#help-0
1 messages · Page 703 of 1
it's like a trick to see it easier, as we know the velocity at B is 4.43, it'd be the same situation as one ball being thrown vertically (at that height h(0)) with an initial velocity of that 4.43
does this make sense?
How interesting, never knew about this
It does make sense
Thank you
yeah we perfectly can.
you're welcome.
hi, how do i get the cartesian equation in terms of y from these parametric equations?
x(t) = t^2 - 2; y(t) = t + 1
x = t^2 - 2, y = t + 1, so y - 1 = t, and just substitute
how do i get an equation in terms of y?
Have you tried substituting?
yes
Show me
x + 2 = t^2; t = sqrt(x + 2); y = sqrt(x + 2) + 1
but which one do i choose?
the plus minus thing from the square root
Yeah, so you can't
like both of these are valid, no? y = 1 + √ x + 2; y = 1 - √ x + 2
nvm, only one is valid, but how would i know which one?
'cause in different set of equations, there's no telling which one is valid, it can be the positive or the negative equation
How do I isolate tan(x)? is it even possible?
solve it as a quadratic equation
let u = tan x
you will have u^2 - 4u +1 = 0
and apply quadratic formula
Oh ok thanks!
start to find number of 3-digit numbers without restriction
if the number must end in something specific start with placing that number
then you can calculate ways to arrange the other positions normally
You have 8 digits to choose from. Since the number cannot start with 0, you cannot repeat digits and no other restrictions apply, you have 7 choices. Once you made a choice, you now have one fewer digit to choose from (since you already used it), but you can not use the 0, so you again have 7 choices. Finally, for the 3rd digit you have 6 choices.
7 * 7 * 6 is the number of ways you can arrange the digits.
If the number must end in zero, then you have 7 * 6 * 1 options.
Because you have 7 digits besides the 0 to use, but then you used one, so you have 6, and then your 3rd choice is forced.
If it must end in 2, 4 or 6, then you can do it backwards.
Alright. Cheers.
A woman fell 144 ft from the top of a building, landing on the top of a metal ventilator box, which she crushed to a depth of 18 in. She survived without serious injury. What acceleration (assumed uniform) did she experience during the collision? Express your answer in terms of g.
How do we account for changes in her velocity as she lands on top of the ventilator box?
Newton's third law.
Didn't learn it yet
If you punch a wall, you act with some force F on it with your fist.
However, the wall acts with a force of -F onto your fist.
That's why it hurts to punch a wall.
So how does that help me with my velocity question sorry?
The question states she crushed the box to a depth of 18".
Meaning she acted with some force F on it.
We didn't learn about forces yet, but continue I guess
At the same time, the box acted with a force -F onto her.
Which reduced her velocity.
Right, so don't we have to account for that? Also, we don't know how tall the box is
The question at first seems like too vague to be answerable.
No, it definitely has an answer
It does have one, you just cannot deduce it from the given information.
That's not true. You can be asked a question with no deducible answer.
That's wrong, it has a numerical answer in the answers page of the book
The acceleration she experienced must depend on the material qualities of the box, which were not given.
Simply put, it depends on how hard the box was.
Okay, so what can I do?
Could you look at the answer on the back?
That might suggest how they wanted to solve it.
Yeah, I got the answer and I arrived at it myself as well.
What is it?
Calculated velocity at the end of the 144 ft drop, then calculated velocity at the 18 inches
Used that to arrive at the acceleration
Yeah, I believe that's correct.
Why?
Well, she accelerated with 1g for 144 feet.
And then retarded with x * g for 18".
Because the retardation took a much smaller distance, it follows that the force was proportionately greater.
But why would we calculate it like this, her velocity is not the same as I calculated
Because once she hits the box, it decreases
Yes, and you're looking for the amount by which it increases.
What?
Do you say that her acceleration also changes when she hits the box?
Acceleration is the change is velocity.
It has to change, because her velocity changes
Right, but there's a very key piece of data in the question.
What acceleration (assumed uniform)
Right, so her acceleration from the impact until 18 inches is constant
Yes.
It did.
From the moment of impact
Just her acceleration didn't.
Oh, wait.
If her velocity hadn't changed, she would still be accelerating at 1g.
Yes...
And going through the ground.
You just assume a perfect world with perfect elastic collision.
Okay, so why is calculating her velocity at the end of 144 ft correct?
Because she doesn't even go 144 ft
I don't think it does.
144 ft is the point the box started exerting force onto her.
So the layout is like this: 144 ft (drop) + height of ventilator box = height of building
You don't really care about the height of the street.
My bad, I misunderstood and so my drawing was misleading me as well
Building not street, lol
You know that she was in free fall for 144 feet.
Yeah, never mind
And then her acceleration changed.
