#help-10
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Can someone check if my process is correct?
yes
notation is wonky admittedly
what about the notation is wonky?
this is missing limit expression
ah
and usually you don't notate inf/4, you would just say lim f => inf
It is and isn't, the /xs don't disappear before the limit is taken
im dont understand what you mean by the /xs
Expressions like 4/x become 0 once the limit is taken, so like lim_(x to inf) 4/x = 0. But I suppose it is valid to just say things like lim_(x to inf) 4- 4/x = lim 4
So scratch what I said
oh that, would it be better if i put 0 for those?
Don't need to, matter of taste
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is the area of the whole triangle?
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repost since the channel closed when i tried to delete/rewrite problem statement
@tidal cloud Has your question been resolved?
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try in #advanced-analysis
definitely not the first one
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Question 5
When does a quadratic have no real roots
Oh Yh thanks
b) is simply solving that inequality from a)
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Im learning tanjent, but i dont know how to do this. (I have to find "a")
i tried 45 tan(48) = 49.98 which was wrong
Do you know the ratio for tangent?
ratio?
Like SOH CAH TOA
oooh
The ratio for tangent
i think
?
And what's the ratio for tangent?
o and a?
,tex .sohcahtoa
dldh06
Those
yea, i've seen them abonch but i think i know them
Where tan(theta) = opp/adj
You labeled the sides fine here
Can you fill in this equation with that info?
yes (or i believe so)
So what would the equation be?
Yes and I'm asking you to fill in the given values
Hence SOH CAH TOA, tan = o/a
yes
Can you plug those values into that equation?
No
..
The equation here
Tan(theta) = opp/adj
Don't move numbers around yet
Just plug the values of theta and opp into that equation
That's all I'm asking
so tan(48) = 45/a?
so tan(48) 45 = 49.98. so i would guess tan(48) 45/49.98?
No
a is in the denominator
hmm
so tan(48) 49.98/45?
would that be right?
that would get me 1.23 which would be too low compared to the other things
where are you getting the 49.98 from btw?
i did 45 tan(48) and i gave me 49.98
don't plug anything into the calculator yet
can you manipulate this to solve for a?
what can you do to get a by itself on one side?
tan(48) 45/48?
no, let's do a simpler example
ok
12 = 2/a?
how did you get that?
guessing
okay, so what we have to do is apply the same operation to both sides of the equation
so we start with the equation 2 = 12/a
first, what could we do to both sides of the equation in order to get rid of the fraction?
this doesn't have to do with tan right now
let's just focus on the simple equation 2 = 12/a
and then we'll see how to apply the same technique to the equation involving tangent
so the first thing we could do to get rid of the fraction is to multiply both sides of the equation by a
so we'll get 2 * a = 12/a * a
Does that make sense?
i think
okay and then what is 12/a * a equal to?
2?
why 2?
cause 2 * a = 12/a * a
so 12/a * a is equal to 2 * a, not 2
but let's just think about (12/a) * a
you're dividing by something and then multiplying by the same thing right?
so just a squared
No
We're dividing by a and then multiplying by a
What do you get if you divide by something and then multiply by the same number?
12/2a = 6?
Not quite
the same number you had at the beginning?
So the point here is that division and multiplication are opposite operations
Yes!
So (12/a) * a = 12
So just to summarize, we started with
2 = 12/a
and then we wanted to get rid of the fraction, so we multiplied both sides by a to get
2 * a = (12/a) * a
and then we simplified down the right-hand side to get
2a = 12
Does that make sense?
Yes it is, it's important to understand this stuff before we move on to more complicated stuff
So once we have 2a = 12, what can we do to both sides of the equation to get a by itself?
times it
Multiply both sides of the equation by what?
itself?
So you want to multiply 2a by 2a and 12 by 12?
yeaaas.... (am i in the wrong direction)
Yeah, that won't simplify things, only make them more complicated
Think about it this way: we have 2a on the left, and we want to undo the multiplication by 2 in order to get a by itself
What operation can we use to undo the multiplication by 2?
btw i got the question right.
i did
tan(48) = 1.11
and then 45/1.11 = 40.54 which was correct
so we divide
Awesome!
