#help-13
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@inner dawn Has your question been resolved?
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Does this make sense or do I not know what inverse functions do?
i don't think that's the way they want you to solve it
Yeah true, but was my initial idea correct?
That's how inverse functions work ye?
Get back da OG angle
it should work, yeah
.solved
Closed by @trail dune
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ty
you'll need a calculator though
by the way
you need to make sure you put the angle in the right quadrant when you use inverse sin
you'd need to use a calculator to find x, but you don't need one to find sin(x/2), cos(x/2), and tan(x/2)
✅
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✅
How does this make sense? It feels like we just completely disregard it as being an inverse n just stick a theta symbol on it n tell da inverse to kick rocks
Ask yourself what cos inverse of x is really saying
This huh
If $\sin(2 \arccos(x)) = \sin(2\theta)$, then $2 \arccos(x) = 2 \theta$.
King Leo
No, not that part. Just the concept of cos inverse of x
I can just look at it as a placeholder for the angle then yeah?
$\theta$ is the placeholder for an angle.
King Leo
Yes, it's referring to an sable with a specific property
I know but like
@trail dune explain the arccos function in english (i believe this is what silkster is looking for)
We extracting the angle back from the given values no?
What do the given values (in this case, x) represent
The value of cos right?
Explain in english. Idk what cos means (i do, but its important for you to understand how to describe arccos)
We can find the angle that was used to find the adjacent/hypotenuse ratio
Perfect
Now that you have that angle, youre plugging it into sin.
Can you explain sin in english?
?
We get dat angle back apply it to sin2, n since it's double, we can apply da double angle formula
Is that correct?
ty for the help bro
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The question is to find the gradient of the curve x=cos(2y) at x=0 (using the identity dy/dx = 1/(dx/dy))
This is the answer working out
I got dx/dy correct and the answer correct, but how did they achieve the second last step?
I dont see any similarity from the 4th to 5th step except for the 2's
they plugged in the equation they got for 2y into the derivative dx/dy
it results in -2 if k is even and +2 if k is odd
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i got 7/20 but its wrong i need help
why did you post the same problem here?
andrew told me to
Bc i claimed the channel first
sir do you know whos able to help?
i can help
im gonna be late for school
ty sir
so okay first
the question is asking in what probability do only one of the two will qualify, correct?
(Jack Qualifies) x (Charlie doesn't Qualify) + (Jack doesn't Qualify)(Charlie Qualifies)
yes
Question asks that ✓
i got 7/20, it was incorrect though
First the chance of Jack Quilifying is 3/10 but Charlie NOT qualifying is 1/8
So you multiply that to get ONLY Jack qualifying
3x1/8x10
Same context
the chance of Grace qualifies is 7/10
No
ty guys
np ?
@urban otter Has your question been resolved?
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The answer will be a= (then idk)
No I need help
I suggest you to expand 3(2a + b) first
6a+3b?
correct
so you now have w = 6a+3b - 4
since, like you said, we want it to be a =, what do you think is the next step we should do
+4 to each side?
W+4=6a+3b
-3b maybe?
W+4-2b=6a
Nice!
*3b
what do you think we should do next
Divide by 6
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hey any body will help me in basics of parabola?
!da2a
No need to ask “Can I ask…?” or “Does anyone know about…?”—it’s faster for everyone if you just ask your question! See https://dontasktoask.com/
just ask lol
wdym?
the bot said what i mean
maybe.
Like from the very basics?
You know quadratic equation right?
yes
And you know the graph of the quadratic equation is forming a parabola
@cedar bobcat Has your question been resolved?
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$x^2 + 3x = 7a - 12 - a^2$ find all values of a such that the equation's product of roots is equal to 0
I have no idea how to start
asm
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<@&268886789983436800> lmao
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Wtf
At first it looked like he was going to do some wwe move
Then i saw that thing
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yup
nopw
resend your question
will u teach me basics of parabola?
cant do that without a specific question
thnk
could you send the original question?
this 1
this is unrelated to quadratics
this is related to the definition of trig functions
cos(x)/sin(x) = cot(x) by definition
there's no equals sign
shit
so you aren't solving anything
sry i hve send u the limits 1
find the coordinates of the focus, axis of the
parabola, the equation of the directrix and the length of the latus rectum
<@&286206848099549185>
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how do u k this ncert?
it's very clearly ncert lol
?
