#help-17
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have a banana :3
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why is it not working
,w determinant [ [-1,2,1],[-3,2,-4],[0,3,-5]]
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well everything "follows the intermediate value theorem" on x^2 because its continuous, but its just not going to tell you anything in this case with a and -a
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what does IVT tell you
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Is this correct
yes
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creo que normal es $Ax + By = C$ para lineas
hayley!
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Suppose $f:(a,b)\to \mathbb{R}$ and $g:(a,b)\to \mathbb{R}$ are differentiable and $c\in (a,b)$. Suppose $f(c)=0, g(c)=0$ and $g'(x)\neq 0$ when $x\neq 0$ and that $$\lim_{x\to c} \frac{f'(x)}{g'(x)}$$ exists and is equal to
Austin
@mild flower 
You mean x \neq c instead of 0?
bet
shut up jan
definitely not me
ur mom did
can you guys stop
aight lol
well for starters what have you tried
U know what I'll just go ahead and drop a hint: MVT
honestly, it says to compare to the other exercise
but there is no work done for that one
so I thought about how to show g(x)!=0 when x!= c
but
I am completly stuck
so
a bigger hint would be apppreciated here
What would happen if g(x) were equal to 0 for some x != c?
im not sure, like I bet division by zero somewhere
but I dont see where or why it is important
Think about this/Rolles
you'll soon find a contradiction
if g(c)=0
and g(x) where x not c = 0
then in between x and c
there has to be a point say h where g'(h)=0
by rolles theorem
and
h not equal c
so this would be g'(x) =0where x !=c
so g(x) != 0 when x != c
has been shown
alright
and then now we already have that lim f'(x)/g'(x) exists
but we want to show it equal to lim f(x)/g(x)
where does this previous fact help us
well
at x=c g'(x)=0=g(x)
so could we just replace this in the limit
and now have limit x->c f'(x)/g(x)
instead of g'(x) on bottom
and then perhaps we should replace the f'(x) with the difference quotient of f(x)
or am I just blabbering chartbit
so u r the one actually blabbering
i never denied it
I’m trying to figure out what the way they wanted you to do it 
chartbit does the opposite of blabbering
Yep, just lurk and react for the most part 
i didn't notice, at some point did you consider writing
$$\frac{f(x)}{g(x)} = \frac{f(x) - f(c)}{g(x) - g(c)} = \frac{f(x) - f(c)}{x-c} \frac{x-c}{g(x) - g(c)}$$
Bungo
where in the first equality we use that f(c) = g(c) = 0
I considered it but I couldn't ever write it that well
it might be fruitful, and in that last factor you can see why it's important that $g(x) \neq 0$ when $x \neq c$
Bungo
why?
because g(x) - g(c) = g(x), since g(c) = 0
then all we have is (x-c)/-g(c)
and you don't want to divide by 0
or at least i don't want to divide by 0
you might
@ gtbot
if we take limits, this is f'(x)/g'(x)
but it isn't lim x->c f'(x)/g'(x)
or atleast we haven't shown it is
ok, plan b then
$$\frac{f(x)}{g(x)} = \frac{f(x) - f(c)}{g(x) - g(c)} = \frac{f(x) - f(c)}{x-c} \frac{x-c}{g(x) - g(c)}$$
Bungo
plan b looks a whole lot like plan a
what does the MVT tell you about the two factors on the RHS
no, it's the same equation but we're gonna do something different with it
well
there is a f'(c) eequal to left factor
and there is a 1/g'(c) equal to right factor
maybe call it something other than c, since c is taken
call it zeta
maybe f'(a) and g'(b), where a and b are numbers between x and c
or a and b
those work too
sure
so
$$\frac{f(x)}{g(x)}=\frac{f'(a)}{g'(b)}$$ for some $a,b\in (x,c)$
Austin
now we're going to look at the limit as x->c
the interval gets squeezed
notice that as x->c, then so do a->c and b->c
not quite
where did we even use the fact that g'(x)!=0 when x!=c
because the problem is asking you for $$\lim_{x \to c} \frac{f'(x)}{g'(x)}$$
Bungo
note the same x in the num and denom
whereas your a and b are not necessarily the same
but as we squeeze our interval
to c?