Now my calculations make a lot more sense
We find her velocity right before she hits the ventilator box
And then
Well, I want to say we want to find as she goes down to 18 inches
But she could've gone more than 18 inches
This depends on how big the ventilator box is
You then ask yourself: "How much would she have to retard to stop after 18 inches?"
But she doesn't stop after 18 inches
Or how much force would be needed to stop her in 18".
She stops after x inches?
She does.
The question says she crushed it to a depth of 18 inches.-
That is, left an 18 inch deep hole in it.
That means that she went from full speed to 0 in 18 inches.
Am I misreading it?
I think so.
The way I thought it is written means that
The box is x inches tall
And then when she is done falling on it, it is now 18 inches tall
Not that the box is now x - 18 inches tall
If it was that way, the question would not be solvable.
Yeah, okay
You wouldn't be able to find x.
I know
But you're right to point out that the scenario doesn't make much sense in the real world. It's an approximation.
It clicked though, it all makes sense now, thanks for your patience
Why not?
if so why can two planes contain the same three non collinear points?
I don't understand.
If one plane can contain three non colinear points, then certainly two can.
?
Ah, I see what you mean.
In this case, you can say that the two planes are the same.
Since they contain the same set of points.
As Fig. 2-44 shows, Clara jumps from a bridge, followed closely by Jim. How long did Jim wait after Clara jumped? Assume that Jim is 170 cm tall and that the jumping-off level is at the top of the figure. Make scale measurements directly on the figure.
How can I know which woman is Clara?
It's even hard to tell how many women there are in this picture
At least 2?
You know that AB is parallel to CD, what can you conclude from their slopes?
bruh im embarrassed
anyone able to show me how to use the tabular method to solve the intergral
im not concerned about the summation at the end, im just concerned about intergation
i keep on doing it wrong, in multiple different ways, and im just curious to see what the proper way is
The tabular method as in the DI method?
The one where you draw the table with two columns
Just making sure
And also, post your work
yeah its the two columns, you wanna see all three pages back and forth?
Lets see what we should integrate, and what we should differentiate
Ok, seems like you are not sure which one is to be differentiated and which is to be integrated
yes, im not quite sure 😛
Usually you want to differentiate something that can lead you to 0
x^17 then
so to solve this i would have to do the table 17 times?
Ok but be careful here
Yes thats the problem
Usually there is also a shortcut
Lets look at the integral of e^(1+x^9)
Oh wait actually
lets first try to seperatethings out a bit
So check out e^(1+x^9)
yep thats e^1 * e^9
The derivative of that is e^(...) * (9x^8)
So maybe if we can have x^8 multiplied to e^(...) that would be nice
So lets take x^8 out of x^17
What do we get?
lemme read this and try to understand so gimmie a sec
The reason for this is because the anti-derivative of 9x^8 * e^(...) is exactly e^(...)
It makes it easier to integrate
Uhh im not near some papers
alright 🙂 yeah i understand
Ok, so basically integrating is like the inverse of differentiating
If we know that f' is a derivative of f
Then we know that if we integrate f' we get f
So this is the reason why i want this
Are you clear?
Because we will be integrating something right?
So we need to choose something that is easy to integrate
im just confused, essentially i need to simpfliy the problem to get something easier to intergrate correct?
is what im guessing here 😛
Yes
Exactly
You want to choose a function that is easy to integrate
Because differentiate is easy, it does not take much effort
Whereas integration is not
Thats where we should be careful
Right
So
Can you take x^8 out of x^17
jesus christ yes you can
And what is left
okay so you have 2x^17e^1+x^9
When you factored x^8 out of x^17
this is where im bad at math hoenstly is with stuff like this
You just need to divide x^17 by x^8
so it wouls be 2x^17/8
No...wrong rule
haha, i feel so dumb rn
x^a/x^b = x^(a-b)
2x^9e^(1+x)
Almost correct
2x^9 * x^8e^(1+x^9)
So like we said earlier, we are going to differentiate 2x^9, since it will lead to 0
But the main reason is, x^8e^(1+x^9) is easy to integrate
Now do that on the table
ahhh okay, bro i get it. thank you so much
Its not done yet but ok
Be careful because you are not going to reach 0, youll have to stop at a point during the process
You'll undsrstand what i mean
it will stop when the products are either the same as the orginal or you can intergrate the steps 😛
Yep
is this possible in maths ?
Example
2+0 = 2
....
....
2+3 = 5
....
....