@cedar bobcat Has your question been resolved?
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could anyone help me find list of undefined math operation?
such as
division by 0, log(0), pow(0.0, 0.0), etc
just up to around bachelor university math
im sure theres a wiki page somewhere
I did find undefined math wiki, but I think the list is fairly not complete. maybe I open the wrong one?
like this one don't have log(0)
https://en.m.wikipedia.org/wiki/Undefined_(mathematics)
In mathematics, the term undefined refers to a value, function, or other expression that cannot be assigned a meaning within a specific formal system.
Attempting to assign or use an undefined value within a particular formal system, may produce contradictory or meaningless results within that system. In practice, mathematicians may use the term...
@broken ice Has your question been resolved?
Basically from what I remember from real analisis is that undefined just means that zero isn't the only answer. Eg 0/0 can also mean infinity at the same time.
@broken ice Has your question been resolved?
alright thx all
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I must aqquire helppp C:
Similar values have been found for mussels on the seabed in the Arctic
the age of the mussel and the length of the mussel shell as shown in the table.
Mussel age (years)
Shell length (cm)
In one model, it is assumed that the length of the mussel shell as a function of the age of the mussel is one
function of the type
L(t)=b.tª,
where L is the length of the shell (measured in cm) and t is the age of the mussel (measured in years).
a) Use the data in the table to determine the numbers a and b.
b) Use the model to determine the length of the shell of a clam that is 24 years old
old.
c) Determine the number L'(24) and describe what the number tells about the growth of the clam shell.
the table thingy the upper line is mussel age in years the lower part is shell lenght in cms
Ive used the formular for finding a and b but im not sure if ive done it right?
i mean i picked the two first coordinates is that correct?
this is the results i got
i dont understand how to begin on b T_T
im using Maple if that helps
like as a math program
this is my question to task b) im guessing that i have to put it like this? L(t)=0,79*24^1,335 ?
would that be correct?
dies in confusiono
@paper coral Has your question been resolved?
@paper coral Has your question been resolved?
@paper coral Has your question been resolved?
I think I can help you @paper coral
Just give me a sec
So we want to fit the data to the model L(t) = bt^a
ye i think i figured it, i atleast handed i hope so XD
ty for tryin tho idk how to close this
now
Okay goodjob but just for comparison what I got is a = 0.654787 and b=1.2302
Almost the same as yours 👍
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Help
So let’s say u got a bottle of cologne and it’s 500$ for 200ml
And u have 50ml left
How much is it worth ?
you can write a ratio
?
like a fraction of dollars to ml
$500/200ml = x/50ml
You can divide the numerator and the denominator by 4
To get the same denominator
125/50 = x/50
x = 125$
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Is there a formula to take 12 equally shaped sizes slices of a pizza?
like i want 12 equally sized slices of pizzas
dont think you particularly need a formula
if you have a protractor or something just cut a new slice at 30 degrees from the previous (from the center)
assuming this pizza is a perfect circle anyway
@warm apex Has your question been resolved?
so we just use angle as a way of measurement?
oh that does make sense
ty
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Can I get an assist?
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please help with this question of functions, the options are A) 4 B) 10 C) 11 D) 16
!status
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i dont know where to begin
Try filling in whats given first
I tried replacing x with x/3 but it didnt seem to help
Try filling in f(8)
think about this, how do you fit f(8) into the equation f(3x)-f(x)=x
uh, i will try
Basically, fill in x=8 into the equation
um..like this?
It's actually given in the answer key, but I don't understand how it works
So I was looking for another approach to it
But couldn't think of any
Evaluate this
😭 I'm pretty sure I am more confused now
Questions like this are just a lot of trial and error
I am not sure if this is trial and error
Going into paths that may lead to a dead end, but unknown until youre traced them
in the answer key they have replaced x --> x/3 infinite times
Unless you instantly see how to do it, its trial and error
To get to 0?
