think people are gonna "steal" your proof
I didn't want to brew this "suspicion"
you are not making anything worthawhile
I don't know anything ab people
no like
I don't know what it means to be proving something and owning that proof
the concept of stealing proofs
There's nothing to plagiarize here because your proof isn't correct.
in general
okay ill put it this way
you dont "own" a proof
js say it outright
So if you don't know what it means to have proven something, do you really thing your "proof" of one of the most notoriously difficult unsolved problems is really going be correct?
2 years ago I didn't even know how to do basic arithmetic and anything ab math other than numbers and the equals plus minus signs
^, it was proposed nearly a century ago
dude
suddenly i was inlove with math
if you actually explained your proof we could explain what the logical error is
mathematicians dedicate their entire life
excluding sleep etc.
like
to solve problems like collatz
LMAO
this is a learning moment
I've read something that said
don't let it discourage you that you didn't study math your whole life or something like that
I just liked math
@mortal junco you can learn a lot from what went wrong with your proposed proof
just like
and tried to solve whatever I didn't think I could
yes but there is a line between that and delusion 💀
how old are u
I mean at this point
And that's great. But a part of math is learning from your mistakes
i just solved the Collatz Conjecture
what classes havs u taken
he genuinely thinks he proved it
outright obliterate me
@mortal junco
💔
i live in turkey
hear out his mistaken proof
youre forced to take
Yes this is a learning moment
the same math lessons
that doesnt answer my question
this is not productive
what is your mathenaticla bacjground
ill just say the proof
it doesnt fucking matter let him say his false proof and we can learn from it
well he doesnt really want to "expose" it
I've heard from somewhere that every number can be written by adding powers of 2 and that meant every positive integer can be written with 2 groups, dividing them into 50% of all integer numbers
might as well
2n and 2n-1
he just said he can
yes
exactly
and when I thought about it
ye
odd and even numbers
I said, why not expand this to 3?
and when I was messing around with 3 came across 3n+1
and I realized that
yep you can write everything as either 3n, 3n+1, or 3n+2
yep
wym
okay so
wdym
like it is not expressible as 3n+1
yep
every number is
either led by 2 numbers
or 1 number
1 of those is always avaliable for every single integer
wym
which is
multiplying it by 2
remember
im thinking reverse
for me
collatz is
(n-1)/3
and 2n
right now
im trying to find
leading numbers to numbers
what are the leading numbers to 5
10
yes
theres even leading
10
and i realized
10 can be expressed as odd and even
then 20 is only even
leading to it
40 has odd and even
yea
80 has even
160 has odd and even
and I realized
66% of all integers
show this property
while 33% being powers of 3
ok so the problem with this is that its a heuristic argument.
Your argument is basically "on average, every number will lead to 1".
powers of 3 are never expressible by 3n+1
what if he actually proved it and we're all witnessing math history
but this doesnt rule out that theres like
it isnt just
that
there is
so much more
this is like
definitions
this is understanding
what i did
wym
make a youtube video
if i just tell you
E3N E3N+1 E3N+2 O3N O3N+1 O3N+2 groups
youre not gonna understand that much
i mean
you could
cuz its obvious
make a youtube vid
explain it
alr continue
i am explaining the core idea
reverse collatz
2n and n+1/3
so what I noticed is
66% of numbers as I said
shows the same property likewise 5
if you reverse it
positive
as odd and even
integers
take 7
thats
not what i meant
okay
yk ill just wait
imma send to my whatsapp my paper
no wait
and ill send from whatsapp
im trying to understand
yes
also id like to vc if its possible sometime now or later
and 33% do
yes
exactly
but
thats not
true
its actually
33% of numbers have odd leading to them
and i said 66% have
not 33%
its just the process of realization
yes but 33 is the right number
at first im wrong and i deduce something right
its like contradiction proof
im first saying smtn wrong and stating whats wrong and getting something out of it
bro jus publish ur video
legit
for 3 days
i couldnt study
for my uni exam
cuz of this
and i have 22 days left
what i do
let me explain
if he says it here and hes right you could prolly just steal it
if he makes a video its kinda hard to steal
ye you gotta publish it
@mortal junco just explain the proof
what do you mean 66% of numbers
have an odd leading to them
they dont its 33%
right
its
unless i misunderstood
33% of numbers having odd leads cuz
66% was assuming from the 5 tower
one second
imma do smtn rq
my mom
is telling me
yes 33% of numbers have odd leads
ill be back in 3-5 mins
ok
Imagine the next Fields medalists is being prepared in one of these channels ah hell nah lmao 😭
if i didnt take this serious id just write what i found and publish that but that wont satisfy anybody
and also this would just make me
"who found the idea that lead to collatz being proven by someone else"
i guess id rather take that now
geniunely
Keep cooking brother
also
you can publish your current paper in https://vixra.org/
and then like when its wrong nothing happens
i found these type of websites
and i DONT understand them either
like geniunely
i dont
idk how to publish
what it means
am i missing smtn
it means you are stating you are the first person to think of this new theory or proof
okay so
lemme put it there
how do i put my
real life papers
in there
my phone doesnt have google btw
upload a pdf
i deleted google cuz it is a distraction
idk you figured out the Collatz Conjecture u could figure this out
thats a horrible idea in my opinion but your choice
ok so
i cant express it
its
or a physical paper
real life
paper
of scribbles
listen
i wasnt able to
express my idea
in general algebra form
ye you gotta digitize that
ok you can like
its true
i see it
but i cant
write it
therefore i technically
havent proved it yet
collatz conjecture was 3 steps for me and im stuck on the 3rd step
could we vc
im tired of typing
i can also camera share
in vc
alright
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Hey, so I'm basically learning trignometry for Right angled triangles. and i'm just not sure when to either use multiplication or division to find the specific length of a triangle.