okay nvm I see wym
but don't we always have this inqeuality for all x in (a,b)
so we can just choose an x s.t a=b? by squeezing our intervals tightly
hmmm
maybe try some funny business like $f'(a) = f'(a) - f'(x) + f'(x)$ and similarly for $g'(b)$?
Bungo
uh
probably not literally that but something in that spirit
you basically want to bound $$\frac{f'(a)}{f'(b)} - \frac{f'(x)}{g'(x)}$$ when $c < a < x$ and $c < b < x$ and $x\to c$
Bungo
I'm confused wym by that
well you need to argue that it's ok that you have f'(a) / g'(b) where a and b aren't necessarily equal
and that you'll still get the same limit as if you had f'(x)/g'(x)
that part I understand is my next goal
so one way to do that is to show that the difference between those two fractions is negligible as x->c
c<a<x as x->c
so a->c
same for c<b<x
b->c
so it goes to 0
so they go to eachother
?
i think you need to spell out the details..
so considering this
as x->c
c<a<x
becomes
c<a<c
and similarly for b
c<b<c
so a=b=c
so f'(a)/g'(b)=f'(c)/g'(c)
and as x->c the other term also becomes f'(c)/g'(c)
so their difference tends to 0
you don't necessarily have that f'(x) -> f'(c) and g'(x) -> g'(c), do you?
you just know that f'(x)/g'(x) -> f'(c)/g'(c)
why is that?
isn't that what's given?
they don't say that f' and g' are assumed continuous at c
unless you can somehow deduce that, but i don't think you can in general
they are differentiable
over (a,b)
so they are continuous over (a,b)
c in (a,b)
oh f' and g' not f and g
like i could have f' = g', and the quotient will be identically 1, whether or not f' is continuous
derivatives of differentiable functions have the intermediate value property, but they aren't necessarily continuous everywhere
okay, so sure lets say I accept this. Where did I even use it
the IVP means that they can't have jump discontinuities, but they could have the bad oscillatory kind
i'm not sure, because your argument wasn't clear, but it looked like you might be assuming that
well maybe I was, but if I have this then I wouldn't need that assumption, then would it hold up
?
i think you need the more souped-up powerful version of the MVT
to get something of the form f'(a)/g'(a) instead of f'(a)/g'(b)
mmm, can you prove it on the fly maybe?
because i think you basically need the same argument
what's the context, this is an analysis class iirc?
here's the proof from spivak, it's all of like 3 lines long
"the simplest of tricks suffices" - maybe just replicate that trick here then
instead of citing the cauchy MVT
if you have that, then the argument becomes very simple
your f(x)/g(x) becomes f'(a)/g'(a) for some c < a < x
and then as x->c, so does a->c
boom, done
when you have f'(a)/g'(b) the argument becomes a lot more wriggly
because you're only given that the limit of f'(x)/g'(x) exists
same x above and below
so you need to maintain quotients of that form
that's why the cauchy MVT is the key here
it gives you quotients of that form
okay but Bungo I hate to keep asking questions but I am lost, I see your idea about the cauchy MVT but where are we applying that?