Hold on I'll send the answer
I'm not sure how I'm supposed to think like this in the actual exam
@frigid dust @high bridge
hmm
I dont get why replacing the x value with x/3 infinitely will result in the first term being just f(x)
Its getting a new equation, and then plugging it back in
If you want you can take y=x/3 and get the same result
nah the answer is completely different
<@&286206848099549185> if anyone can explain the answer key or has an completely different approach, kindly help
i can be, but that way f(0) = -1
This is the solution btw, just repeated
and f(14) becomes 13
\begin{align*}f(x)-f(x/3)&=x/3\f(x/3)-f(x/9)&=x/9\f(x)-(f(x/9)+x/9)&=x/3\f(x)-f(x/9)&=x(1/3+1/9)\end{align*}
Bonk
Do you see whats happening?
i dont understand the 3rd step actually
From 2 to 3?
We rewrite line 2 as: f(x/3)=f(x/9)+x/9
Then we plug that back into the equation on line 1, to get to line 3
We repeat
Line 2 becomes x/9 and x/27
Yup
alrighttt
So we get f(x)-f(x/27)=x(1/3+1/9+1/27)
wait, how many times do I actually do it?
time alloted for this question is just 3 minutes in the exam
Gl
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Have I classified this algorithm correctly?
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im not sure how to rearrange this, i got up to dy/dx (x) = y^2 but idk where to go from there
this is separable
pretend dy/dx is a fraction
arrange everything so that you have dy with only things with y on one side and dx with only things with x on the other side
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currently trying to learn functions for precalc and trying to find the domain of f(x)=1/x-3. i havent seen anything like this yet and dont really know what to do. thanks!
do you know the meaning of domain?
its all possibilities of x?
1/x-3 or 1/(x-3) ?
yeah when the function is defined
its 1 over x-3
the subtraction isn't going to be a problem but division is sometimes undefined
you can't divide by 0
ah im kinda confused
i dont think i need to solve that equation
if i have -1=0.5x whats the proper way to factor?
wait nvm i did it wrong
the range will be everything except when the denominator is zero
this is a different problem
yeah i was doing one i wasnt supposed to
g(2) just means the value of the function at x=2
oh wow dang i was trying to find the equation
you can just read the graph
So g(2)=?
4
You’re finding the x such that the value of the function is 2
is it -3?
Yeps
so if its f(x)= 3 its on the x axis?
Well not how'd I'd phrase it but yes ig
i dont really understand whats goin on on these graphs, we literally just went over what a function is
im suppossed to find f(-2) f(-1) f(0) f(1) f(2) of f(x)=8x^2-7x+3
i did them all individually just wondering if theres a faster way than just doing them all one at a time
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how to dedtermine absolute convergence of this series
convert sinh to tanh
@inner solar Has your question been resolved?
but these are identities for arctan not tanh arent they?
ohh mb i confused it
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the original exponent is n-3
i need exponent to be (n-2)/4
i dont know how to do it
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Do how you do these 2 question?
do you know about the identity sin(2x) = 2 sin(x) cos(x)?
Uh no ●_●
I can search it on Google rn tho
an identity is an equation that is always true for all x
for example 2x + 2 = 2(x + 1) could be an identity
you can use that here
instead of asking "find the value of sin(2x)"
you can ask "find the value of 2 sin(x) cos(x)"
and its guaranteed that sin(2x) and 2 sin(x) cos(x) are essentially the same thing
identities are figured out, but figuring them out I dont think is necessary for your problem? I am not sure though
●_● for me I js have a problem for tan sin and cos cus I barely know it
in that case we can take things one step at a time
first, with tan(x) = 4,
you know tan represents a ratio on a triangle, right?
Opposite / adjacent
now we can draw a triangle that represents this
you can think of a triangle with opposite side = 4 and adjacent side = 1
this would be a triangle where tan(x) = 4, right?
Ye
Oh and by a² + b² = c² we can find out the hypotenuse
Hm ●_● doesn't that mean it's square root of 17
it will come out right in the end
now from here, we need twice of the original angle
to think about this, notice something interesting about the ratio opposite / adjacent
if you doubled all the sides of the triangle (if the triangle is twice as big), would its tan(x) change?