Yeah, so we divide both sides of the equation by 2 to get
2a/2 = 12/2
or
a = 6.
The reason I brought up this example is that the example with the tangent works exactly the same way
We start with tan(48°) = 45 / a
And then we want to solve for a, so we multiply both sides by a to clear the fraction
tan(48°) a = 45
And then we divide by tan(48°) to get a by itself
a = 45 / tan(48°)
= 40.54 like you said
but when i put 45/tan(48) it gives me 40.51 and not 40.54
45/tan(48°) rounds to 40.52, which is correct. The reason you got 40.54 originally is probably because of the fact that you rounded tan(48°) to 1.11 but it's really 1.11061... etc
45/tan(48°) is the exact length of a
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i dont know how to go about this wouldnt everything in parenthesis end up being 0
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why is the answer not 1?
Does it give you the answer
@bright vessel Has your question been resolved?
because it's not 1
@bright vessel Has your question been resolved?
Then how do you solve it
do you know how to find limits on a graph
Do you mean 1 the choice or 1 the answer
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A cube-shaped water tank having 4 ft side lengths is being filled with water. The bottom is solid metal but the sides of the tank are thin glass which can only withstand a maximum force of 200 lb. How high (in ft) can the water reach before the sides shatter?
(Assume a density of water 𝜌 = 62.4 lb/ft3.
Round your answer to two decimal places.)
Im not sure how to do this
density = mass/volume
Find the volume of the cube shaped water tank
@prime cove Has your question been resolved?
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please help me write the equation in blue
you can use the equation in red to reconstruct the one in blue
i tried but i’m confused on the shrinking part
because when i shrink it i don’t know how it gets halfway between two coordinates
Thanks genius
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i am confused on number 2. i do not understand how to solve with the axis’s being labeled velocity and time.
velocity at t=2
2.smthg correct?
well to be more precise
start with calulating slope
dv/dt= 20/5
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determine if the following lines are skew:
L1: x = 1 + t, y = 1 + 6t, z = 2t
L2: x = 1 + 2t, y = 5 + 15t, z = -2 + 6t
If yes, find the distance between them
i know these lines are skew but how do i find the distance between them
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wants me to simplify it
,tex .exp rules
riemann
ok
so it will be 5th root of (x^3) multiplied by x^2 and multiplied by square root of (1/x^2)
you don't actually need to involve roots here...
it is better to keep the exponents as exponents
well... yes, you apply literally the first rule in that table.
so ive got x^12/5
i did x^(6/10) + (20/10) + (- 5/10)
oh wait i did it wrong
x^(21/10)
x^(6/10 + 20/10 - 5/10)
i mean imo x^(21/10) is fine to leave as-is
but if you have some explicit instruction to use roots like that then sure
yeah but the instructions said to not have fractional exponents
alr thank you!
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i did this
:
and stopped becauae it looks not good
but I know i need to use lhopitals rule because this chapter in book is about it
may i suggest first stripping away some of the complexity?
consider $f(x) = \frac{\ln(\cosh(\sqrt{x}))}{x}$ first, and find $\lim_{x \to 0^+} f(x)$
Ann
and then introduce all of your constants...
Before the tanh step, notice that cosh(0)=1, and sinh x/x goes to 1 when x goes to 0
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I need help
no ones answering in the other channel
more channels aren't really going to help you
@ancient tangle Has your question been resolved?
yes
no need to be mean ?
I don't see how thats mean in any way, and that statement was true. You could ping @ helpers instead if you haven't got some help after 15 minutes
pinging is better way to get visibility than opening another channel
yeah you'd waited for all of 3 minutes before opening a new channel
oh actually 2. 7:42 and 7:44
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hi i need helpp
@heavy cloak Has your question been resolved?
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is someone able to vc with me to assist me with a livesolve
@spark stump Has your question been resolved?
<@&286206848099549185>
@spark stump Has your question been resolved?
