#help-17
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expand $(x-19)(x-12)$, use that to build a recurrence relation that the sequence $\alpha_n$ will satisfy. this is kind of newton's formula but going backwards conceptually.
Ann
Try using this
you solved a problem just 1 hour ago where you had a recurrence relation for T_n, the sum of nth powers of roots of a polynomial
but ok fine this isnt given to you in those terms whatever
I was only taught this concept please understand
I never thought that I'm gonna stuck in this type of question but help me 😭
!occupied
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ok see this?
Yeah
that is the kind of thing im calling a recurrence relation
it's an equation that gives a rule by which two or more nearby terms in a sequence are related to each other
no, "recurrence relation" does not imply "has three terms".
i can try to give more examples but i can see you probably do not want to hear that
I am interested
ok sure. have you heard of fibonacci sequence
Just heard of it never really seen what it is
No
an AP with common difference $d$ is a sequence which obeys $a_{n+1} = a_n + d$
Ann
$a_{n+1} = a_n + d$ is a (particularly simple) recurrence relation
Ann
Got it
the "recurrence" part means it relates two or more terms
here the n'th and (n+1)st
but in principle you can think about relations between more terms
I'll be back in a while I'll read after
k
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shouldnt the slope be b/a and -a/b cuz the slope of a line is the rise of the line over its run
b/a and -a/b to be precise
but yeah
ur right
so the tb is wrong?
wdym tb
textbook
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how do i do this i got no idea
do you know what phi(n) is in the first place
Euler Totient I believe
there has to be a function φ(x) above no
yes
yes
My guess is that if you write out the factorization of n, it can’t have a prime factor larger than 2023
And the power of the factor is also bounded
i was thinking about using the like "formula" for phi(n) to try and prove this but it didnt work so well
,w factorize 2023
this ought to be a good starting pt
think about what prime factors p could divide n that would lead to either 7 or 17 or maybe 17^2 dividing p-1..
hm
yeah
try playing around w that sorta thing
if n = pq with p, q distinct primes, what is phi(n)
and let's also say they are distinct odd primes -- phi(2p) = p-1 is clearly even and so cannot be 2023
(p-1)(q-1)
ok and can that ever be equal to 2023
yeah
for which odd primes p and q?
but we can have as many primes as we want
... i think you're either dodging my question or trying to jump ahead
oh sorry
any odd primes?
give me a pair of odd primes p and q such that (p-1)(q-1)=2023
oh when i said yeah i though you said that they can never be equal
i misread
theres arent any such primes
Yeah
Bc a product of bunch of even numbers can’t be 2023
yup
But what about powers of prime factors
wdym
you have just proven that if n has any odd prime divisor at all then phi(n) will be even.
Right
and if n doesn't have any odd prime divisors?
its a power of 2
right
if k ≥ 2 you won't get any odd phi values
right
so basically
phi(n) can never be 2023
ig that means finite number of values?
ig so lmao
one last qestion though about like powers of primes
how do we know phi(p^n) is even
we cant use the multiplicative property
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hey guys, Im tryna solve this question. I got the vertical component down but Im struggling on the horizontal part. aren't they supposed to be the same answer??
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Oh, oh my god
Wait it's late here I'll try doing that later morning
WAIT I GOT IT
235/6 + 18 = 343/6!!
TY
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Let $m \in \Z$. Compute the following $\oint_C (z-z_0)^m , dz$, if $C$ is the following:
[ \text{A \textbf{square} with sides parallel to the axes and center $z_0$ with counterclockwise orientation.} ]
My Ansatz was to divide $C$ into four curves (its sides) so that
[ C = C_1 \cup C_2 \cup C_3 \cup C_4. ]
Then for $m \ge 0$, I would argue that by Cauchy's Integral theorem we have
[ \oint_C (z-z_0)^m , dz = 0 ] since $(z-z_0)^m$ would be a polynomial, which are knowingly analytic on $\C$. Furthermore, $C$ is a closed curve and (the part that bothered me), we can construct $C$ in such way so that it is continuously differentiable (see picture).