2+7 = 9
Here [2,3],[2,7],[2,0] are addends. If i were to keep 1 addend fixed, in the above case 2, and the other addend within limit 0 -7. From the output of these addends sum. can we get obtain 2 which is common addend ?
but some folk said they can,
sum of outputs = 44
sum of addend [0-7] = 28
no of values = [0-7] = 8
so (44-28)/8 ?
can some one prove this wrong?
because it ofc isnt right.. but idk how its wrong either
<@&286206848099549185>
why?
can't we determine all possibilities for each {2,3,4,5,6,7,8,9} and determine the common one in all of the 2nd addends, since we already have information that the 1st addend is constant.? Wouldn't that determine 2 as the constant addend
@marble moat it's right, because in the usual number system there's no number between 99.9999... and 100
@leaden jetty oh sure, if you know {2,3,4,5,6,7,8,9} and the addends were [0-7] plus a constant, then you can get 2 like that
but there is a problem, i get 0 and 2 as common addends in the above scenario. Is that suppose to happen ?
how do you get 0 from (44-28)/8 ?
not that i meant this.
#help-0 message
I don't follow
{2,3,4,5,6,7,8,9} i want to extract the common addend from this output,
we know that second addend have a limit [0-7] and first addend is constant. That's all the information we know.
from the outputs {2,3,4,5,6,7,8,9}
2 possible states [2+0],[0+2],[1+1]
3 possible states [0+3],[3+0],[2+1],[1+2]
similarly ....
all up to 9
if we were to take the common addends among all these states , we find 0 and 2 as common
or 0+9
adding up everything to solve for the constant?
yes
I don't think it has a name
52 = d_0 - gt_0^2 * 1/2 where d_0 is the distance she fell w/o parachute and t\0 is the time she fell w/o parachute.
So her velocity is y' = -gt, and so at t_0, we have that y'(t_0) = -gt_0.
We can now define her position as she falls with the parachute: y = 52 - gt_0 t - at^2 * 1/2, where a = 2.10 m/s^(2).
So then we have v^2 = v^(2)_0y + 2ay, where a = -9.8 and y = -d_0 (I guess since she falls the distance), so g^2 t^(2)_0 = 2gd_0. Then at t_1, she fell down to 0 from 52 meters so 0 = 52 - gt_0 t_1 - at^(2)_1 * 1/2 or (2d_1 - 2d_0)/-g = t^(2)_0.
But this doesn't make any sense because this implies that 2d_0 - 2\d_1 = 2d_0.
Where's the mistake?
52 = d_0 - gt_0^2 * 1/2 where d_0 is the distance she fell w/o parachute and t\0 is the time she fell w/o parachute.
52 is d_0.
The rest of the formulae are hard to read in ASCII so I can't comment further.
yeah ^. y=y(0)-(1/2)gt, y here represents the height recorded from the ground not from above, which means that if we want for example a situation of the parachutist on the ground, we'd do y=0, and not y=52, because 0 is the height recorded from the ground.
No, we need to find the initial height.
How is that?
The question says so.
She fell 52.,0m after bailing out
Yes.
bail out
phrasal verb of bail
1.
scoop water out of a boat or ship.
"the first priority is to bail out the boat with buckets"
2.
make an emergency parachute descent from an aircraft.
So she fell 52.0 meters with the parachute
No...
???
She fell withouit friction.
Meaning she didn't open the parachute for those 52 meters.
to clear this up, "falls 52.0 m without friction" doesn't meaning falling to the ground from 52.0m .
She jumped from x to x - 52.
this is correct
I believe "bailing out" could be interpreted to just mean "jumping out".
The wording of this question made me waste so much time
I am so mad right now
What is the awnser to: "Biologists found a new species of pale shrimp at the world's deepest undersea vent, the Beebe Vent Field. The vent is 3.1 miles below the sea's surface. Approximately how many kilometers below the sea's surface is the vent? (1 kilometer≈ 0.6214 miles)" if the choices are 2, 3, 4 and 5?
Apparently it's 5, but I don't understand how it's not 2
no, they worded the question just fine
it is simply easy to assume that they fell 52.0m above ground level
I feel like you just read into the questions too much, at least from my limited experience talking to you.
😮💨
n of Water bottles sold -dependent
temperature reading - independent
body mass (kg) - dependent
energy requirement - independent.
Do these independent/dependent variables look correct?
body mass (kg) - dependent
energy requirement - independent.
These two don't seem correct.
I thought so, thank you.
One more:
Time (Years) - Independent
Movie Tickets ($) - Dependent
This should be correct, right? because time cannot be changed by ticket prices but time can affect movie ticket prices as they increase over the years.
The way I see it, a reading or measurement is independent.
Whereas, as you pointed out, the price of movie tickets depends on time, as well as the economy.
If you can express the quantity as a function of something else, it is dependent.
f(x) = y.
x is the independent variable, y is the dependent one.
ahh. this makes sense, thank you good sir.
Cheers.
Can someone here who is familiar with Propositional Logic help me understand how Tautologies are denoted?
I'm confused on the specifics of this statement, In propositional logic, a tautology is a proposition that is true by virtue of its truth-functional form. As such, ¬P is patently not a tautology
I understand that this is saying a tautology by definition is a truth function with a truth table with only True values.
However, what does this mean in the context of some ¬P?
If instead of ¬P, it was P, can we define this P as a tautology?