Oh no it wouldn't
that means if you scale all the sides of the triangle by the same amount, would its tan(x) change?
well thats not possible since √17 is irrational
but we have a way to work around this
think of drawing the triangle on grid paper
your triangle's diagonal would go from (0,0) to (1,4), right?
Yea
now if we want to draw the same angle, we would need another triangle with the same shape
that would mean the opposite side is 4 times longer than the adjacent side
(and is at a right angle to the adjacent side)
no
commonly, a square has all of its sides be the same
however I am asking you to make something else
Oh so you mean make another triangle but just flip it over?
do you have grid paper with you?
do they allow you grid paper on the test?
Yea
then you need to have grid paper with you
this is what it is for
this time I will show you what it looks like on a grid
👍👍
here is what the original triangle looks like, right?
ye
now take a look at this length
now notice that I am drawing this line from (1,4) to (-3,5)
you can see it looks like the same sort of length but rotated 90 degrees, right?
ye
so can you trust that this new green line is 4x longer than the original (1,4) red line?
uhhhh idk ._.
take a look at it this way
I made the green line by starting at the red point (1,4) then going 4 left, 1 up
compare that to the red line, which was formed by going 1 right, 4 up
if you think about it, these two directions must be at 90 degrees to each other
do you see why?
cus u can make the edge like a square?
its more of that the green triangle is a 90-degree rotation of the red one
yea but what can we do with that info?
here's the original green length
now if I make the green length 4x longer, it would now look like this
you can see all I did was copy-paste the same "4 left, 1 up" kind of line
oh ok but now what?
now consider this triangle
notice that this triangle has the side from (0,0) to (1,4)
and the longer side that we talked about
now we already drew this side at a right angle
then we made that side 4x longer
that is where this triangle came from
so does it make sense that the opposite / adjacent for the green triangle is 4?
yes
by similar triangles you can use the ratio of the horizontal distance of opp (16) and the vertical distance (4) of adj
So how do we calculate the awnser
I already know the awnser is 8/17
Cus I got the awnser sheet
But I'm js want to know how
its sort of like 16/4, but really its 4√17 / √17
remember that original side from (0,0) to (1,4) isnt 4
now whats important about the red and green triangle is around here
we've established that both of the triangles have the same tan(x)
so does it make sense that the same angle x would be in both triangles?
Ye
now sin(2x) = sin(180 - 2x), right?
Ye
now take a look at this triangle
then, this angle
we have x = the red angle
2x = red angle + green angle
then 180 - 2x is?
@rare grail 180 - 2x is the white angle
@rare grail the angle that is part of the white triangle
Uhh 28.07? If ur talking about like the theta of the while triangle
Ye
sin(180 - 2x) = 8/17
and sin(2x) = sin(180 - 2x)
so sin(2x) = 8/17 too
so you figure out now that sin(2x) = 8/17 by drawing a version of 2x then sketching its sine
np
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Can someone prove associativity for Zn brev
you can use this definition to get a "formula" for adding two residues together
so for example 2 + 3 would be the first or second line except with (2 + 3) for k
using this, you can show (a + b) + c = a + (b + c) by just having those appear in for k in the definition, then using the integers's associativity axiom
@vestal sandal Has your question been resolved?
Are you saying something like this
Could you please explain further @upper laurel
a bar = {x in Z | x - a = 0 (mod n)}
b bar = {x in Z | x - b = 0 (mod n)}
a bar + b bar = {x in Z | x - (a + b) = 0 (mod n)}
isn't the first condition only true for something that is completely divisible
like 6 mod 2 is 0
n times a
where a is 0
how do we know any a or any b is completely divisible or not
and isnt k the remainder itself
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We can construct a sequence of integers by adding to each number twice the sum of the digits that compose it. For example, starting from 1000, we obtain:
1000 + 2(1+ 0 + 0 + 0) = 1002;
1002 + 2(1+ 0 + 0 + 2) = 1008;
1008 + 2(1+ 0 + 0 + 8) = 1026;
and so on.