well let's argue in terms of epsilon/delta
you want to show that if f'(x)/g'(x) -> L, then f(x)/g(x) -> L, so given epsilon > 0, we want to show that there's a delta > 0 such that
|f(x)/g(x) - L| < epsilon for 0 < |x-c| < delta
you have shown via Cauchy MVT that f(x)/g(x) = f'(a)/g'(a) for some a between c and x
so:
no
where have we shown this
|f(x)/g(x) - L| = |f'(a)/g'(a) - L|, and that is small because f'(x)/g'(x) -> L
you said "where are we applying that"
this is where i'm applying it
cauchy MVT gives you such an a
maybe strike the "you have shown" and reword as "Cauchy MVT tells us that there exists an a such that"
but how are you replacing f(b)-f(a)/g(b)-g(a) with f(x)/g(x)
yes I recall
look only at the second expression, ignore the last one
f(x) - f(c) / g(x) - g(c)
by the cauchy MVT, that equals f'(a)/g'(a) for some a between x and c
true dat
and now we know that f'(a)/g'(a) -> L, because a is sandwiched between c and x
and hence f(x) / g(x) -> L
?
as x->c
f'(a)/g'(a) goes to f'(c)/g'(c)
so if x->c, then a->c
I thought
they just said it converges to a limit
okay you lose me here then
f'(x)/g'(x) converges to some limit L as x->c
given to us yes
so given any epsilon > 0, i can make |f'(x)/g'(x) - L| < epsilon provided that x is close enough to c
and if x is close enough to c, then certainly a, which is between c and x, is close enough to c
so |f'(a)/g'(a) - L| < epsilon as well
i can do this for any epsilon
yep
and it is given that f'(x)/g'(x) -> L
and since you had f(x)/g(x) = f'(a)/g'(a)...
you can conclude that f(x)/g(x) also -> L
we have this from cauchy mvt?
yep
no...
f(x)/g(x) = (f(x) - f(c)) / (g(x) - g(c))
because f(c) = g(c) = 0
so i'm just subtracting 0 from the top and bottom
very confusing yes
okay ty bungo I am pretty sure there is enough here I can gather myself upon a few rereads
nice
cheers
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could someone explain what happened here
i understand the second line
where they brought down 2 from log(x^2)
but i got totally lost after
they subtracted 2log(x) from both sides
and also subtracted log(1/4) from both sides
but how did they get logx alone
$3 \log(x) - 2 \log(x) = 1 \log(x)$
Ann
ignorantia legis algebrae non excusat
oh i didnt know that was legal
you didn't know the distributive law??
or did you delude yourself into thinking that the presence of logarithms somehow overrode it??
subtraction is distributing over multiplication here
wheres the multiplication here?
3 and log x are being multiplied
What do you mean
to get from 3log(x) - 2log(x) = 1 log(x) you are performing a subtraction yes
because 3 - 2 = 1
do you understand that this becomes log x?
what?
yes, this is called the distributive law
Yes
Subtraction distributes over multiplication, like this: $$ 3 \times \log x - 2 \times \log x = 1 \times \log x $$
rti
$3 \cdot \log(x) - 2 \cdot \log(x) = (3 - 2) \cdot \log(x)$
Ann
@river kettle do you see it now
why is (3 - 2) taken as a factor?
What do you mean
cant i just look at is 3 - 2 and ignore the log
and it would still work
would that cause problems
Not here
no you cannot just ignore the logarithm.
this is like looking at the expression 300 - 200 and saying "can't i just ignore the hundreds and say this is just 3-2?"
is this a log law
no
this has nothing whatsoever to do with logs as such
this is as i have already said
the distributive law
can you show me an example without the log
$3 \times 42069 - 2 \times 42069 = (3 - 2) \times 42069$
Ann
the distributive law
the ac + bc stuff
you're LITERALLY quoting the distributive law
you literally quoted the distributive law just now
like verbatim
lmao
ok
how do I simplify this $\log_{18}100x-\log_{10}xy$ when there are two different bases
water beam
You can use the change of base formula
cob law
cob law?
change of base
What do you mean
i mean just that
can you give an example where you did that
those two are not equal
there is a minus sign
because ln(1/3) + ln(3) = ln(1/3 * 3) = ln(1) = 0
so subtracting ln 3 from both sides, you get -ln 3 = ln(1/3)
$\ln\left(\frac{1}{3}\right)=\ln\left(3^{-1}\right)=-1\ln\left(3\right)=-\ln\left(3\right)$
water beam
that works too
which line
all of them
what about the first?