Well if P is always true, then ¬P is always false
Or perhaps I'm confused on that: the issue isn't "P" per say, but rather if "P" implies P being always True, or if "P" implies a proposition like "A∨¬A"?
Expressly that if P implies being always True, then ¬P is always false. But if "P" refers to a proposition like "A∨¬A", then "P" is a tautology?
My question is, is it simply not notationally correct to refer to some "P" as a tautology?
If P refers to A \/ ¬A, then P is a tautology
And furthermore, what is the correct way to denote that "P" is a tautology?
By saying that P is a tautology
Is there no symbolic representation? Wikipedia seems to imply that this is denoted as ⊤(P) or ⊨P
Are any of these "correct"?
Everything doesn't need a symbolic representation, and overusing symbols can become quite obnoxious
And I'm sorry to say but I don't know any symbolic representation for it
But if those are on wikipedia, they are probably used by at least some people
I see, thank you. I have never studied logic before. I assume you have, and it is not common practice to explicitly denote tautologies?
I have only done some basic logic myself as well so I'm not the right person to ask for that really
I see, thanks. If anyone else knows, please feel free to answer.
You could try asking in #proofs-and-logic if you want to
Ah alright, that's a good idea.
I'm still confused by this question
Look, if we define y_p to be the position when she activates the parachute, then $y_p = d_1 - d_0 + y_p'(0) - 2.1/2 t^2$
n/c
And we can see that y'p = -31.9 with previous work
So then $t = \frac{y_p' - y_p'(0)}{-a}$
n/c
But then we have that $\frac{2.9 + 31.9}{-2.1} < 0$, which makes no sense for time?!?!
n/c
If the principal of your school wanted to know the average time students spent studying each week, she/he should use a sample.
Should the principle use a sample or a population?
<@&286206848099549185>
Any helpers available for my question?

uh for most physics questions just flip the sign to fix it
Now I haven't read the entirety of what you've written, but you use a=2.1 here, which is clearly wrong and should be a=-2.1 as she decelerates, implying a negative acceleration
No, I used a = 2.1, so it's the acceleration
And so we use -a instead of a in the formula
Eh I think that's a bit misleading then
I am learning abt polynomials can a polynomial have a variable as its exponent?
You mean something like 2^x?
yeah
So you can't have a variable as its exponent meaning it isn't a polynomial?
Yeah if the variable is in the exponent it is an exponential function and not a polynomial
A polynomial is specifically when you have x to some constant positive integer power
o ok also uh I heard squart root 2 is a polynomial since its constant
but square root 1 isnt
how is square root 2 a poly?
sqrt 1 is though
since square root 2 is a decimal?
also I think the power doen't need to be an integer, and only needs to be >= 0
could you tell me the def of constant again?
im summer schooling algebra 1 rn and uh im 13 so like .
help.
Actually they do need to be integers, but yeah >=0 is enough
oof yeah just remembered the int thing
So non-negative integer powers
yeah
constant is a non changing value
A constant is just the opposite of a variable, so a fixed number. For instance 3 could be a constant
so decimals can be constant? and fractions?
sqrt 2 can be a poly because it's = sqrt 2 * x^0
yes
why isnt sqrt 1 a poly?
any number is a constant
sqrt 1 is a poly
sqrt(1) is a polynomial because it is only a constant
OH
the word constant means unchanging, and numbers dont change but variables can
OHhh i was reading mathisfun and I misread it alr alr thanks!
So you have
$$\sqrt{1}=\sqrt{1}x^0$$
and as $0$ is a non-negative integer constant, it is a polynomial
Lorago
ah also last thing for a poly degree it would only be the variables the largest variables right since numbers only have a degree of 0
Yes, the degree of the polynomial is the largest exponent
ok thanks.
So sqrt(1) would be a polynomial of degree 0
Yeah that is important to keep in mind^
you guys know a website where it tells you every exponent minus and stuff
so like
3x^2-3c could you do that etc.
So 2⁶x³ is an example of a polynomial of degree 3
and like 6c^2+6c^4 could you do that
What do you mean?
OOH OK
yeah, your question here makes no sense
o since it give me a poly and i need to see the diffrents so I need to know every situation where ik that I can minus this but not that
or add this but not that
so ill give u a e.g
(6c^2+3c+9)-(3c-5)
could i minus
6c^2-3c
or only 3c-3c
you can always add and subtract polynomials
You can always add and subtract, but when you're simplifying, you have to look at the different degree term separately
how is the answer 6c^2+14 I got 6c^2+4 since 9-5 would be +4 ..?
is it bc -*- is +
making it 9+5
So in your example you add all $c^2$ terms, which is only $6c^2$. Then you add all $c$ terms, which is $3c-3c=0$. Then you add all constant terms, which is $9+5=14$. Adding that all together you get that
$$(6c^2+3c+9)-(3c-5)=6c^2+14$$
Lorago
Does this make sense?
uhh
Yes exactly
yes
The minus affects what comes after it. So
$$(6c^2+3c+9)-(3c-5)=6c^2+3c+9-3c+5$$
Do you follow?