Just post a question and people will help, people don't wanna download a pdf
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is theta be used instead of alpha
Context?
its just a matter of notation
you can use what you want
ok
both are variables
you can name your variables whatever you want, just be clear with it
there are however conventions
in school we usually used alpha for angles
in university we used phi more often
theta and phi are usually used in spherical coordinates and are not the same angle there
with more context we can give more info
I feel like in Germany, we use alpha more often than theta in high school
It seems like in the US, theta is used more often than alpha
That is not the case at all here
yes in highschool (gymnasium) we never really used theta
we only used alpha beta gamma in math
in physics we sometimes did use phi though
phi also just sounds nicer
also theta looks kinda weird
@atomic compass Has your question been resolved?
Ah, you are German too. Yeah, we never really use theta either in Gymnasium
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how would I do this? A fair die is thrown 5 times, find the probability that the product of the 5 scores are even?
@orchid vector Has your question been resolved?
start by simplifying the problem. What's the probability of ONE single die rolling an even score?
1/2
okay. You rolled the first dice. It rolled even.
After this having happened, what's the chance of a second die rolling even?
1/2
So what's the chance of both happening simultaneously?
1/4?
i dont like that question mark. It implies you're not sure
so do you basically do that but with odd and you take complement?
basically im pretty sure its 1/4 unless i missed something
you know tree diagrams, right?
yeah
draw these two steps on a tree diagram and answer me again
1/4
now add the next branches (that you care about on the problem) to the tree
the next three rolls. You're rolling it 5 times total
yeah ok i get it
you do that with odd
and take compleemmt
and you get 31.32
31/32
which is the answer
makes sense
ok thankns
that's a mistake
31/32 is not the chance of getting 5 times an odd score
31/32 is the chance of getting at least one odd score
yeah
because 1/32 is the chance of getting every single time an even
but couldnt you just do it with evens then?
since probability of odd is same as probability of even
each round
each roll*
so as long as you get at least 1 even roll
that's correct. But getting every time odd is not the same as at least once odd
31/32 would be the chance of getting either of the possibilities:
one odd, or two odds, or three odds, or four odds, or five odds
the probability of exactly 0 times odd (all are even) would be 1/32.
The probablity of exactly 5 times odd (all are add) are also 1/32
wouldnt that just be the same for when you replace what you just said with evens?
yeah ok
so just then take complement
or just do it with evens
yes. Your mistake is not computing the number.
Your mistake is making the assumption that the complement (31/32) means 5 times odds
the compliment means not 5 times even
which is valid for 0 even, 1 even, 2 even, 3 even, or 4 even
but 0 even is impossible?
no
wdym
you can roll all the times an odd number
oh i thought you meant on 1 roll nvm
no, i mean on all 5 rolls
ok
If we go by number of evens / number of odds, in 5 rolls, you can get:
0/5
1/4
2/3
3/2
4/1
5/0
ok so you just take each case and add them up
the first and the last have the same probability. 1/32. All of them are even, or all of them are odd
on your tree, they would be the absolute top leaf, and the absolute bottom leaf
doesnt that just mean the same?
if you do the full tree with all 32 leafs, you'd see that 1/4 and 4/1 have 5 valid leaves, so each have 5/32 probability
and both 2/3 and 3/2 would have 10 valid leaves each, so each would have 10/32 probability
you either roll a total of 5 odds or you dont roll a total of 5 odds which implies that you do roll some number of even
precisely. But some number of even is not the same as every roll being even
one single word changes completely which probability you're calculating
is there a way to do it with perms and combs?
and depending on the specific problem, one single letter will change the probability you're calculating
but i didnt assume that?
you wrote that
i just assmed all cases where you dont roll all 5 odds
you might have written something different than what you were thinking, but what you wrote is that the complement of 5 evens were 5 odds
ah ok i think u misinterpreted what i wrote then
As per how to calculate it. It's a binomial distribution. You'd be looking at number of "successes" (in this case, times you got even), in a number of "tries" (number of rolls), with a fixed probability of "succeeding" (in this case, 1/2 as you stated at the start) in "independant" tries (each try doesnt care about the others, the probability keeps constant)
ok
if you were to NOT have independant tries (for example, extracting cards from a deck WITHOUT replacing them after extracting) you'd be looking at an hypergeometric distribution
they work similarly, but the branches on the tree got changing probability since you're removing one item each extraction
in the die, it would be like rolling a different die without the number that you already rolled, and one less face
cos this was a sub question with other sub questions that required perms and combs when finding probabilities, is there a way to do it like of the numbers you roll you pick 1 as even and there are 3 cases for that and then pick the rest and the denomiator becomes 6^5? but i guess that becomes what you do with the fraction stuff with the tree diagram
ok
not exactly.