How many starting numbers strictly lower than 2025 make it possible to reach the number 2025?
wdym
i have no idea wtf this sequence is
yes
yes
id write code honestly
so therefore
i thought about it
how
you sure this isnt a coding question lol
oh wait yeah
wdym
no it isnt
its a normal question
okay then ill think about it lol
whats the next number
1026 + 2(1 + 0 + 2 + 6)
right
we are adding 18
yeah
1044 + 2(9)
why are we adding 18
I feel like we just constantly keep adding 18
then it becomes 36
then 18
18 18 36
funny pattern
we have to like add a limit of numbers to test
x' = x + 2 * S(x), where S(x) is the sum of the digits of x
Suppose x' = 2025
x = 2025 - 2 * S(x)
The numbers need to be in this exact form.
the process onward is just trial and error and testing each number
which sucks
@native heath
lol ik
but you can set limits
yes
in the sense test numbers that could theroitacaly work like from suppose 1900-2025
cuz suppose below 1900 it possibily wouldnt get 2025
making the trial and error easier
also factoring out even numbers
but
I made a code in python
def sequence(num):
num_str = str(num)
digit_sum = 0
for digit in num_str:
digit_sum += int(digit)
result = num + digit_sum * 2
return result
count = 0
for num in range(1, 2025):
if sequence(num) == 2025:
count += 1
print(count)
it gives me 4 as the answer
but ima have to proof check that
that only does the operation once though
wdym
it does the x' = x + 2Sum(x) once
in the original question you can do it more than once
are you talking about the code?
yea
so how could i fix it
it needs to be in loop till 2025
you need to apply sequence over and over again until it reaches 2025 or surpasses it
im blanking can u like input the needed improvemnts in the code
like form my message
you need to make a while loop
so it loops over and over
till it reaches the value
of 2025
def sequence(num):
num_str = str(num)
digit_sum = 0
for digit in num_str:
digit_sum += int(digit)
result = num + digit_sum * 2
return result
count = 0
for num in range(1, 2025):
if sequence(num) == 2025:
count += 1
print (num)
print(count)
so like i make the while loop
uh
this is still not right i think
wait
def sequence(num):
num_str = str(num)
digit_sum = 0
for digit in num_str:
digit_sum += int(digit)
result = num + digit_sum * 2
return result
count = 0
for num in range(1, 2025):
current_num = num
while current_num < 2025:
current_num = sequence(current_num)
if current_num == 2025:
count += 1
print(num)
break
print(count)
i think it makes sense now
i got 48 as a new answer
1847
1849
1853
1855
1859
1861
1865
1867
1871
1873
1879
1885
1887
1889
1891
1893
1895
1903
1905
1907
1911
1913
1919
1925
1927
1929
1931
1933
1935
1937
1939
1941
1943
1945
1951
1957
1959
1963
1965
1967
1971
1973
1977
1983
2001
2003
2007
2013
love bruteforce
same, it's great
wait just to clarify bruteforece as in trial and error right?
checking every possible number, yea
just did it in desmos
basically
n = [0...2024]
n -> n+2*s(n)
then count how many there were reached 2025
wait no there is an error
how does 1847 give 2025
,calc 2007 + 2*(2+0+0+7)
but ur saying u got 48 too
Result:
2025
there it reached
48 total numbers, yea
it does?
why doesn't it work?
,calc 1847 + 2*(1+8+4+7)
Result:
1887
wdym
that was your original question no?
no
doing the operation until you get 2025
you did it over and over here
but if you mean just do the operation once, then it becomes much easier
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Is this the correct way to tackle this problem?
It was more to see that I wasn't making a mistake
you did not
But that would be an acceptable way of showing how I found c on an exam?
to me yes but depends teachers so that's why its better to use delta = 0 cuz its probably how they want you to do
Fair
But thank you
Oh another problem
How do I "show" that the graph of P(x) = x³ + x on crosses the x axis once?