the first is just the equation we are trying to solve
so it starts from the second line
from the first line to the second line, you use the rules of exponents to get everything in terms of e^x
Hel please the area of triangle A and B
Please go to another help channel
i dont understand
Do you know the rules of exponents?
do you see why e^(x + 1) = e^x e^1 = e^x e
no
everything
even the first step?
everything
for the first step, I used the fact that x^(a + b) = x^a * x^b
not even the second step?
after this, do you understand the first step?
e^x * e^x = e^x^2
Do you mean (e^x)^2 or e^(x^2)? They’re different things
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In this question I got the vector
a hat= 1/2 i + 1/√2 j + 1/2 k
what is the i and j mentioned above?
My question is what is the component of a vector
Vector a =ax i + ay j + az k
ax,ay,az are components not (cosx,cosy, cos z)
Am i right?
yes you are
i, j and k are the three standard basis vectors of R^3
So here their answer is (1/2,1/√2,1/2) are components
Is this not wrong? These are the values of cosx,cosy,cosz
a is said to be a unit vector.
Ohh it's unit vector
Yesssss
Same line😂
Got it thanks
So when we multiply it with 1 it doesn't affect the same as cos
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e^(x + 1) = e^x e^1 = e^x e
Yes?
that's true, but whats the question?
Yes it's right
,w verify e^(x + 1) = e^x e^1 = e^x e
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I'm kinda stuck here 🥲
trying to prove:
\[\lim_{x\to 0} \frac{\sqrt{1+x} - \sqrt{1-x}}{x} = 1\]
ᑎᗩᑕᖇᗴᝪᑌᔑᗞᗩᗯᑎ596
,rotate
sorry for my weird handwriting 🥲

did I write anything illegal in maths there? 😭
yeah
I think Ur handwriting is illegal
Looks better than mine somehow
I can't really shid on u cuz my handwriting is worse
lmao
I really apologise 🥲
that's illegal tho
why didn't you take the limit yet?
there where I'm stuck
my handwriting used to be this bad I believe in u OP
wdym?
you said you wanted to take the limit as x goes to 0
so why haven't you
that would give you 2/2
which is what you want, no?
I calculated the limit, it gave me 1
now I wanna prove it using the definition
ah
that's what I found weird, I calculated it easily, but I'm stuck at proving it lol
do you need to use epsilon delta to prove it?
is there any other definition? (newton's one is forbidden)
eyeballing it 
nah I was just wondering why you couldn't just add extra words to what you already did :p
I wish I could, unfortunately this is maths, not coding :c
I tried to prove it using the definition of a limit
Here's what I did
That's not what he wants
No? Alr mb
no I mean you could say something like "if x \neq 0 then this equals this, so this limit is equal to this limit and this is continuous so its limit as it goes to 0 equals f(0)"
calculating it is easy, now try to prove it
Is the proof not the calculation
Okay I'm lost there
he wants to use the formal definition of a limit to calculate it
So @hollow monolith
yeah?
Like you don't need the epsilon delta definition to still call it math is what I mean but if the exercise is asking for it then that's different
I wish all maths teachers were like you 🥲
You want to get to a form where you have |x|
No im serious 🤦♂️
yeah
or smaller than |x|
ugh w/e you seem dead set on using epsilon delta
'cause anything smaller than |x| is smaller than delta
this doesn't make sense ig 🥲
is this for an intro real analysis class or calc? 
Nyways what you usually do is
You assume some bound on delta to make the denominator turn into a constant
a positive one to remove the abs, already done ig
uhm, no 🥲
just some stupid high-school stuff
wdym by bound?