which length?
yeah
so, each of soh, cah, and toa connects two sides and an angle
(sorry if im being a bit simplistic i dont know how much you know)
whne you're solving a problem like this, what you need to figure out is which two sides you know
oh no you got that
sorry
it's basically just some algebra from here....
how far have you gotten? or just up to the pictures you got
Well I've gotten assignments on both using multiplication/dividing to get the specific length. but when I start by finding out whether if its soh cah toa, I always seem to get the sin cos tan wrong. For example I said it was sin32, while the answer key says cos32
for... which question
sohcahtoa gives us 3 rules
sin(θ) = O/H
cos(θ) = A/H
tan(θ) = O/A
these rules each connect two sides and an angle
so depending on which sides you know, and which sides you are trying to figure out, you use different rules
for image two, you know the opposite side, and want to know the hypotenuse
so you would use sin(θ) = O/H
mhm
that's how you know which one to use. it would be sin(32) because if we used cos(32) or tan(32) we wouldn't be able to get the answer
what happens if we used cos32 or tan32, would the answers be obvious that it's wrong?
lets say we tried to use cos(32)
we get cos(θ) = A/H right
but we dont know the adjacent side
right?
didn't you write down opposite?
i wrote adj on the right side
oh you thought 32 was a side length?
yeah
yep
okay
well yeah figuring out which formula to use is really just a case of which sides do i know / want to solve
Great, is it possible if you could maybe do a bullet point of this so I can maybe screenshot for another time?
Just in case if I forget
okay yeah
SOHCAHTOA
- sin(θ) = opposite / hypotenuse
- cos(θ) = adjacent / hypotenuse
- tan(θ) = opposite / adjacent
pick the identity that connects a side you know with a side you want to find out, and then solve for the side you are trying to figure out
thanks!
np!
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Guys, I need your help
How do I find something that’s undefined
!xy
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
@worldly sleet
I see it
The problem is that the one on the right is undefined
Basically, meaning that it ruined any equation that’s in
Yea because 0 doesn't equal 1
desmos apparently returns 1 for true inputs and undefined for false inputs
Basically thinking if i equal one then i(1+1)+1=3
And i = nothing should =1
Do you know how I can fix this problem?
what does this mean?
=3
What does "i" represent?
Basically imagine it like a switch
{i = 1}= on
{i= undefined} = off
And I thought this would work
just because two things are undefined doesn't mean they're equal, because "undefined" isn't a number
So there’s no way I can make this work
That's usually how undefined works yes
But how can I code :(
Don't code undefined things
What exactly are you trying to do?
Here Desmos says i = undefined because it only works in a cartesian plane diagram
Desmos does not compute anything in the Argand's diagram
Making on and off switch
Argand?
Argand's diagram is a diagram with an imaginary axis as the y-axis
Usually coordinates are writen in the form of a + bi
Insert happy noises
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Klaas Creek is on a bearing of 314° from Hampervale and the distance between them is
158 km. Badgerton is 325 km from Hampervale and its bearing from Klaas Creek is 044°.
Find the bearing of Badgerton from Hampervale.
How do I draw this, I have no clue
Remember bearing is from north clockwise
Yeah, I know, but I just can't seem to draw it properly
@alpine mural Has your question been resolved?
Aren't bearings clock-wise not counterclockwise
It doesn't matter, if you rotate the figure 90° counter clockwise and then mirror it along y axis, it will give the exact image of the situation.
