#help-10
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yeah my friend just sent me what he did and it makes sense now
i have to bring the n^n down to the denominator
yes, the exponent was preventing you from doing anything
exactly
and the roc is e via the squeeze theorem
do you have a proof for that yet ?
yep
i think we learned it a while ago
i don’t remember the proof but out teacher just told us to memorize it
well if you want another proof, you can look at what i sent you at first
i understand it until you get to the e
how do you know to you use e in that situation
this is a classic method that you will often use
when dealing with the variable as an exponent, we use the exp(log) method
is that something you learn in later math?
as we look at the limit when n -> +inf, we take the exp(log) of the function so that we can bring down the exponent
didnt see you were pre uni, yes this is a very classic method you learn later on
yeah im still in highschool lol
ok, makes sense you havent learnt it yet then
my brain was getting fried from the explanations i was getting
im postgrad, sometimes i forget what i knew and didnt know in high school
you good now
?
makes sense
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x^2 + y^2 = 25
what is the output here? y^2 or 25?
i am used to seeing the output of functions as being y
y = x*2
but here x and y are on the same side of the equation
express y in terms of x
?
it means, isolate y
i am just confusd on the naming choice
is y a special variable
i thought conventionally x was input and y was output
but here they are both inputs to give output 25
no y is still technnically the output
but in this case
you have two outputs for a given input
thats why you don't see it written in terms of y explicitly
what is the function
$y=\pm \sqrt{25-x^2}$
The Great D
note this not a function
i dont know why you would ever write both x and y on the same side
its more convient and simpler to understant that way
i dont understand it still. its like you take a normal input -> output form, and then grab the output and warp it into the input
now its tangled spaghetti
like shoelace knots
yes because its not as simple as an input and a corresponding output
some inputs have two outputs
some have one
and some dont have any outputs
did you try graphing it and seeing how it looks?
i know it is not a function
but i want to read this as x and y being inputs
and 25 being an output
doesn't make sense otherwise
"the input squared plus the output squared equsl 25" what???
how can I ever possibly come to that intuitively
id break out from the thought patter of inputs and outputs
these only work well when dealing with functions
if these are just random variables x y then i am fine
but you've said y means outpout
so now the output is warped like a knot in the middle of the equation
you'll get used to it dw
algebra
you want to get y on its own
so what would you do first
yes i am not finding any algebraic rules to do that
inverting the multiplications dont do anything
switching the subtraction to a plus does not either
,ask 2x-3y=6 in slope intercept form
This is not a function
i dont know how to get this
Yeah its just the notion of y being an output that is weird to me
Think about more like x and y are linked
I know you may have seen always y = something
But the equality is more just a relationship between x and y
No we technically want to use f() notation for that
f(x, y) can be a function
was this link supposed to enumerate the steps on how to get it? because i just see the end result
Very common in programming to have a function with multiple inputs
it's just simple algebra?
isolate y
then rearange to intercept form
everything I know past arithmetic is self taught in adulthood
I know you can take multiplications and divide them to undo
and make subtractions additions
neither of those ioslate y
in this example
From 2x - 3y = 6
You can subtract 2x from both sides
That brings you to -3y = 6 -2x
Then you’re just 1 step away from isolating y
y = (6-2x)/-3
Ah but now you know $\frac{a+b}{c} = \frac{a}{c} + \frac{b}{c}$
Frosst
y = (6/-3) - (2x/-3)
tzy
I’d suggest keeping the -‘s inside the brackets
Stick to + where you can
It makes everything easier because order doesn’t matter for +, a + b = b + a
how do I get +s here?
like 6/(-3)?
I was talking more about the 2nd one
ur teaching him the confusing way
just continue this
what would it be after
divide the 6 by -3
6 divide negative 3...?
y = -2 - -.066x
-2
leave the - 2x/-3
y = -2 - 2x/-3
2 + 2x/-3
where did the negative on the 2 go
y = 2x/3 + -2
y = 2x/3 - 2
there you go
why not y = 0.66x - 2
It sounds complicated with all these steps but trust me with practice youll nail it easily
it really depends on the question
They're both right
are both graded the same in exams
but if you're in a non calculator exam then you would use 2x/3
tbh any answer is accepted dw
so when I see this, am I supposed to go and write out all the algebra
and try to isolate y for each?
that seems time consuming
is this a calculator allowed exam?