Is this correct so far?
Why do people care so much about figuring out the right formula to solving geometric area
Just get out a protractor and measuring stick or whatever and measure it
You can get a good enough estimation of it
too bad complex integrals cannot be interpreted as area
If they're too complex to exist in physical space then they're not worth thinking about
It's not that simple, because in our lectures, we also said that the curve has to be continuously differentiable, so I was wondering if that was the case here since a square has cusps
Fair. Note that this requirement is too strong, your class will likely drop it at some point
Could always just integrate all 4 sides
Say they're a distance r away or something
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im doing part B right now
this is what ive done so far
but my question is would -8 turn positive there
so 8rsinθ?
im following a similar question my teacher doing, and she changed the +10 to -10 when equaling
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Subtracted 10rsin(theta) from both sides of the equation
ohh okay
so would i add 8
for mine
on both sides
Yes 8rsin(theta)
thats my answer i just got
Also note that you can factor out an r^2 from the left side
yes i remembered that
thanks again
Also
Do you know why it’s okay to divide r on both sides here?
In order to do that you need to specify something important
Because in general you would simply keep everything on one side and factor out an r to get the factored form of a quadratic
hmm okay i understand
i had the same idea
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i keep getting 72 rather than 144
i did 3 * 3 * 2 * 2 * 1 * 1 * 2
and also 2 * 3! * 3!
note that only girls are not allowed to be adjacent
the first method I figured there were 3 boys that could be seated first, then 3 girls, then 2 boys, then 2 girls etc., and multiplied it by 2 at the end to account for a boy being seated first or a girl being seated first
but there's no such restriction for boys
BGBGBG
GBBGBG
GBGBBG
GBGBGB
there are 4 not 2 possible arrangements just looking at the genders
oh i didnt think of the two middle ones
thanks
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can someone explain to me why the expression for "at least three-fifths of all flowers need to be roses" wouldn't be what i wrote in the image?
i mean
What you wrote states that the number of roses, x, would be less than or equal to 3/5 of the total flowers, x+y+z
it should be equal to
oh
It'd be fine if you just flipped the inequality
no because it says "at least", it would be equal to if the wording was like the last bullet point in the question
oh yea true true
Think of working with
[
\4x{x+y+z}
]
I'd say
ahh and then equating that fraction to three-fifths
okok thx i got it
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noice
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why is the answer in part (c) perimeter ? isnt that top arc + base ? it doenst include sides... no ?
the region is just bounded by the function (the curve) and the base
so there arent any sides or anything to add into the perimeter
kx^2 - x^3 = 0 gives the x intercepts (where the graph cuts the x axis)
solving just gives x = 0 which is the origin and another x=k , so u can just imagine a curve
or u could graph it if u have access to graphing calc
its x^2(k-x) so its js some curve that goes through 0 and k
yeah cuts through those points on the x axis
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👍 np
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Help
I don't understand Chinese remainder theory
What does it do
How to intuitively understand it
Like for example I intuitively understand euler totient function
which version of crt have you seen
Lmao there are versions
I seen the euclidean algorithm one
And the one with multiplicative inverse
Explain the one with multiplicative inverse
there are much more general versions
it would help if you showed the statement that you have
Find the number
Equivalent to 2 mod 7
2 mod 3
1 mod 5
I just don't want to find out numbers
I want to know the real life application
I tried opening this book
But it kept saying
Groups fields
Isomorophic
Rings
Z/nZ
Don't understand any of that
Like with primes euler totient function
and general modulo stuff?
Yes xy mod n = 1
I know everything about multiplicative inverse primes euler function
Fermat test
Yes
You can solve this using euclidean algorithm
But I want the best way
and presumably you have seen a proof which constructs some weird numbers and then constructs x with those, yes?
Yeah
anyway
the key idea is that instead of solving for x, you first want to solve for some other variables
lets call them y1, y2, y3
what do they do?