I'm saying something like assuming delta < 1
we don't it like that ;-;
Then that gives you a max value for 1/(sqrt(x - 1) + sqrt(x + 1))
we only assume delta > 0
🥲
You always have to assume delta is less than some function of epsilon for instance
1 is technically a function of epsilon
i think you just don't know how to do these types of proofs yet 🙃but anyways
here's how I usually prove limits (i chose a simple function to quickly do it)
That'll give you a max value for 1/(sqrt(1 +x) + sqrt(1 - x))
In the range of x such that |x| < 1
Sooo that'll be hmmm
I don't master them yet lol
I also used words btw, it's much easier 😂
ok finding the min value of this denominator is actually low key non-trivial lol
Lemme think
Guess to find the min you could use calculus but that's kind cheating
I wanted to prove it this way
This calculus tutorial shows 2 examples of using the epsilon-delta definition to prove limits! Writing the epsilon-delta proof for a limit is usually considered to be the hardest topic when you first start learning calculus, especially at a college or university level. Hope this video gives you a better insight and my 4-step blueprint gives you ...
I know
oh, my bad
Once you can like... Replace the denominator with a constant it gets a lot easier to come up with a function for delta in terms of epsilon
And then you can say delta < min(g(epsilon), 1)
And that's why it's ok to assume delta is less than say 1
The tricky part is idk how to maximize this in the range -1< x<1 tbh lol
Which is the same as minimizing the denominator
And using AM-GM inequality we can say that's greater than or equal to 2*sqrt((1+x)(1-x))
That doesn't rly help tho hmm
See if you weren't so dead set on using epsilon-delta and allowed yourself to invoke theorems like the limit of 1/f(x) as x goes to c is 1/(lim x-> c f(x)) if limit exists and not equal to 0
Then this would be way easier and would still be provable rigorously :p
that's exactly what I was thinking
let's consider this last shot as a lucky shot 😂
uh not sureif that means we're doing the former or the latter
Oh wait hold on
We can minimize the square of that that'll be a lot easier
So (sqrt(x-1) + sqrt(x + 1))^2 = 2x - 2sqrt(x^2 - 1)
wait rip nvm
lmao
don't tell me this guy is still trying 😭🤣
I feel you photomath, I really feel you 🥲
@hollow monolith Has your question been resolved?
Oh cool amgm
I'd do it if I actually listened to my teacher lmfao
Yeah it doesn't help tho 🙃
Wait shit sorry for the ping
I know the minimum is sqrt(2) and I could prove it ez with calculus but
Idk how to prove it without calculus lol
The what
Min of sqrt(1 + x) + sqrt(1 - x)
Oh
I was tryna prove it so I could find the max of its reciprocal so I could replace the denominator with 1/sqrt(2)
Ah
And I'm tryna do it without calculus since I figured we might as well if he was insistant on using epsilon delta lol
I tried epsilon Delta but could only do the legitimately easy ones
This one killed my soul
Fr
True pains is what epsilon Delta is
Also they expect a high schooler to use it??
He's just doing it cus apperantely
child abuse 🥲
oh or not?
no, we must use the epsilon delta
rip
Then I'm scared for what's gonna happen to me in 3 years from now
actually no, it was my fault, I chose maths branch for high-school, we study only maths and physics, sometimes English and philosophy
that's why we got harder stuff than other high-schools
luckily this year is my last year lmao (I'm 16yo 🥲 )
wait hold on
Wait that's so much like my school
what school? lol
Except for us it's just maths and all 3 sciences
Not gonna reveal my life right here
the only things that matter lol, like what can be done with other objects like history or music? 😂
On god
oh, sorry, I didn't mean to
Nah it's fine w me people ask when they're comfortable, that's good
Anyway imma keep trying to use epsilon delta
okie
Hope I can finish by tonight lmfao
I mean I quite literally just learnt what epsilon Delta is, id need to try some easier examples and work my way up, no?