Like properly
Because this feels like a dumb way of doing it
Especially the +x part
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In a paper of English there are 5 questions such that the sum of marks is 30 and the marks for any question is not less than 2 and not more than 8. If the number of ways in which marks can be awards is a 3 digit number xyz then value of (x+y+z) is
i tried solving with princle of inclusion and exclusion but wasnt getting any furthur
I'd try subtracting one from each mark
can you elaborate
first what i did is satisfy the lower condition of marks greater than 2
I mean like instead of working with the marks itself, works with the marks - 1. That way the bounds will become 1 <= mark - 1 <= 7, and the "mark - 1"s will sum to 25
the motivation behind this is having better bounds to work with
let me try
wdym?
oh it sums to 30 i get it
It's basically ⭐ & 📊
basically it wants the total permutations of how we can distribute 30
i don't know how it's solved
after doing this i am not getting a 3 digit number
what did you get
usaullay there's only a few cases that are not allowed, and i can manually figure it out
hmm it shouldnt be that complicated
19 * 18 * 34
3 cases actually
when 1 question gets marks greater than 8, when 2 gets , when 3 gets
the lower bound condition is pretty easy to do it
ye
the main complication is the upper bound
maybe it should just be upside down
we can get 40, and we want 30
so there's 10 negative marks to distributte
yeah
combining inclusion exclusion with stars & bars also works
what do you mean by this btw?
will using 3 additional dummy variables help?
like thats the no of questions which can get a max of 8
and then if i put the lower bound condition
the smallest amount is 10, and there's 20 marks that go anywhere to add up to 30
but also the highest amount is 40 and there's 10 marks that we can subtract
and 10 is less than 20 so maybe it's easy
but it's not by much
will multinomial theorm help
i got an answer by inclusion-exclusion
i will just brute force it to verify it in python
Yep, it's correct
what did you get
826
basically I shifted the marks down by 2, which means that im just trying to find solutions to
a1 + a2 + a3 + a4 + a5 = 20, where 0 <= ai < 7
so firstly we can ignore upper bound and directly apply ⭐ & 📊
that'll be 24 choose 4
yeah so my way is a bit easier
10 into 5 but 7+ is not allowed
3 into 5 = 35 wrong ways
times 5 for the choice of which one is 7+
1001 − 175 = 826
because 10 is less than 20, there's no way to get two variables out of bounds
that's the same thing probably
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Isn't the lower quartile supposed to be 2.25th value and higher 6.75th values?
,rotateccw
@dusk pike Has your question been resolved?
@dusk pike Has your question been resolved?
You are right, it should be that
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TRIGONOMETRY
I cannot find the value of x in the image.
Lmao 'THEME'.
oh you can find similar triangles
how so?
how
yeah i see, but how do I like.. find TP?
we don't need to find TP
is it like 17 - x?
what would be the formula for it? since it's a obtuse triangle?
it doesn't matter if it's obtuse, we just set the ratios of sides equal
you can say RS/RP = RT/RS
so basically, 10/17 = X/10 ?
Yes
so, 100 = 17x, 17x = 100/17, x = 5.9 ? Like this?
Yes 5.9 is correct
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hello I have a very quick question (vaguely related to series and limits):
if I want to show that some a(n) is bigger than another b(n) for n → ∞
is this enough proof, is it legit?:
lim(a - b) = ∞
→ a(n) > b(n) for n → ∞
concrete example:
ln(n) ≤ √n at n → ∞
because
lim(√n - ln(n)) = ∞
sorry for terrible notation I wrote this from my phone
any help is appreciated
if anyone replies pls ping me
you just want to prove lim(a-b)>0
is it legit
does it definitely prove that one is bigger than the other
@dull oxide
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
I mean there's no problem that was given to me I was just thinking about this
but we can use the example:
prove that n^p > ln(n) as n → ∞ for any p > 0
sorry if the question is simple lol it's late in the night for me
This problem is kind of weird
there's some ambiguity to the way it is asked
how so
is it about the n → ∞
we can also say c ≤ n < ∞ where c is just some big number
sorry I'm not good at making math rigorous
Consider the two series $a_n=2^{-n}$ and $b_n=-a_n$. Every $a_n>b_n$, but they converge to $0$. Also, you could do $c_n=n+a_n$ and $d_n=n-a_n$, now, both series diverge, but still every $c_n>d_n$, and their difference converges to zero
SWR
🤔
thank you for taking the time to write this down but I don't see how it relates to what I asked
wait nevermind
I see how my question is inherently flawes
flawed*
thanks for the time
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i am so bad at python 😭 hopefully people can see what im trying to do with the loop but it just doesnt work at all, im wanting to work out the derived length of a group and i know i have to use a recursive function but i have literally never done that before any assistance would be appreciated
Please ask math questions.