The 6^5 would be the different possible rolls that you could get, assuming you do care about the order of the rolls
for example, 1,1,1,1,5 would be a different roll than 5,1,1,1,1
that's why probability and combinatorics require EXTREMELY careful reading of the question
usually perms and combs are used to get the number of possibilities that are a "success", or the number of total possibilities.
Obviously the probability is the quotient of those
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!status
What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
I don't know where to begin
have u ever solved a simultaneous equation?
Nope, not yet
ok so basically u use 1 equation to find the value of x and y and use it in the other equation
there are more ways to solve it tho
first take lcm of the first equation
the lcm of 2 and 3?
lcm are of denominators
no
the lcm would be xy
i just like to simplify the equations in these type of equations
then we find the values of either x or y from the 2nd equation
and then use it in the first one
Okay how do we find the values of x and y?
2x+3y=2
2x = 2-3y
x=(2-3y)/2
thats how we find value of x , and use it in the first equation
So for that solution I can use the same for finding y?
and then using this "equation of x" , add value of y and find x
You can also get a bit fancy and multiply both the equations to get a hidden quadratic and then solve for x and y
Wait, where does 2 come from?
its in the question
I got -1/2
Use it in the x equation for y
So y=(3-2x)/2?
so y=(3-2*-0.5)/2
I'm solving this rn
Alright
U should get 2 answer for y
And secondly ur answer is wrong
If possible, can you show your working so i can see the mistake
Okay, so then the value of x would be 2 and the solution is 2x+3y=2?
no
by that i meant there are 2 answers for y
not 1
cuz its a quadratic equation
ohh okay
step 1 is that u need to find value of x in terms of y
which i showed u , here
Step 2 is that now u need to do is use this value of x in the OTHER equation to find values of y
I'm not sure how to put this on my calculator
no
u cant do this using a calculator
this is physical work , do it on a paper or something
alright
also how was that the first thought that came to ur mind was that u are going to use calculator to find x and y ? thats pretty much impossile
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its a simple question
u could do it in like 5 mins
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Hi this is the Gauss-Jordan elimination to get inverse
I'm not sure how they got those zeros after the uppermost matrix
Somehow two zeroes appeared in place of 1 and -2
Can someone explain to me what they did exactly?
can someone help me with my math
They used the third row
Row 2 = Row 2 + 2*Row 3
Row 1 = Row 1 - Row 3
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how do you differentiate √6*x?
sqrt(6x) = sqrt(6) * sqrt(x), and sqrt(x) is x^(1/2)
i recommend NOT using the product rule here, actually.
why not?
it's painful and gives you like 5 times more mistake opportunities than necessary.
Have you heard of chain rule?
yeah
also unnnecessaary here.
Why?
OP's function is $\sqrt{6} \cdot x^{3/2}$ and needs nothing more than the power rule to differentiate.
Ann
Oh I thought this was the original question
chain rule not needed for that either
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question
!status
What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
!show
Show your work, and if possible, explain where you are stuck.
^
i don’t understand the question
pls
what does it means
<@&286206848099549185>
CAN SOEMONE HELP ME
LIKE
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I don't understand the handwriting
If one angle of a right angled triangle is of 30 degrees the hypotenuse is twice as long as the side opposite to the angle..prove it
Do you know of anything, like a formula, identity, ... that connects the hypotenuse with the opposite side of an angle?
Do you know trigonometry?
no
we did it by this method and it’s confusing
Oh, I would've done it by trigonometry. sin(30°) = 1/2 and we have that sin(30°) = o/h, thus, 1/2 = o/h and so 2o = h.
@somber kite Has your question been resolved?