yeah, that's exactly what I did when I was learning it
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byeee
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hi
to proving this on my textbook they are saying the following : " by the definition of an independent set, Lambda * x = 0 -> lambda = 0. wich means by the proposition 1.2 (2) that x =! 0 "
I don't understand how he can conclude because the proposition 1.2 (2) dosn't implies lambda = 0 -> x =! 0
also "ou" in french meang "or" in english
do the contrapositive
if x is zero, then you can pick lambda != 0 and have lambda *x = 0, i.e. the set {x} is lin dependent
that's true but what confusing me is the implication of the text book wich seems a bit wrong no ?
they are using that if x was zero then lambda x = 0 wouldnt have to imply lambda=0
but well the contrapositive is really the better way to phrase this
there is a case where lambda and x are both equal to zero so the implication is wrong no ?
yes it's ways more clear
but lambda wouldnt have to be equal to zero
so lambda x= 0 doesnt actually imply lambda=0
because lambdax=0 also works for lambda=1
or lambda=17
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i want an equation f(x) where i can put 3 cords a b and c then it draws a line from a to b to c smoothly
you mean interpolation? :)
also note with three points such a polynomial will always be a quadratic when using Lagrangian interpolation
the red line will be what you're looking for
move the points around to see that it always works for any point :)
and note it should be $a.x<b.x<c.x$
MrFancy
@vast shale Has your question been resolved?

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can someone please help
@nocturne isle Has your question been resolved?
Did u try using similarity
AF/AD = AO/AC = FO/DC
Where O is the new point
Use the same on other triangle
Sorry i don't think that helps because it does not utilise the specificity of the problem
Does AF/FD = AO/OC also hold?
Yes
OD is perpendicular to AC
Can we make that guarantee?
I suppose it's plausible that we don't have enough information otherwise, but it's pretty easy to construct a representation where AC and OD are not perpendicular, while keeping the rest of the conditions
actually yeah I'm content with saying that theyre intended to be perpendicular from the diagram, otherwise we're missing information
Nevermind, there's a path through this that's independent of the angle
The area that we're trying to find is a triangle, yes? Do you recall the formula for the area of a triangle?
I don't see it.
I can DM it to you, if you like.
@nocturne isle Has your question been resolved?
I can get every area from 0 to 20, or essentially some number as a function of the x-coordinate of the right most line, the y-coordinate of the top-most line, and the y-coordinate of the middle cutting line
There is one and only one possibility if AC is perpendicular to the unlabelled line extending from D
Might I DM you my solution then to proofread?
Just post it.
I would rather not give out a solution without the opportunity to help the question asker through it.
I am not accepting DMs for this.
That's fine. Your call.
I do agree that any area could be output depending on where the line FE is, but I would recommend looking at the comparison between the area of ABEF and the area of the shaded region.
It's 0 because I can set FE to where AB is
When FE = AB, what's the area of the shaded region?
0
Yep
If we pick an arbitrary placement for FE, what're the areas of ABFE and the shaded region?
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hi
,rccw
can you please verify the 5th question for me
I got ans as B and D but answer key says its B and C
I had an exam today
@vast shale Has your question been resolved?
@vast shale Has your question been resolved?
@vast shale
- Which question do you want to ask?
- Any work?
5th
Hint: It is a geometric sequence
ive solved it
but iw ant to verify the ans
because in my answer its given as BC
i got ans as BD when i solved it in exam
its a multi correct question
give me your step and let me verify it
@vast shale
(tag me if you want me to reply. Otherwise I might miss the message)
but i solved it in rough sheet
i dont have it now
ok i took log
and then differentiated
so i got D as ans
but in ans key its given as C
How do you handle the 1 in the RHS of (b), in differentiation?