If you want to find angle between them, either draw exact figure or a figure like this, this won't change the angles or distance or anything, the answer will be same
If you want exact figure then draw what you think is correct
You can try
Are you up to something?
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Do you think you can find angle between H and B from here
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Hi, how do I proceed further?
@desert raptor Has your question been resolved?
<@&286206848099549185>
ok
so what you do is exand the H's into summations
you mutiply boths sides by -n
and you convert the iterated sums into sums over sets
then they will turn identical
for example look at the number of terms of the type 1/a*1/b*1/c where a =\=b=\=c=\=a for particular abc, in the RHS, this is 6 ( 6 from H_n^3, 0 from 3H_nH_n^(2), 0 from 2H_n^(3)) and in the RHS it is also 6 (6 from 3 (H_k^2)/k, 0 from 3H_k^(2)/k)
do the same for
a=b=\=c and a=b=c
and you will find they all match
does this make sense?
how do i do this
ok ill just do it for the first one
do it for this one
i mean for the LHS
does this step make sense to you?
lemme see
aren't the first and the third terms the same @dire plover
or did you mean to write a > b
oh nvm
yes go on @dire plover
either would work
they both give same thing due to symmetry
so you can do a similar thing for the case that you gave
yup
okayy
now exploiting that in the third case seems tricky
dude harmonic sums are interesting asf
the method i gave doesnt rlly require it to be harmonic, the same is true if instead of multiplying by 1/i you multiplied by a_i and you did H_n^(k) = sum j = 1 to n (a_j)^k, for an arbitrary sequence a
ic
so now u want me to do smth similiar but with sum 1/abc
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claim
@tepid scroll Has your question been resolved?
@tepid scroll Has your question been resolved?
@tepid scroll Has your question been resolved?
i cant find to figure it out?
@tepid scroll Has your question been resolved?
What dude
<@&286206848099549185>
Yee
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How do I prove the following result?
,w sum i = 1 to inf H_i/i^2
Abel's summation is not working well
What is H_i?
harmonic number ig
Tried it with a_k = k^-2 and b_k = H_k
<@&286206848099549185>
Check out https://math.stackexchange.com/a/1591372
Thanks
A second question
Au-Yeung's quadratic series
,w sum i = 1 to inf (H_i/i)^2
Looks like that one is famous too
Check out https://math.stackexchange.com/a/2162424 @desert raptor
Time to introduce myself to polylogarithms
Since both proofs require them
Suggest a resource please @thick lynx
Where did you find these?
Oh I was solving an integral
Idk, probably some analysis book of which I only have German ones
seems like you were doing some pretty long integral problems lol
My connection is bad rn so it's taking a while to send the picture
I'll look around
This reduces to that
is that integration bee?
Nah, Valean
Ah, that integration book
Yes, it's quite notorious
But it's fun
When you attack the integral correctly it just falls apart into a known result
Anyways, thank you
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Ah, page 14 on the sample I found
yeah looks interesting
I didn't read the preface, so I was quite pleased to find a problem there :p
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Is the first exercise a definite integral
And is the second exercise the lenght of Arc lenght of curve
If thats the case then how can i solve the second exercise
does anyone do a level maths??
Wym
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@tepid barn Has your question been resolved?
the arc length of a parametric curve (\mathbf{r}(t)=\langle x(t),y(t)\rangle) over ([t_0,t_1]) is given by:
[L=\int_{t_0}^{t_1}\sqrt{\qty(\frac{dx(t)}{dt})^2+\qty(\frac{dy(t)}{dt})^2}dt]
PajamaMamaLlama
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I think i have the not continuious and not differientiable correct, but to make sure im just gonna ask anyways.
My main question is how the heck do i graph f'() of this thing
you are correct on continuous - differentiable
for graphing the derivative, can you do it for 2 < x < 3?
i dont think so?
no 😦
Do you know what the derivative of a function is?
i know how to get a derivative from a problem but not from a graph or the definetion
Can you write down what the derivative of a function at a point is for you?
So we can go from there
is this what ur asking?
3x^2 = 6
this looks like an equation
did you mean to write “the derivative of 3x² is 6x”?
not only that, that equal sign is inadequate for what we are saying
you wrote 3x² = 6x, which is a completely different thing from saying “the derivative of 3x² is 6x”
hotkeys in my keyboard, Altgr+numbers
you can write in LaTeX here
The derivative of $3x^2$ is $6x$. Like this
Luigi
oh thats cool
dollar signs for whatever you want to format in a “mathematical way” so to speak
anyway, this is only operational, but doesn't really tell us what the derivative of a function is
where did you learn about derivatives?
i had to self teach myself
no
okay, do you know what the slope of a line is?
yes
great
now, tangents in geometry, no clue what they are?