Then we can do it like they did it. Drop a line from B to AC, calling the intersection point D, in a way so that it forms a 30° angle at DBC. The angle BDC will be 120°, thus, the angle ADB will be 60°. Because the angle DBC is 30°, the angle ABD will be 60° and so ABD will be an equilateral triangle. BDC is an isosceles triangle (since the angles DBC and DCB are equal).
Let the lengths of the equilateral triangle ABD be denoted by a. One of the sides of ABD is also a leg of our isosceles triangle BDC, so DC will also be of length a.
Thus, the length of the hypotenuse is 2a and a is the length of the side opposite to 30°.
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I already have the antiderivative which is x^3/3-x^2/2+8x now I need to evaluate it and simplify it I already added the numbers of the integral 1 and 0 to the antiderivative which is (1)^3/3-(1)^2/2+8(1) - (0)^3/3-(0)^2/2+8(0) but I can't get the define integral
Are you sure that the antiderivative of 2x is x^2/2 ?
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For parts b and c, I'm a little confused by the questions..
Don't nth roots of complex number have n roots? Which one am I supposed to choose?
Not all of them have the same real parts too
did you do a yet?
I did
what did you get?
8e^i(3pi/4)
,w 8e^(i(3pi/4))
,w -4sqrt(2) * (1-i)
yes
wolfram alpha is a popular online calculator yes
you use this. find the 6th root of this
There are 6 different roots, aren't there?
probably the principal branch
i can generalise it: sqrt(2)cis[((3+8k)pi)/24]
which one would that be? smallest angle?
k=0?
k=0
I didn't know there's such thing as complex principle root
you know, i asked my teacher this, after seeing some questions asking roots of expressions, not in the context of equations
he told me to write down all of the roots possible
If you mean 8e^i(3pi/4), it isn't 6th rooted yet
ill write back if this works or not
It does, I just did it
massaging the equation to get the one the problem wants is a bit tedious, but that formula you gave is all you need
pi/8 is a cheeky angle..
yeah
I can edit both sides though, i guess..
it says 'show,' so it isn't really like a "RIGOROUSLY PROVE THIS!" type of question right?
uh, what?
hahahhh
sorry for that
I meant to say this
the question just tells me to show, so it doesn't have to be as formal as a normal proof question, right?
meaning I can apply operations on both sides, rather than directly proving by changing one side
So this would be a valid answer, i think:
sqrt(2)cos(pi/8) = sqrt(2sqrt2 + 4)/4
squaring both sides
2cos^2(pi/8) = [2sqrt(2)+4]/4
2cos^2(pi/8) = sqrt(2)/2 + 1
2cos^2(pi/8) - 1 = sqrt(2)/2
Using the double angle identity, the left hand side is equivalent to cos(pi/4)
which is equal to sqrt(2)/2
anyways... thanks
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well for the first set, 8 is the x value, 4 is the y, 7 is the z yes?
at t=0
ok
He means find the time such that the z component is equal to 0, as that will be when the meteor hits the surface
you can form a parametric equation if it helps
z = 7 -2t
arent we setting that to 0?
sure, do it
that's how I understood it
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Option A: You pay 5000; with probability 0.2 you will get 10000 and with probability 0.8 you will get 0
Option B: You pay 1000; with probability 0.3 you will get 2000, with probability 0.4 you will get 1500 and with probability 0.3 you will get 0
Option C: You pay 500; with probability 0.4 you will get 1000, with probability 0.3 you will get 500, with probability 0.2 you will get 200 and with probability 0.1 you will get 0
Option D: You pay 100; with probability 0.6 you will get 200 and with probability 0.4 you will get 100
Use the octave code that gives expected utility for the various options (util_demo.m). Modify the code for the above four options, and use exponential utility function with R values given in the table below. Fill up the blanks in the table to 2 decimal places (marked as P,Q,R,S)
Fill up the blank P in the table to 2 decimal places
0.5 points
Fill up the blank Q in the table to 2 decimal places
0.5 points
Fill up the blank R in the table to 2 decimal places
0.5 points
Fill up the blank S in the table to 2 decimal places
@cerulean ridge Has your question been resolved?
do .close if you're done
.close
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Hi! Can someone help me at number 2?