Try to rewrite the step and see whether it is really the way to handle 1 😉
(show me the entire step (and remember to tag me after you have finished))
i am getting
the same
thing
ok
Can you se it
See
I don't have a good phone camera
@broken grail
I apologize that I don't quite understand the step you are writing. \
Do you mean $f'(x) = 1 - 1 - f(x) \left[ \displaystyle\sum_{r = 1}^n \dfrac{rx^{r - 1}}{1 - x^r} \right]$? \
If so, could you elaborate on how you get this from formula (write the steps)
kelvinchan9786#0690
see i took the product term in B as y
Show your steps on how you obtain the formula (not conceptually, but explicitly write the mathematical formula, pls)
so like i wrote y in terms of f(x)
i.e. how do you take log and take derivative?
...yes, but you did wrong.
what exactly though
show me how you do it and let me discover the mistake! 🙃
seriously
okay
Lmao getting 1 + f(x) now
@broken grail @broken grail
@paper depot can you help me here
what ?
because f(x) = 1 - y
so it is correct
Here is my sol. Do you get it now?
yes, f(x) = 1- y, so f'(x) = -y'(x)
Do you get how answer C is obtained now?
OK, great.
I hope you understand that the reason of us not directly telling the answer. We hope the askers to discover the mistakes by themselves so they can learn from it, instead of directly telling the answer, which is quite useless. In fact, this is the common practice on most of mathematics group.
We would rarely troll anyone, at least we would not intentionally tell people wrong answers even we know that they are wrong. Hope that you can trust us!
Good luck on the future on mathematics! 🦾
@vast shale
on simplifying I got
This would have infinite solutions right?
How do I find a solution in a specific range
I am struggling alot and can't manage alot of time to practice math
so far you obtain $\sin \dfrac{4\pi}{n} = \sin \dfrac{3\pi}{n}$, i.e. $\sin \dfrac{4\pi}{n} - \sin \dfrac{3\pi}{n} = 0$ \
Hint: use sum-to-product formula
kelvinchan9786#0690
@vast shale
wow
Do you get it now?
yeah i am just wondering why i could not get it myself
so next time you will know how it works. That's rather important
IMO, mathematics is the easiest subject, esp. in college.
The learning progress is quite systematic:
Definition -> Theorem -> Example -> Exercises
(At most of the cases understanding geometric meaning behind definition would hasten the learning pace)
Even in university, the learning progress is similar (Pure math):
Definition -> Theorem -> Proof -> Example -> Exercises
It would much more easier then. Don't feel bad if you can't attempt some questions. Ask and learn them, and feel satisfied that you have learnt something more.
do you think its necessary that i practice math everyday
...practice if you are free / in the mood or you need it
i need it but i am also not free
well basically my questions is should i focus on learning more things in math or practicising more things that i learned earlier
cause i need both
You should practice until you can attempt most of the questions correct (esp. in high school).
No need to be completely perfect, but most of it, like 80 - 90%.
In general College mathematics is not that hard so you don't need a long time on concentrating time.
Understand the concept first and attempt the exercises (Don't make it converse), and at most of the time you should not be reading, but attempting exercises.
I think that it will take you a very short time to finish a chapter.
Hmm...I can't justify it because I read pure mathematics university textbook instead of watching the lecture (I self-learnt mathematics),
but the importance is to find the ways you feel comfortable, so if you think that lectures are ok, that's no problem at all!
yes lectures are ok but like 1-2 year from now i will be in college
and there are no good lectures on college mathematics
like calculus 3 and real analysis all that
so i will have to read
In this case you will need textbook
DM me and let me give you some recommendations.
yeah as i am going to take on a physics course ill need alots of mathematics
...what physics do you refer to? Something like electrodynamics, quantum mechanics, or just basic 3-credit physics subject?
well the course will be a compilation but basically an astrophysics course
but it'll include those
the difference is quite significant!
basically you would only calculus (and occasionally statistics) for college physics, so don't worry about it
but i wanna learn math
things feel more obvious in physics after math
to me atleast
you have already learnt single-variable calculus and vector, haven't you?