Ok
they have
y1 = 1 mod 7
y1 = 0 mod 3
y1 = 0 mod 5
True
and
y2 = 0 mod 7
y2 = 1 mod 3
y2 = 0 mod 5
and
y3 = 0 mod 7
y3 = 0 mod 3
y3 = 1 mod 5
Why are they 0
we'll get to that
can you at least intuitively see that maybe solving for y1,y2,y3 will be easier than solving for x?
Yes absolutely
good
lets start with y1
like you said, its coprime with 7
but not coprime with 3 and 5
True
so we know y1 = (some number)*3*5
Facts
Yes
so y1 = (some number) * 15 = (some number) * 1 mod 7
so (some number) = 1 in this case
yes?
yes
True
that it will be the multiplicative inverse? yes
Let me do it
Y2 = K*35
Y2 = k *35 = 1 mod 3
35 mod 3 = 2
2*k = 1 mod 3
K = 2
Y3
= k* 21 = 1 mod 5
Y3 = 1
K3 = 1
K2 = 2
k3 = 1, but y3=21
K1 = 1
y2 = 70
Ok
Ok
.
so now we have y1, y2, y3
Good one man
but we wanted to find x
for this
now what happens if we take 2*y1 + 2*y2 + 1*y3
and take that mod 7, mod 3, mod 5
30 + 70 + 21
30 + 70 + 21
121
Wait nah
My bad
191
Ok
191 - 105
86
86 mod 5 = 1
86 mod 3 = 2
86 mod 7
= 2
Ok this method is very sick
But what's the proof
yes lets try to see that without actually computing the number
lets look at 2y1 + 2y2 + y3 again
we know that y1 = 1 mod 7, y2 = 0 mod 7, y3 = 0 mod 7
so what happens if we just take this expression mod 7
Exactly
next, we know y1 = 0 mod 3, y2 = 1 mod 3, y3 = 0 mod 3
so what happens if we take the expression mod 3?
It would be 2
yes
which was the coefficient in front of the y2
and finally what happens if we take it mod 5?
It would be 1
yes
What if I want the number
Which is like
The least positive number
191
Wasn't the least positive number
Do I just do mod their products
you have to subtract 105 like you did
yes
Ok thanks bro
yw
You really showed me a much easier way
Than this bs I have been doing
Caveman fire momwnt
Btw
its the same formulas, isnt it?
Are you still up for another question
Well the old one has more calculations
And multiplicative inverse bs
I like this one
well we skipped over all these
Damn let me get another question
every number of those k's is a multiplicative inverse
Yes
That's by design
Bro the other method had me get mi
For each equation
Then I would get a big M
For all 3
those m_i are just the 15, 35, 21 that we had
Yeah true
if I had to guess
And I assume
I think we did the same method
But you explained it better
Cause the other method has multiplicative inverse
again, my method still needs that
And we multiplied by the number on the rhs
it just was piss easy for these specific numbers
Yeah exactly
It's the same method
You just explained it better
And the other method
Added modulo M
Which is the product of all 3
Now can you explain extended euclidean algorithm
Yes
M=105
I have to go, sry
No problem thanks
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Hey, does anyone know where the 2 in this formula comes from?
kinetic energy
I was thinking that
qed = kinetic energy ?
qe being the force on the electron
d the distance traveled
hence the work done by electric field to make a electrol travel d distance
displacement i think you mean
V²/d
yeah mb
its supposed to be v^2/2d
While keeping the E and V²
Really?
Okay
Bro 😭
But I've never needed to do that when I derived anything else from F=ma
ok so you can just write (v^2-u^2)/2d like yoda just showed using the motion equation
and to derive it from the energy method you can consider existing kinetic energy in the system
Okay I found the one I was reffering to
• I did not add 2 here
• (Note that a_{c} is the acceleration and a_{cr} is the orbiting radius. I didn't notice that I called them the same thing when I did it)
• C_{oc} is the circumfrence of the orbit
• Did I just luck out? That the 2 would've been cancelled anyways?