i think it will be yes
then just graph each of those functions on the calculator
and use the verticle line test
ahk. and if it's not allowed, is there any easier analytical method
besides attepmting to isolate
Tbh not really
I'm still in highschool so I don't know the technicals
But how I would determine if something is a function is by looking at the graph
And use the verticle line test
But where I'm from, every multiple choice question is in the calculator allowed exam
So that's easy for me
,ask y^2 + 2 = 7x^2 graph
thats not a function
,ask 2x-3y^2=18 graph
not a function
,ask -x^4+y^2=3x^2-5 graph
,ask x^3+2y=54 graph
Answer would be D as the graph only cuts once across the verticle direction
yeah that is what i concluded
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Is 4 * sqrt(17) bigger than 17 or the other around?
@high lily whats your answer
Intelligent
lmafooespxozops
ren
im so used to using geq i forgot that's not the case here 💀
“geq”. What it stands for
! What the hell am I doing here?
I see
greater than/equal to
Works on every scenario involved compare two sqrt numbers
.close if done
Is it true
what is?
yea
I see
if the numbers aren't nice, it may not be practical to do it by hand
^^
i mean it works
it's just common sense tho tbh
4 = sqrt 16
and sqrt 17 times sqrt 16 is obv less than 17
I will name it “rauONwV” method
:O
oh this is the emoji i was looking for
rauONwV and ten method

"ten"
*ren
Hi ten.
oh hell nah

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That just becomes 2/9 right?
Yes, assuming x^2 + 3x - 28 isn't equal to 0
@pale urchin ^^
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Is my process accurate here?
I use a limit comparison followed by a p-series to confirm the divergence
I mainly want to know if it's ok to just apply the limit comparison test here
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Would this be a viable way to use for proving that (a^-1-b^-1) = (a-b)^2/a^2b^2?
here's a larger screenshot of the same thing
nvm I made a mistake
can someone hint on how I should start proving it?
Hmm
that doesnt feel right
$\frac{1}{a}-\frac{1}{b}=\frac{\left(a-b\right)^{2}}{a^{2}b^{2}}$
MethIsAlwaysRight
are you proving this?
you're right I made a mistake when opening it
no
oh wait, the right expression should be
$\left(\frac{1}{a}-\frac{1}{b}\right)^{2}=\frac{\left(a-b\right)^{2}}{a^{2}b^{2}}$
MethIsAlwaysRight
left side should be this
yeah I know how to do stuff with fractions
what does LHS stand for?
left hand side
I'm less familiar with english terms for math as I'm studying it in hebrew
oh ok
Have you made any progress?
just turned it into ((b-a)/ab)^2
gonna think what I can do next
that's nice
$\left(\frac{b-a}{ab}\right)^{2}=\frac{b-a}{ab}\cdot\frac{b-a}{ab}$
here is a hint for you
ok so I'm on the right path
MethIsAlwaysRight
thanks
indeed
you are just few steps away from the result
little bit more of the hint
$\left(\frac{b-a}{ab}\right)^{2}=\frac{b-a}{ab}\cdot\frac{b-a}{ab}=\frac{\left(b-a\right)^{2}}{a^{2}b^{2}}$
MethIsAlwaysRight
Note that you are trying to get the left hand side equal to the right hand side
right hand side is this ^
so I'm guessing I have to multiply (b-a)^2 * -1 to get (a-b)^2
not really
ok
(b-a)^2 is actually equal to (a-b)^2
to prove that, try writing (b-a)^2 as ((-1)*(a-b))^2
(-1)*(a-b) is b-a
so (b-a)^2 is ((-1)*(a-b))^2
and when you try to simplify that, you get (-1)^2 * (a-b)^2, which is same as 1*(a-b)^2 which is simply (a-b)^2
how does that prove (b-a)^2 = (a-b)^2 I don't really understand
MethIsAlwaysRight
here it is written in latex
all the steps should be fairly simple algebra with exponents
oh ok I get that, where did you get the -1 from though?
is it related to some math property that I forgot about
I can rewrite it like that, because (b-a) = (-1) * (a-b)
you can verify this yourself
but why -1
sorry maybe I'm missing something simple, I don't really get where that -1 comes from, what's the logic behind putting -1 there out of nowhere
because it helps me turn (b-a) into (a-b), which is the expression that we need to achieve
isn't that what I did here?