is this not a math question?
the derived length is the number of times you have to take a commutator subgroup of a group G until it is the identity group and not all groups have a derived length
if im not meant to ask this here could i be directed to where i can ask it
is PermutationGroup(M) doing what you hope it does?
i figured basic python is a part of maths so idk a single degree you do where you wouldnt be doing this
I would expect from the name that it gives you the group operating on the elements in the list
not the subgroup generated by those elements
but thats just guessing, havent checked the doc
PermutationGroup(x,y) gives you the group x^i*y^j for arbitrary x and y
theres a better way of saying it
hmm
but also derived length of S2 should be 1 but it always just gives me the highest number i put as the range -1
wait
the last two lines should be intended, no?
you are just running through the loop ten times and then generate Q once
if i had
x = Permutation(1,2)
y = Permutation(2,3)
P = PermutationGroup(x,y) would just be S3
honest to god i have no idea how loops work that well but ill try to see if it should be indented
omg im so stupid
i knew it would be something like this
i just didnt indent Q = PermutationGroup(M) lmao
how do i stop a loop early btw
that should be something i know
break
okay thank you
im glad i had the right idea and it was an indentation error i feel less stupid
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hi so uhm i need help with this question. ive tried multiple times with the steps provided on the video and it still says im incorrect , to the point i got fed up and used ai . i put in ai answers and its still wrong .
!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 was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
3 and 1
what was your answer, and how did you get there
there was a video attatched , and the question changes every 3 times i got it wrong so i have no data of any previous workings.
walk through how you might try to do this one
im srry i rlly dont know , i was never taught this either .
do you know the formula for the circumference of a circle?
do you know the formula for the area of a cylinder?
Sniped twice
not rlly
maths isnt my strongest subject so im not rlly caught up to people in my class either
the area of the label will be its height times the circumference
does it say in the book?
it's like height times length but the length is wrapped around
what book?
do you not have a textbook you learn out of?
no?
where are you getting these questions from?
You should get one
online
its homework
set everyweek
homework from who?
why does that matter?
the people that give the homework dont give explanations of how to do it?
my teacher
they just say " use the video attatched" and thats all they do
yeah i used the same calculations and everything but it still ays im wrong
Did you make sure to give answer to 1 decimal place?
yes.
And you did 100 * green area / total area?
ey
And what were your calculations for the areas?
. @glad peak
Just replace the numbers with what you have now, I just need to see what formula you used
yes i have no data of ANY calculations ive done so i dont have ANYTHING right now but a blank answer
but do you have recollection of what formula you were using?
i check the video every time for that
Did it look something like 2 * pi * 11 * 5?
ok
you need to know them by heart (not needing to have to look it up each time0
thats also kinda the reaosn why i reached out for help
do you know the formula for the circumference of a circle?
but you only need to look it up in the video once, then write it down right?
it's 2pi*r
what does that have to do with the label tho
the label is like a rectangle wrapped around a circle
it has a height, and its width is the circumference
so the area is height * width or height * circumference
okay i take that back
i wanna ask
@twilit bison for part b
is it 38%
idk how to do part a , its not on the video anyway
khanacademy
Use this website
that's not what i got
Learn about surface area if the course is available
i think you'll need to do part a in order to do part b
well i got 37.9 percent by following the calculations
on the video
would you like me to check your calculations?
Yes pls
first i did
2xpix24x5
i got 24 by adding 11 = 13 together
then i did pi r squared which gave 25pi
i added 240pi and 25 pi and 25 pi to get 290 pi .
thats 1 calculation done
then i did rx11x2 to get 110
then i did 110/290 to get 11/29 to get 37.9%
omds the multiplication marks
disappeared
try putting \ before *
ill just put an x