Express decimal to fraction
The 0.2315
That I needed it to be turned into a fraction
You have the answer beside it no?
I have it right like 2315/10000
I need to put it on
Oh, then try finding common factors of 2315 and 10000
Something that divides both of them
E.g. 3/6 -> 1/2, since 3 and 6 are both divisible by 2
What if, I could divide it on both of it but everytime I did it theres like a decimal
Like 30.9
Not perfectly whole number
Divide them by things that don't give you a decimal
OkAy.. so I have to go.. like.. starting to 1to what.. till I got it to something that wouldn't give me any decimal? Is that correct?
If that's correct then that will be all
I'm not sure what you just said
You need to find numbers that divide them and give whole numbers yes
Okay! I got it now I gotta use the calculator over and over again
Thank you!!

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i've been stuck on this question and have absolutely no clue what to do, can someone help?
@mystic osprey Has your question been resolved?
<@&286206848099549185>
,rotate
I think it could help if you trace the triangles A-C1-M (where M is the midpoint) and B-C2-M
You already know the radius of C1 and C2.
So height is h, where h = C1 + C2 + ?. Find the ? using those triangles
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Verify if V = {(x, y) ∈ R²: 3x-2y=0} with the regular R² operations is a vector space.
(1) how do I show that V contains zero and
(2) what properties does the "with the regular R² operations" spare me of proving?
thanks
@timid silo Has your question been resolved?
For (2), this means that we can assume:
\begin{align*}
\overline{v} + \overline{w} &= (v_x, v_y) + (w_x, w_y) = (v_x + w_x, v_y + w_y) \
c \cdot \overline{v} &= (c \cdot v_x, c\cdot v_y)
\end{align*}
and any other elementary $\bR^2$ operations I may be forgetting.
@slow maple
thanks
Are you still needing help with figuring out what properties that helps with/how to approach (1)?
yes
Alright; which of those would you like to start with?
a sec, im searching my notes
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Ive seen places where it was simply written, eg for W = {(x, y, z): ax+by+cz=0} where a, b, c ∈ R are fixed, under the identity element of vector addition, simply that a0 + b0 + c0 = 0 ⇒ 0 ∈ W.
so all I have to do in my first example is write that 3*0 - 2*0 = 0 ⇒ 0 ∈ V?
@slow maple
.reopen
✅
Yep! That works to demonstrate that $\overline{0} \in V$
@slow maple
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could some help
I’m getting a little confused
so 16 / 1000 is 0.016 so that would be how many
wait that doesn’t make sense
cuz I would have to jut multiple by 1000 to get 16
so what do I do
so the snail travels $16\frac{m}{h}$, right?
MrFancy
@full oar Has your question been resolved?
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i have this so far but not too sure what to do now
could you shair your working out please so i can understand the steps
which part do you not get?
i just dont understand how you are getting from one thing to anouther
ah okay so do you get the first two equations?
not really
sarah thought that the price was 0.10 less than what it is so she thought the cost was (c-0.10)
and she was going to get n of these prizes
the total of getting n prizes for (c-0.10) adds up to 6
yes?
exactly
ah ok i was getting a bit confuesed with the decimal but now i realise that is the same
so does the working make sense now then?
i dont think one of your calculatons is right
yeah i just realised i deleted it
so then you rearange n(c-0.1)=6 into -6n(c-0.1)
@dawn vale Has your question been resolved?
<@&286206848099549185>
sorry i don't really see how you got there?
if we're making n the subject we can divide both sides by c-0.1
so that n=6/(c-0.1)
then from the earlier equation: 6=c(n-5)
we can expand then sub n in
6=cn-5c
6=6c/(c-0.1)-5c
that was from earlier it was the second equation that we got from the question - that she still spends 6 but now she's paying the real price, c, and because it's more expensive she has to buy 5 less than initially, n i.e. (n-5)
times everything by (c-0.1)
6(c-0.1)=6c-5c(c-0.1)
6c-0.6=6c-5c^2+0.5c
5c^2-0.5c-0.6=0
which you can then factorise
okay i keep making a small mistake somewhere I can't really find it
the answer was 0.4 hopefully from there you can work backwards
i dont understand why we are timesing n-5 by c
do you follow this explanation?