multiplaying (b-a)^2 times -1 doesnt get you (a-b)^2 though
what gets you (a-b)^2 is rewriting (b-a)^2 as ((-1)*(a-b))^2
if this operation is too hard for you to comprehend for now, you could instead modify the equation like this
it's slighly less elegant, as it requires expanding and also working with both sides of the identity, but it works
so here this can be explained by the math property a + b = b + a?
indeed
okay, yeah that one is easier to comprehend for me
you'd just need to switch b^2 and a^2 at whatever side you choose, and get same expression at both sides
I'd use = instead of <->
we have to use => and <=> signs in this assignment
those need to be used only between statements
such as equations
using those when simplifying an equation is fine right
so u'd have to write something like (a^-1 - b^-1)^2 = (a-b)^2 / (a^2b^2) <-> (1/a - 1/b)^2 = (a-b)^2 / (a^2b^2) <-> .....
can you write that in latex?
MethIsAlwaysRight
Now you would use <=>
MethIsAlwaysRight
and continue with this
$\left(a^{-1}-b^{-1}\right)^{2}=\frac{\left(a-b\right)^{2}}{a^{2}b^{2}} \iff \left(\frac{1}{a}-\frac{1}{b}\right)^{2}=\frac{\left(a-b\right)^{2}}{a^{2}b^{2}}$
MethIsAlwaysRight
yeah, like this ^
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idk how to go about it
*hospital
i've only learner l'hospital
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Hello, everyeone! I need help with two things.
-
What are some good resources to learn math from zero?
-
How would you define math? What is math?
- mit courseware
on youtube
Thank you!
Now, regarding my last question, how would you concretely define math?
there isnt a concrete definition of math
but the methods of math r concrete
we have induction and deduction
deduction is where we accept certain premises and if we assume them to be true, the conclusion must be rigorously valid
if we assume 0=0 and there exists a successor to every successor, hence there exists succ(0), succ(succ(0)) and so on
we can define the natural numbers
induction on the other hand
assumes a specific case and generalizes it
Alright, makes total sense.
And how would you define the study object of math? What does math study?
Reality? Perhaps, but in that case, what is the formal study object of it?
So math isn't a science?
no
Alright.
given certain axioms, math studies the behaviour and implications of those axioms
and derives theorems
which somehow managed to work well in describing the natural world
Alright, so math is more like a language then?
u could call anything a language
Let me know what you think of my definition then:
Math is the language that, through the lens of reason, expresses the reasoning behind the axioms of this world.
The problem with this definition is that it is really broad. I mean, if this is true, the problem would be in identifying what ISN'T math.
And through the axioms it explains the structure of the world, would that be?
it doesnt care about the world either
Even if it doesn't care, it ends up doing so because all of our reality is made up of it, I guess. Am I correct?
Is it the language of the structure of this world?
it can be seen as that
but its cuz we made it that way
science is completely about observations
and we fit our math to the observations
its not that we fit the observations to the math
I see, I see.
"Mathematics are the means that we use to express the structure of the world, given certain axioms?"
just get rid of the idea that math cares about the structure of the world
there r two branches of math
pure and applied
Pure is the real math
applied is when we use mathematical methods to express observations from the natural world
pure math discusses the implications of math with if else statements
if A is true then B must be false
Alright.
But if there are two branches of math, shouldn't there be a first one from which these other two stem? I guess we'll be doing some reverse engineering to get to the definition of math.
yeah applied math branched from pure math
And is pure math derivated from anything else?
axioms
Axioms are laws themselves, which rule the universe, right?
no
they r accepted facts
in science we have postulates
like the law of thermodynamics
we cant prove it
but it seems legit
So axioms are assumed principles then. I see.
yes
They are assumed principles because they seem to be the best to express a given question.
they seem too obvious to prove and counterintuitive if it werent true
so we assume them to be true
Alright, alright.
"Mathematics are the deductive discipline that, through the lens of logical reasoning, studies the behaviour and effects of given laws".