Lorago
Great!
HMP the book is so bad they made it into a minus thingie when i couldve
How is it misleading?
You shouldn't bake your minus-sign into your equation
yeah, the minus sign should be part of the acceleration value
bc i distribute the negative right
Exactly
yeah
wait so you can do anything with subtraction and addition:?
yes
what would 4x^2-5c^8 be?
4x² - 5c⁸
oh bc there are 2 diffrent variables?
they don't combine because they are different variables
and also because they have different exponents
what would the answer be?
-4x^2+8x has diffrent exponents?
this would be the answer? So you can only subtract and add if they have the same exponent and variable
they only combine if they have the same exponent and variable
-4x² + 8x is a simplified polynomial
what about multiplication and addition?
give an example poly and I'll show you how to multiple
poly division is more advanced
What would be the answer toe (x^3-4x^2+3)+(-3x^3+8x-2)?
hmm idk if we will have it on the test
that's an addition problem
if you haven't been taught it it's not on the test
unless it's taught between now and the test
Ok im only on chapter 9.1 and its until 9.6 so maybe itll teach it later on
yeah
whats the answer to this?
What data values do you need to create a box and whisker plot?
A.
minimum, mean, median, maximum
B.
minimum, mean, median, mode, maximum
C.
minimum, mean, median, lower quartile, upper quartile, maximum
D.
minimum, lower quartile, median, upper quartile, maximum
read #❓how-to-get-help
This is D right?
you can call it
(x³ - 4x² + 3) + (-3x³ + 8x -2) for readability
then evaluate like so
distribute the + into the parentheses (nothing happens since distributing + is multiplying by 1)
drop the parentheses
x³ - 4x² + 3 + -3x³ + 8x -2
- -3x³ is the same as - 3x³
x³ - 4x² + 3 - 3x³ + 8x -2
now sort
x³ - 3x³ - 4x² + 8x - 2 + 3
and simplify
x³ - 3x³ = -2x³
- 2 + 3 = 1
-2x³ - 4x² + 8x +1
you can do -4x^2+8x?
Is this way ok for divisibility induction proofs?
they won't combine, they are next to eachother as a result of sorting
:D
what college do u go to
?
read the rules for the questions channels
is the limit of f(x) as x approaches inf or -inf existent?
how would I do this problem.. 'Find the sum f(x) + g(x) and the diffrence f(x)-g(x) for the functions f(x) = 3x^2+x-7 and g(x) = -x^2+5x-2?
substitute the polynomials in place of f(x) and g(x)
include parentheses
yes this is f(x) + g(x)
yes
ok 9.2
Bro?
sup
Which rules am I missing?
you initially missed
2. Before asking a question, make sure that the channel you are using is not currently in use. ...
Is channel free now?
looks to be so, but you should stick to #help-1 where it's posted rn
Wut I just deleted it
What data values do you need to create a box and whisker plot?
A.
minimum, mean, median, maximum
B.
minimum, mean, median, mode, maximum
C.
minimum, mean, median, lower quartile, upper quartile, maximum
D.
minimum, lower quartile, median, upper quartile, maximum
It's D ,Right?
Yup
Are yo utalking to me?
Sir @thick flame I am sorry if I offended you by not following the rules but can you please tell me if this way of proof divisibility induction is correct or not?
Bro just post your question, he's being a Karen
???
Ask your quesition, it's okay
When I try to calculate the variance I am getting: 1.6784 , but that isn't one of the answers. Am I getting the variance correctly or am I doing it wrong?
I am calculating as a population and not as a sample. Should I be calculating as a sample or as a population?
It should be sample since the selection isn't the whole population IIRC
Ah, okay. So I'm getting 1.7126, but that isn't one of the answers either. Should I just put down D? or is there something I'm missing?
@thick flame
idk, it doesn't say to round but one would guess you should round to a certain degree?
not entirely sure why they didn't specify
wait
an option is 1.31 though
Yeah, that's why I'm confused, they usually specify if I need to round or not, but I guess not here.
so rounding to 10ths makes no sense
hmm
Yeah idk]
There are instances where the test is wrong so maybe that's just the problem here
I don't think there is a better answer so I'll just put 1.7
also,I have stupid question
ask away
``` I have this data set, and I need to calculate the percentage of values that are more than 1 standard deviation from the mean
So I got whihc ones
and they are 4
So if I wanted to tget the percentage I do 4/14
Right?
yes
Okok, not 14/4
that's a decimal value
yeah?
the decimal value is correct here
Ah okay oaky, awesome, ty!
say I have coordinates x and y as (0, 0), angle as 150 degrees and distance as 30, how would I calculate the new coordinates?
banned
Can anyone help me?