Something like “a line tangent to a circle”
i remember learning it but it was a while while back
secant intercets through the circle twice tangent only once
okay, now for a graph of a function
if you take a point on a graph, and start drawing lines from there, most of them will touch the graph in many points
got it
but (if the graph if nice enough) you will find a special line that “touches” the graph only once (if you restrict yourself close enough to the point)
This is a colloquial introduction to what we call the “tangent line” of a function a specific point
The derivative of a function is defined as the slope of this line (if it exists)
so a tangent line is a point where a line only touches it once?
a line is a line, not a point
the black line is a tangent line for the blue graph because it touches it only at 1 point
got it thats a better definition
Mind this is very colloquially
because there are a lot of pathological examples where what we just said doesn't really make sense
but for “nice enough” graphs, this is true
what kind of pathological examples?
I told him “a tangent line touches the graph ones”, this requires many asterisks since to start, it may touch a lot of times again outside of a neighbourhood of the point (just extend the graph outside to do so)
secondly, it may touch infinitely many times even in a neighbourhood of the point (for ex. x²sin(1/x) at x = 0 extended as 0)
looks like this
to get an even better definition we can think of a tangent line as the “best” line that approximates that of the graph at the point of intersection
got it so how do we graph this f'()
now, for 2<x<3 the graph of f is already a line, don't you agree?
For which x does the slope intersect the graph at an infinite number of points?
seems to be a line yes
the tangent line at x=0 of x²sin(1/x) is the line y=0, which touches the graph infinitely many times, even when restricted arbitrarily close to x=0
I don't think that function is differentiable at x=0?
oh yeah nevermind
so, what would you say is “the best line that approximates the function” when the function is itself a line?
would it not be 2 because of the curve
What is the subject of what you wrote?
I'm talking specifically about the function for 2 < x < 3
good function very nice
im confused what ur asking
got it
it's already a line (segment)
we said the “tangent line” of a graph is the best line that approximates the graph
but for 2<x<3 our graph is already a line, so what would you say its tangent line is?
maybe x=-1 because its flat or x=3
I think you are confused about what I am asking
x=-1 or x=3 are numerical values for some x
I am asking about what the tangent line is (a geometrical object)
im saying would you not put a tan line there?
you are looking at a different part of the graph
I wanted your attention for 2<x<3
here
but if that a segment there cant be a tangent line though i thought
the “better” definition I gave you of tangent line is “the best line that approximates the graph”
if the graph is already a line, then it is its own tangent line
Maybe you want a few mins to think about it?
i think i might just take the L on this problem
you said you are self-teaching
on what bases do you start?
As in, do you know elementary algebra, etc.
honeslty i was looking for the answer then i would look at the answer for a while and determine how you got the answer
I'm confused by what you just said
you're saying you want me to give you the answer so you can think about it?
so i can see how you got the answer and determine how to do it, I did the othe problems i just cant figure this one out
Did you solve the other problems?
yes
then you understand how to draw the graph of the derivative when the function is a line
Have you tried using desmos.com/graph to graph f(x)=-x^2 and f'(x)
same for when the graph is a parabola
yes but this has a jump a curve all this
Then I'm not sure of what's stopping you in this one
for x < 2 your graph is a parabola, so in there you do it exactly like B.
you draw the graphs separately
as you said at x=1 the graph is “flat” so there derivative is 0
you eyball another value (tangent line looks like has sloop 1 for x = -4)
since, just like for B., you know you will get a line, you can just draw the line passing though these points
you will have to stop once reaching x = 2 when the jump occurs
so y = 0 until 2 then its a line with the slope of 5 then a slope of 1
are you sure the slope of the first line is 5? It's going down, it cannot be positive
not 1/5
(1/5 is still positive)
if anything you should wonder about whether it is -5 or -1/5
which one is it?
-5
yes
so what should your drawing look like?
?
That looks like the graph of the original function
We said that for 2<x<3 the slope is -5 and for x > 3 the slope is 1
Look at how you did C.
wait are the lines always straight (left to right) when graphing f'
yeah
not always, just when the original function is a line
which is what I was trying to explain to you before
so 2 <x<3 should be horizontal as well as x>3
if the original function is a line, the tangent line is the function itself and it is the same at every point, so the slope of the tangent line is always the same value, this is why you get horizontal graphs for f' in that case
yes