@quiet plaza Has your question been resolved?
given axioms instead of given laws then u r good ig
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i was thinking between 0ml to 125ml
I feel like this is not a math question, but a scientific method question, no?
it is a math question though
i think it has some graph method or something, i'm not clear on it
is there any more context?
that's all i have
the way I see it if you never checked on it anything from 0-500mL
but that's not an option, not sure without more context there will be an answer, but maybe someone sees something I don't or is smarter than me
oh okay thanks for trying
what iks professors lohs method?
wait maybe I misread, I guess the beaker is more than 500mL?
it ended with 500ml
right, but the beaker did not leak/overfill?
i think it should b, not a very rigorous proof tho
i guess its about constant rate
but it is incorrect, i tried
o.O
don't give answers 😛
so if the higher rate went the whole time
it would be 500mL/60mins
so anything more than 500mL/60mins*15mins would be impossible as the highest constant rate was 500mL/min according to the problem
Thank you, mate!
so i see it if the light constant rain was between 0-125, and if it was 125 it would in 60 min fill up to 500ml
so i thought 0-125
that logic does give you b as an answer
yeah not sure
please do DM me with the correct answer/logic
is there any other way to look at it?
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Reflexive means that xRx is always true
Symmetric means that if xRy is true, then yRx is also true
Antisymmetric means that if xRy is true, then yRx must be false
Transitive means that if xRy and yRz are true, then xRz is also true
It asking which of the properties that * and ♡ satisfy for #3 and #6
@tight sail Has your question been resolved?
but dont all of them need to have the property
?
What do you mean
like it must apply to all elements
@tight sail Has your question been resolved?
@tight sail Has your question been resolved?
yes every element has to follow those rules to be reflexive, sym, or tran
and since your graphs are kinda just random lines neither satisfy the rules for every element
what about
anti-sym
oh that one might actually hold
it's pretty loose
it essentially says there's no ↔ in the graph between different numbers
yes for both yea
ok
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Hi, can anyone look over my proof for this please?
I think you have the right idea but wrong details
You let f(i) =iU but f is an automatism on Zn and Un is a group of matrices
Sir, U_n here represents the units of Zn
not matrices
our notation might be different
No problem
Sec lemme reread
Can we see problem 7 and problem 3 for context
they're not very helpful, but sure I will show you
I am happy to feedback on these aswell XD but I know that's a lot. I guess if you're curious and looking and spot anything wrong let me know @wooden cipher
well idk what a ___morphism is, so i cant help sorry
@fathom flicker Has your question been resolved?
for h is a homomorphism in the original problem how are you getting that phi(psi(1) 1)$ = phi(1)psi(1) ?
for your question 7, you should show that the function f is a well defined function as well
besides that everythign else looks fine
yeah im asking you to argue the 3rd equality
it is because psi(1) is in Zn
so for additive homomorphisms we have f(n*g)=nf(g)
n=psi(1) g=1
yep
Do you think it is necessary to do that?
To show it is well-defined
the well defined part?
yes
yes, in general when you have a homomorphism from G to H, and the representatives of G can be written in different ways, its important to show that homomorphism is well defined
for your example if say a^x = a^y in the cyclic subgroup
but for x not equal to y
is it necessarily the case that the homomorphism maps them to the same thing?
if a^i=a^j => a^(i-j)=e => i-j = |a| mod n = |b| mod n
f(a^i)=b^i
f(b^j)=b^j
since i-j = b mod n
b^i=b^j
and it is well defined
does that work?
did you mean the first line to be a^i = a^j
no, but we could do that instead
yeah that is not true what I wrote
I should've said a^i=a^j
you have the right idea as doing the injective part backwards, in alot of cases, you can just combine showing injective and well defined in a sequence of if and only if's
but i think for this particular example you can do it more succicntly
suppose a^i = a^j
then e = a^(i - j)
Does this also work? I see how yours is more succinct

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Why is the answer to this question not the summation of the general term, instead of just the general term?
@empty salmon Has your question been resolved?
<@&286206848099549185>
hi bro
this is a common identity
hey man
you can show this combinatorially
Can anyone recommend me a good book for calculus undergraduate
spivak calculus
not the right channel mate
yeah nah i did get the answer but
i feel it's the answer plus the summation sign to the left of it
isn't the general term pretty much any particular random term that you can take out of the expression
in general we have this
you can prove this both combinatorically or algebraically
you would consider either the coef of (x+1)^n(x+1)^m and (x+1)^{n+m}
in particular this
@empty salmon
ohhhh
right on
yeah I got the exact same answer as you tho
cept the answer key doesn't give the summation symbol
it's the same idea
how so
isn't that just giving us any one term
oh wait
i got it now
thanks
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i have math problem
maybe something along the lines of similar triangles?
wdym
my initial thought is that these triangles are proportional to each other
1 and 2?
ah you mean adc and dbc triangle?