Not sure you are allowed to post questions while chat is in discussion/unanswered question lol
this might help
should be 120 not 30
alright I guess just disregard the rules lol
Is there any f(x) = g(x) that is true for only a < x < b where |a| and |b| ≠ infinity
yes, make f and g piecewise
You can have piecewise continuous functions yes
hi guys, i have a curvature equation but its in terms of k(t), i want to find the curvature at a point (0,0,0), how do i get the t value to plug it in?
Not piecewise either then oof
Sorry
What's wrong with piecewise functions? 
It's just not what I'm looking for 😅
If you let a ≤ x ≤ b, then it's easy to find such functions
Not so sure with strict inequalities though
Well then you can set a=b and do an intersection
Also throw out anything with absolute values
Well you could also consider something like
$$f(x)=-x^2+1$$
and
$$g(x)=\sqrt{x^4-2x^2+1}$$
which are equal iff $x\in[-1,1]$
Lorago
Actually, now that I think about it, I don't think it is possible to have some continuous functions f,g : R -> R such that f(x)=g(x) iff a<x<b for some a,b in R that are not equal
Nice
I don't think it would be too hard to prove
Kinda same effect as the absolute value
But the continuity part does cause trouble there
I have no idea how to do proofs
Actually that is exactly what it is haha
Well, just keep studying math and eventually you will
this is the problem yeah?
Yep
It'll take years tho
🥲
why can't you have 2 functions that have same value in an interval
Why?
discontinuity is not considered outside of domain
if it is not defined at a and b
there is no discontinuity
The problem is that the interval is open, and it is if and only if x is in that interval
again I addressed that in my next message I think
Hm I mean actually you could just define the functions on open intervals to begin with, yeah
That should work
I still believe this though
I only follow about half way here
nvm
Specifically with f,g : R -> R
Yeah
You could use the definition of continuity there and just do a limit
Which should give you the desired contradiction
So I'm assuming the answer is no
If the functions have R (the real numbers) as their domain, then the answer is no
So you're implying that this doesn't hold for complex numbers? 👀
Things are not as simple with complex numbers lol
please ping when you answer, thanks!
If you keep a record of the high temperature each day in degrees Fahrenheit and in degrees Celsius for the month of April on Long Island, what would you expect the correlation coefficient to be?
A.
r = ‒1
B.
r = 0
C.
r = 1
D.
‒1 ≤ r ≤ 1
How do I get the correlation coefficient without a data set?
I don't understand this question
What does correlation coefficient mean?
OHHH
it's pearson's coefficient
It's 1
and yes
Cause there is a strong correlation
Im aware what it is
yes, R=1
Well how many shirts can you buy and still have money left over (if only buying shirts)? How many shoes can you buy and still have money left over?
The answer then follows
In a normal distribution, 68% of the data falls between 82 and 88, and the mean is 85. What is the standard deviation?
How do I find the standard deviation without a list of data?
you can buy 9 shirts
Use 68-95-99.7 rule
how does that work though? is it just pure logic
Yes so if we were able to buy 10 then surely we would surely be able to buy 10 of the cheapest items
Since we can’t do that then it has to be <10
I believe there’s a rule that states that 68% of the data will always be within one standard deviation from the mean
So I’m pretty sure you can just subtract 85 from the given endpoints and get your standard deviation, but I could be wrong on that
It is true for normal distributions, yes
In general there is this rule
I'm not familiar with this rule
Where the 3 numbers are respectiavly +-sd, +-2sd, +-3sd
I don't understand\
Google is your friend then
This?
You are asked for a sd
yeah?
Is 1 standard deviation a value?
I'm confused, here it says: "68%, 95%, and 99.7% of the values lie within one, two, and three standard deviations of the mean, respectively."
3?
Si
can someone help me with another question please thanks
Some sort of trial and error seems easiest
Other methods probably overkill
So start from the highest value, is it possible to reach 7? Then proceed to 2nd highest and so on.
okay thanks
hey, what is the difference between something like arctan and cotan? or sec and arcsin? or csc and arccos?
one is inverse trig and one is the reciprocal trig functions
i found the solution x=5;x=-3 but i can't get the domain
i put in x>3 but it was wrong
so x <= 2 and x in [3,7]
uhh this is correct right
yep
Ty
A.
power
B.
exponential
C.
neither because she needs a correlation coefficient of 1
D.
it doesn't matter, both correlation coefficients are close enough to 1```
Is this A?
and for this i set
m< 2 = m<3 and solve for x then - from 180
wait what does x in [3,7] mean? 
$3\leq x \leq 7$
bunny
7xy
ok
A.
power
B.
exponential
C.
neither because she needs a correlation coefficient of 1
D.
it doesn't matter, both correlation coefficients are close enough to 1```
Is this A?