Then there is no problem on physics, in terms of mathematics skill LOL
yes i have learned
no
alot of mathematics is required
well thats what my physics teacher told me
...how about reading a college physics textbook so you know what exactly it will be? (esp. if you are interested in physics)
At now you might feel very confused and worried, but it is just because you didn't know what it would be. By reading the textbook (or watching the lectures), you might feel relieved about it!
but i am still learning physics
like the classical physics
i wouldnt understand college physics now i think
so why are you worrying? At last you will attend to the college. You don't need to completely self-learn it.
and maths used in it elementary
i dont know i feel insecure not knowing things
college proffesors dont teach that well id rather read book
If you really want to know how it would be, try to read college physics textbook. Most of college physics textbook would be same so just find one you feel comfortable to
Real Analysis: https://link.springer.com/book/10.1007/978-1-4939-2712-8
IDK why I sent this sticker...sorry
This is a famous textbook for real analysis. DM me if you want to read it
yes i do obviously
Oh. You can download for free
i dmd you actually
oh, sorry that I missed the question you asked in DM. Let me answer them
@vast shale Has your question been resolved?
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why not divide it by the pwoer of 4?
the biggest is x^4 right?
but they do 3
or do they not want to find the horizontal assympotote?
.close
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I don't know how to find the domain
the cube root is defined for all of R
division by zero is not defined, but x^2 >= 0 and therefore x^2 + 9 > 0
so therefore the domain is all of R
isn't x^2+9 supposed to be not equal to zero?
you can solve for when it equals zero and then exclude those points from the domain
then you'll notice that you have nothing to exclude
x^2 is positive or zero, so the denom is never 0
I don't get it
whixh part
So i Have x^2+9 does not equal zero
then x^2 does not equal to -9
then square root for x
but it gives imaginary numbers, and i need domains in interval notation
if you agree that x^2 >= 0
then you'll agree that x^2 + 9 >= 9
and if you agree that 9 > 0
then you'll agree that x^2 + 9 > 0
yah, then I somehow need the interval notation from there
it's every real number
so negative infinity to pos infinity?
okay let me try that
ohhhh, okay I see, It says it's right now been spending some time on this question, thank you for the help
.close
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can anyone help me on part c? My tutor told me to draw a graph but Im not sure how I can derive the area from that, she also said to just use the normal formula of bh/2
this is my working:
one sec
there
how do i find out the area of triangle ABP?
<@&286206848099549185>
<@&286206848099549185> sorry to ping twice but please someone help me find the area of the triangle using y=3x+2 , y=4-1.5x , and y=1
<@&286206848099549185>
stop pinging again and again!
sorry
Did you find P,A,B points
i found P to be (4/9, 10/3)
A and B?
yes
You know y. Find x for A and B points
right so i know the height because i can do the y of P - the 1 from the line
so the height is 7/3
Right
and then i can use the distance between 2 points formula
to get the base?
base length*
because A and B are the base points of the triangle
Two points are on the y=1.
You don't need to use that formula
why not?
oh
right
because
right i see
i need to find the X difference of the 2 points and that is my base lenght
got it
Right
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I am confused on how we got from the first step to the bottom step, where the denominator is x^2 + 9x
I have tried to multiply both sides by the conjugate of 9 + x, but I end up getting x^2 + 81 in the denominator
theyre multiplying by x
ohhh. Idk why that was so difficult for me to think of
is there like a term for that or something, or is it really just that simple
but when I multiplied (9 + x) with the top I just got 0
that's why I was just confused. Like multiplying by x works, but not by (9 + x)
uh yeah because (9+x) isn't a factor of the top?
but how did you get zero from that
I thought if you had like a three way fraction (a/b/c) you just multiply the bottom with the top
if you have
so I'm not sure why 9 + x needs to be a factor at the top
$\frac{a}{\sfrac b c}$
hayley!
hayley!
hayley!
hayley!
make sure you understand this
writing a/b/c is somewhat ambitious but would be understood as the second case
ambiguous*
ohhh, I had no idea
but when I apply what you said I still run into a similar problem,
you have