They share a same side and angle
and they're both inside another triangle
which also has a right angle at C
ohhhh
maybe try to find the angles of the triangles
i forgot thattt
it should come out pretty clean
yea np!
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✅
yea
adc and dbc tirangles are
right
they're rotated and flipped
yep
okay so
put their corresponding values on each triangle
and then look at their ratio of similarity
yes
oh dangg
i think it's also similar
yeaa ofc
which and what?
Question'
adc angle and bdc angles are 90 degrees too
D is perpenicular point from c?
cd is height
ok
By the look of it, u probably need to set up a system of equations
thats true
um
like
how
you korean?
Like you have to make CD common for both the 2 triangles and make some eqns to get the answer
아 제가
한국인이 아니라
그냥 한국어를 좀 아는 정도
한국어로 안 배워서
외항 내항이 뭔지 모르겟ㅆ네여;;
mongolia
n
넵
그냥 한국어로 대화는 좀 해도 수학 쪽 단어들은 몰라요
I get AB = 6.0422
how?
how
Not sure if it's correct but its a terrible number
The solution is AB = 6.1?
Oh
@quartz ferry Has your question been resolved?
@quartz ferry Has your question been resolved?
@quartz ferry Has your question been resolved?
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I think it's uncorrelated, but the "clusters" make me think it could be "possibly linearly correlated"
i would say it’s uncorrelated, it doesn’t look like there’s any pattern here
@modest ingot Has your question been resolved?
hmm the clusters though could indicate that there's some possibility of linear correlation?
<@&286206848099549185> could someone clarify?
@modest ingot Has your question been resolved?
I would say uncorrelated as well, the data are too spread out
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Does multiplying both sides by variable introduce extra roots? Why?
@modern linden Has your question been resolved?
well yeah, because when multiplying both sides, you have to check what happens if the value if 0
@modern linden Has your question been resolved?
sure thanks
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can someone please explain where do I start with this equation to prove that for every natural n there's this equation?
Hi, first of all, you'll need to try simplifying the expression for more readibility, for exemple by multiplying the expression by the denominator of the left hand member of the equation
Info
The you can regroup the terms with n on one side of the equation
and then I get 2^-n+2-24 = 16^-n-1 - 24
so I'm guessing my next move is to get rid of the 24
Not exactly, it is $8 * 2^{-n-1}$, not $16^{-n-1}$
Info
ah I can't do (8*2)^-n-1
but you can notice that $16 = 2^4$
Info
srry to interept but im pretty sure u are not supposed to solve for n but to show that all natural numbers follow this which can be proved by induction (i think)
cuz these are equal to each other
and u can cancel each other and get 1
yes
oh well
I have to prove that all natural numbers follow this
yeah, so a proof by induction is interesting
but simplifying the expression will help you
I just have no idea where to start, the -n-1 is really throwing me off
not really sure if this is correct (i hate proofs in general tbh) but u could MAYBE do something like this
$$\frac{2^{-n+2} - 24}{2^{-n-1}-3} = \frac{2^{-n+2-3+3} - 24}{2^{-n-1}-3}=\frac{2^{-n-1+3} - 24}{2^{-n-1}-3}=\frac{2^{-n-1}\cdot2^3 - 24}{2^{-n-1}-3}$$ and maybe substitute $2^{-n-1}$
you don't need induction in fact
JustToPro
not really sure about this , maybe the other guy can help
Start by the bottom and here is your proof
same the concept of proofs seems foreign to me
why 2^3 and not 8?
Because then you can see how we went from $2^{-n +2}$ to $2^{-n-1}$
Info
yea
and getting rid of the -24 is by adding 24 to both sides? @fringe rampart
do I have to explain why I'm starting with 2^-n+2 = 2^-n+2?
yes, but the idea of the proof is to start by something that is always true ($2^{-n+2} = 2^{-n+2}$), and then substracting 24 on both side, and then factorising by $2^3 = 8$
Info
cus the assignment requires me to explain every move I do like for example with this being the reason for 2^3 * 2^-n-1
You'll maybe learn this later in your studies, but the idea of a proof is generally to say :
i have A
- If i have A then I have B.
So I have B.
wouldn't I have to do *2^3 for both sides? isn't it wrong to add something to just one side
Well, you're not adding anything
I'm multiplying by something, wouldn't I have to do it for both sides?
you're juste rewriting $2^{-n+2}$ as $2^{3}.2^{-n-1}$
Info
oh
You are not really "multiplying"
Yeah, so :
as you said, $2^a * 2^b = 2^{a+b}$
You have $-n + 2$ = $-n - 1 + 3$
So $2^{-n - 1}*2^3 = 2^{-n - 1 + 3} = 2^{-n+2}$
Info
You can always replace expressions in your equation as long as they are equal.