Since the correlation coefficient is closer to 1?
wait now im like really confused i put in but it was wrong
<@&286206848099549185>
Could someone help explain to me 3c? My thought process is since it is a cot function it would be discontinous at every iteration of n+pi
cot(x)=cos(x)/sin(x)
Could you please elaborate sorry
well when is a rational function discontinuous?
When there is a zero of both the numerator and denominator?
yeah, c is discontinuous when sin(x) = 0 so when x is an integer multiple of pi
Thank you have a great day
hey can anyone help me with this question, im super confused
How to solve this ques? TvT
and this TVT
is this permutation or combination?
Im so confused🥲
@stark grail permutation, because in the end these are in order, like 75324 or AD722
A.
power
B.
exponential
C.
neither because she needs a correlation coefficient of 1
D.
it doesn't matter, both correlation coefficients are close enough to 1```
Is this A?
Since the correlation coefficient is closer to 1?
ok thanks ya~
A seems good, it's a bit subjective though 
Could anyone help me with this?
so you multiply -3 by itself 2 times
then you multiply that by itself 3 times and put it under a fraction
-3 two times is 9 then 9 three times js 729
Wdym put under a fraction
that's what a negative exponent does
instead of multiplying you're really dividing (going backwards)
so it's 1/729 instead yea
Thats not one of the answers though
right so don't use -3*-3=9 just yet
just think of -3 as a random item
what is (-3)^2 times itself 3 times?
1/729 is not one of the answers...but there is an answer that is the same value of 1/729.
(a^b)^c = a^(b * c)
a^(-n) = 1/(x^n)
combine both to get your answer
Hey
May i use this channel now
True or false question
Would this be false cause
even if numerator cancels in -4
the denominator has one more power of (x+4)
and isn't point discontinuity the same as removable?
,w x²+8x+16=0
0/0 sounds like L'Hospital could be possible
Yes it can be possible if its true
can anyone help me think of ideas for my math project
@tacit mortar to know if f(x) has a discontinuity point you have to do the lim by the left, the limit by the right and the limit of X
@severe socket do you know the logarithm properties?
no tbh online school makes me forget everything
So, i'll try to demonstrate with you
First things first , do you know the definition of a logartihm?
ya i think so
What it is ?
cant explain rlly in words but i know some things about like common bases and stuff
So you know when we write $log_a x = \alpha $ we are saying that $a^{\alpha} = x$
Guilhotina
Right?
yes
Guilhotina
If we multiple $a^{\alpha}$ by $ a^{\beta}$ we'll have $a^{\alpha + \beta} = XY$
Guilhotina
From our definition of $a^{\alpha}= X $ we have that $log_a X= \alpha$
Guilhotina
Sorry for my mistake
So you can to it to find the $log_a Y$ and then apply for the definition of logarithm for $a^{\alpha +\beta} = XY$ and you can find one logarithm property
Guilhotina
I hope that you understand it, sorry if i explained bad
got it bro thanks
hi guys i'm still stupid
I asked this question somewhere else
but can anyone explain to me how to solve question 5(a)
I don't know how to start
Maybe double angle identities but i'm not sure
This is the right path
And one tip, dont divide both side by sin theta
why not tho?
One- depending on theta you will be dividing by 0 second you will lost a soluction
i know that arithmetic has the same difference between numbers
can you elaborate a little more
i'm really completely lost on how to solve this one
<@&286206848099549185>
Dont tag helpers before 15 minutes
@left echo np, take the opportunity to read #❓how-to-get-help and #rules
So if theta = 0 the sin of theta will be 0 and if you divided by sin of theta youre divinding by zero
That is wrong
And this equation has 2 soluctions and if you divide by sin x you will not find one of the soluctions one is relationed to sin x and another to cos x
i dont see that as a rule
you chillin thanks
the answers say there are 5 solutions
0, pi, 2pi, pi/3, 5pi/3
Oooo the want the angles I though they just want the soluctions because you can write the solution being X= some angle + 2kpi ou
yeah it says they want angles from 0 to 2pi
I missread the exercise
how do you find z value?
what methods have you learnt with regards to solving simultaneous equations?
the solution is always using matrices
You could but he/she might not know linear algebra although its kinda the same idea
yeah they don't if they have that kind of problem but still
Ig multiply the first equation by 5/2 to get 5x - 15y/2 = 35/2
Subtracting that from the second you get 23y/2 = -15/2
Then you probably low how to solve for y from there
And then you can plug in y to solve for x
Idk how to use latex yet, sorry
finally
i solved it
so you have to use the elimination method.