not really
okay do you remember how we got 6=(c-0.1)n?
yes
1 sec
i get it exept for why we are spesificaly timesing and not something else
ahh how would you do it?
timesing is saying that you a certain number of the same thing
so you're right, instead I could basically add up (c) n-5 times
but it's just easier to write it as c*(n-5) but that is the same as saying c+c+c+c+c+.... until we've added (n-5) Cs
sorry if I'm 'babying' the maths, I just want to ensure you fully get it and I don't really know your ability
because you have (n-5) lots of c
this is the same equation
is it?
multiply both sides by c!
okay let's use your one to then sub into the other equation
thank you
is it all good now then?
yea
😄
how would we sub it in?
<@&286206848099549185>
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how would u tell if something is a hyperbolic paraboloid
cuz for other ones u can tell what it is
and imagine it in ur mind
but for hyperbolic paraboloid its hard to imagine
u can do like cross sections and tell by the different planes right
but with a hyperbolic paraboloid i cant really
@karmic mural Has your question been resolved?
<@&286206848099549185>
Is it always just a=db^2-dc^2
abc are Some variable x y z
D is some constant
@karmic mural Has your question been resolved?
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Hey I have some issues with this integral
This is what I have done:
u= 1+2x^2, so x= √(u-1/2)
x^3= (√(u-1/2))^3
du = 4xdx, so du/4 = xdx
then, in theory it would look like this
issue, I don't know how to continue
@crisp shoal Has your question been resolved?
<@&286206848099549185> , can someone help me?
where did you get your x from for your du substitution?
isn't the derivate of 2x^2 -> 4x?
yes
sure, that can work
I can cancel that, right?
so I can cancel the square root and the ^2
ok I think I have it
thank you so much!
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hii!! i just wanted to check if this is how you would graph the inequality & if it isnt if you could help me see how its done
well -2 < y, not <= so I think you shouldn't fill in the bubble there
where should i put it then??
sorry I meant like the filled in bubble
oh
you probably want the hollow one since it's only 2 < y
ohhhhh
so the way i graphed it was fine just the little circles were wrong?
& why do the circles even matter??
You want to make sure if the endpoints are included or not
the circles tell you whether it is a <= or <
if its a filled circle its equal to it then?
A open circle tells you that it is < while a closed circle tells you it is <=
oh
oh wait its reversed
yeah i was confused 😭
nvm i was right before
uh that number line is a bit wrong
well it would be a open circle at -4 going to the left of the line
because < or > is a open circle
i did that
oh ok, but your line is wrong, while you did get the open circleright
its supposed to be facing to the left
yeah it wouldn't make sense if -4 is greater than positive numbers
i get it now!! w the circle, the fraction didnt matter then? i didnt have to graph it?
wait what
the 8/3
you have to graph the x > 8/3
because it is also apart of your solution
or is a key word for that the space between -4 and 8/3 will not be filled
let me reword that
how would i graph the fraction then??
You would be graphing 8/3 by having a open circle at 8/3 and it facing positive infinity
8/3 is around 2.5
well specifically 2.6 repeating
& it would be an open circle right
yes it would be a open circle
yes but 8/3 is around 2.5 not -1.5
yeah but i would put it one tick mark to the right
ok
ok it looks good to me
np
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need help with this, someone please help asap
well do you know how a piecewise function works
😔
not really
look at the domains
i did the one previous to this one
i just dont know how to do this one
so id like to see the answers to know how to do this stuff in the future
tbh i don't really see how youd do this one if you don't know how a piecewise function works
if you did this question, I don't understand how you can't do 2
they work exactly the same
i substitued the -5 for the x in the 2x then solved the equation but it said incorrect
idk what im doing wrong
by 2x, do you mean the last equation
yes
okay is -5 > 3
no
so then why are you substituting it their
i didnt know that i had to substitute the -5 for the other x too
ah
there is a comma
that separates those two
that other x is not part of the function
that other is basically the domain
the right one or left?
the x > 3
yes
i substituted the -5 for both of these x's and got a very wrong answer
what did i do wrong
-215
whatd you get
-340
oh that was right