If you have $a = 2b$ and $b = c$, then you have $a = 2c$
Info
makes sense, thank you
thanks you too!
@radiant marsh Has your question been resolved?
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Show that for all integers n:
If n is a multiple of 16, then n+3 and n^2+7 are coprime.
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how should i say that there doesnt necessarily exist an m for which the congruence is true
basically how do i say that the LHS of the congruence isnt necessarily divisible by m
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On the seeds packet it says that seeds have 90% to grow up (The probability that a seed will germinate is 0.9). In a packet there were 5 seeds and grandmother planted them. Accidental size Y - germinated seeds number. Write down the distribution and calculate the Mathematical hope and dispersion.
So i tried doing it this way: If Y = 0 then P = 0.1^5
If Y = 1 then P = 0.9 * 0.1^4
Y = 2 then P = 0.9^2 * 0.1^3
Same principle up to Y = 4
And on the last one
Y = 5 P = 0.9^5
But this seems to be incorrect
Because if i add all the P values from Y 0-5 I get less than 1
I have the “answers” which i cannot figure out how they were calculated and after adding up all the P values in the answers i get a little more than 1 (the answers might be wrong)
I will add the answers photo
10 B
@supple fog Has your question been resolved?
@supple fog Has your question been resolved?
@supple fog Has your question been resolved?
Can you send a picture of the original question?
@supple fog Has your question been resolved?
its in a different language but sure
B)
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can someone help me here?
i've tried a lot and still no result, i left all the cos so may be easier
i sent the screen when i think i may still doing good(?
just convert sec to 1/cos
1+tan^2(x) is not sec(x)
hmm what if we take the cos^3 x to the other side
and try messing around with that
we would get
?
$\frac{tan^2(x)cos(x)}{1+tan^2(x)} = cos(x) - cos^3(x)$
$\frac{tan^2(x)cos(x)}{1+tan^2(x)} = cos(x)(1 - cos^2(x))$
:<
mb :<
$\frac{tan^2(x)cos(x)}{1+tan^2(x)} = cos(x)sin^2(x)$
$\frac{tan^2(x)cos(x)}{sec^2(x)} = cos(x)sin^2(x)$
you wanna prove that?
yes
yep
$tan^2(x)cos^3(x) = cos(x)sin^2(x)$
now its super easy
no thats not right
sec = tan + 1
is wrong
sec = 1/cos ?
ok and
sec = 1/cos?
sec^2 = tan^2 + 1?
yeah
yeah obv
i wasnt being carefully with the ^2
its like 90+90 and 90*90
how did the numerator convert to 1
cause sin^2 + cos^2 = 1 :1/cos^2
tan^2 + 1 = 1/cos^2
so i can get tan^2
ah
1 min
yeah looks valid 👍
no this looks perfect
valid in the sense correct
there are like many
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{{x-2,Power[(40)x-1(41),2],Power[x,3]},{x-1,Power[x,2],Power[(40)x+1(41),3]},{x,Power[(40)x+1(41),2],Power[(40)x+2(41),3]}}
<@&286206848099549185>
,w det({{x-2,Power[(40)x-1(41),2],Power[x,3]},{x-1,Power[x,2],Power[(40)x+1(41),3]},{x,Power[(40)x+1(41),2],Power[(40)x+2(41),3]}})
i didnt get it, :]
,w det({{x-2, (x-1)^2,x^3},{x-1,x^2,(x+1)^3},{x, (x+1)^2, (x+2)^3}})
looks like a -2 to me
painfully
which method i mean
a few row and column operations can probably make it triangular
I was thinking of how to actually make it work, and was not finding a way
Then I realized working with polynomials makes that a lot harder
So you need to temporarily go into the field of fractions to make it triangular
oh
can u explain me summation,?
like wht does this means
also this,
u there?
I'm still writing out the working of the determinant
ohhhhh
oh,is there any other way to slove it?like polynomials?
maybe u can first help me with summation?
i m sorry for the question ,i didnt know it would take this much time(┬┬﹏┬┬)
It would be half as long if I didn't fuck up
oh ,is it bad ( ̄_, ̄ )
it seems like an annoying question