5x + 4y = 10
2x - 3y = 7
you have to eliminate the x or the y by subtracting
Since none of them share the same constant you have to work it out. i chose 2x and 5x. you can multiply 2x by 2.5 so that it will equal 5x. do the same with the rest of the equation. now you have the equation. 5x - 7.5y = 17.5
lets go back to the drawing board. it will look something like this:
5x + 4y = 10
5x - 7.5y = 17.5
subtract the equations
5x - 5x = 0
4y - (-7.5y) = 4y + 7.5y = 11.5y
10 - 17.5 = -7.5
now we have the equation:
11.5y = -7.5
yes but im just showing it in more depth
Ah oki
to elaborate
11.5y = -7.5
11.5y/11.5 = -7.5/11.5
therefore y = -15/23
now we got y it should be very easy to get x
just use one of the equations to verify. for example, 5x + 4y = 10. substitute y for -15/23 and solve.
5x + 4(-15/23) = 10
5x + -2 14/23 = 10
5x + -2 14/23 + 2 14/23 = 10 + 2 14/23
5x = 12 14/23
5x/5 = (12 14/23)/5
x = 2 12/23
Therefore, x = 2 12/23 or 58/23 and y = -15/23
the distance travelled (assuming starting position is 0m) is the antiderivative of the velocity
hence you can conclude that the area of the triangle is the distance travelled
there is no need for the value
like i said
It says the particle accelerates from rest
the area is the distance
yes
look at the information you are given
you are given two angles of the triangle
can you find the other?
I'm pretty sure you need it, but the problem says it's 0
you dont
look at the triangle, its a 30 60 triangle
what kind of triangle is that?
Oh I see mb mb
yes
Divide the area by sqrt(3)
yes?
there are a lot of way to find the area
either find the other two sides
by trigs
or ratio of a 30 60 90 triangle
or you can find the height of the right triangle
im helping, you are the one to do it
im not here to do it for you
is this a test?
<@&268886789983436800>
idk
its their job to decide
im just told to ping
dont really understand how to even start
or how to write it more i guess
cause i understand the zeros as x+1 x-1 and x-4
just dont really understand how to write it after that
It's just multiplied
oh
dang ez give
Oh well
wait
is it 4x
or is it 4x^2
.
ok im kinda dumb
x^3-4x^2-x+4
i think]
then
okay well
thanks i guess i was just thinking into it too much
can someone help me?
Create the equation that corresponds to the following graph, use the letters a and b as unknowns
linear equations
a+b = 5+3?
ez
use a and b as the names for the blanks in the left i guess
Ohhhh tysm!!!
i don't think you can assume this
thanks for the explanation
also this is a diagram, not a graph. unless...
I did not know, thanks for the information
... why only answers
my brain cant keep up
well no one is going to give you answers, you already know it's law of sines, so you should go research that on your time first
you have as long as you need
ping when you answer, thanks ❤️
try drawing it
then you will find it out eventually
that's all
I've tried drawing but I can't figure it out
use vocabulary.com to understand each word
yes
You have X and Y, just plug them in and solve for the tangent
say I have coordinates x and y as (0, 0), angle as 150 degrees and distance as 30, how would I calculate the new coordinates?
basically drawing a line to the edge of the circle
based on an angle
What is that notation, is the angle of the rectangle 30 degrees?!
it's just a bad example so it's easier to understand what I'm trying to do
I have no idea on how to help you out pal, I can’t visualise this issue..
I think i may understand
are you asking how to find the coordinates of a point 30 units away from the origin at an angle of 150 degrees from the x-axis?
kind of
If that is so, then it may be possible.
There are two possibilities.
simple trig
Yeah, trig.
yeah, I get the feeling you don't understand the question
from the information given I have a guess as to what the question is
I'm the one who has the question, I'm not doing exercises or something like that
am working on a video game from the ground up without engine
Use the distance formula:
$$ d = \sqrt{(x2-x1)^2+(y2-y1)^2}$$
Hunnydrips
and I want the x, y, z coordinates to be relative to the current pitch or whatever of the player
or just use trig?
Oh wait, at an angle of 150 degrees, then trigonometry should do the trick.
you have a right triangle with a hypotenuse and angle given
I never had trigonometry at school, so that's kind of why I'm asking it here
I did search it but I couldn't find a way to solve it
If you weren’t taught trigonometry, then why would you try to solve the issue with trig?
I mean, you aren’t supposed to use it right?
its not a math problem anymore
they have said it
i mean technically a math problem in general
but not a school work
does this describe your problem?
yes, exactly
cool
so there's an interesting thing where the point 150 degrees on the unit circle is (cos(150), sin(150))
this works for all angles
you can scale the values up by a value of 30 to get the position 30 units away at the same angle
Were you taught of the unit circle?
assuming no, since you don't know how to do this, the unit circle is just a circle of radius 1 centered at (0, 0)
meaning all points on the circle are exactly 1 unit away from the origin
yeah
how did the percentage turn into 1.08?
@delicate spruce each year, the investment grows by 0.08 of itself
i.e. each year it goes from some value x to x + 0.08x
someone know how to do this, easy way 
what is Tu
It means that need an answer