• V_{J} = Volume of Jupiter
• v_{C} = Velocity of Callisto
The F here is centripital
pardon my spelling
the velocity you mentioned is the tangential velocity
Yeah
The one your shared above(the orignal question)
however
reffers to a charger experiencing force due to an external electric field
This one?
and moving along the direction of the force
Yeah yea
yep
so do you see the difference?
The two questions are unrelated
For why one has the 2 and the other doesn't?
i mean yeah
Okay okay
Yes
different accelerations are causing force
the electric field one has linear acceleration
the other one has aceleration towards the normal ( planatory one )
Is the normal the same a origin?
normal just means perpendicular to tangent
Oh right right
so notice how the force is towards the centre ( for circles , nomal passes through the centre)
and the velocity is tangent to the force
here is the angular derivation
omega is v/r right?
here v is tangential velocity
Yeah
so wait i should set the scene first
im using a string of lenght r, which is attached to a ball and rotating it with omega angular velocity
the ball will be experiencing a centripetal force
towards me/direction of the string/ normal to its path of motion ( circular)
Does the normal point outwards?
here
no
generally can
normal just means perpendicular to tangent
force is along the yellow line
velocity is along the orange
Yeah, I was just unsure of which way the arrow was pointing
ok i sence confusion still
lets consider
a non uniform cirular electric field , and the ball is positively charged
and the circular path is concentric with the
field
the ball will also feel a force tangentially now
yeah?
Concentric is like multiple circles with the same origin, right?
yep
Alright
i would preffer centre as the word but yeah it works too
Yeah
Alright alright
Oh I'm so sorry
My flatmates needs help with making dinner
tangential velocity is not affected by the centripetal acceleration
npnp
tyt
consult a organic chem tutor vid on introduction to centripetal acc
if you need help in furture
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can someone plz help explain this to me, i dont think i conceptually understand it
like dumb it down plz
Could you be more specific of what part you don't understand? They used a unit circle but personally I would have sketched y = cos(x) and done it that way, maybe that's why you're confused?
im confused at the explanation, i think i sorta get the x/2 would be the x-intercept but i dont get the 2pim part or the n e Z part or the max/min
You mean x = π/2?
And n ∈ ℤ just means that n is an integer, so ...-3, -2, -1, 0, 1 ,2 ,3...
We also know that 2π is the number of radians in a circle. If I stand in one spot, and turn 2π (360°) around, I just face the same way I was already facing. So if I start facing any point from the centre of a circle, and turn 2π, I am facing the same point I started with.
This is also true if I turn 0π, 4π, 6π, 100π, -100π and so on. So any multiple of 2π that I turn, I end up where I started. we could describe this by saying that if I turn 2πn around, where n is the integers as shown previously, then I'll end up where I've started. So with trig functions, since they can be described by a unit circle, if I start at a solution and turn 2πn around, I'm still at a solution, but it's a different number than the solution, so it's also a solution.
So in this case π/2 is a solution, and so is π/2 + 2πn, for all n ∈ ℤ
ohh ok that makes sense thank you, i think i kinda get it now
and you're right a graph would have probably been easier to visualize imo
yeah I think in school they usually draw y=cos(x), but the circle does work too. Also the unit circle in the picture is more complicated than it needs to be for this question, which probably created unnecessary confusion. Do you now understand the min/max part or do you also want that explained?
Yeah the unit circle makes this more confusing, but don't worry. I'm going to stop explaining it with the unit circle because it's hard for me to do it on text well, but the cos value is actually the x value of any point on the circle, not the y. Sin(x) is the y. But I'm going to use the graph to explain it now (but I think it would be a good idea if you want to in your free time to watch a video on the unit circle, it isn't too hard I think you can get it), do you know how to draw y=cos(x)?
i think so its the x value over the radius drawn on a unit circle right?
yeah, but could you sketch it for me (on paint or anything it doesnt matter) just so I can see.
No I meant y=cos(x). Unless you want to keep using the unit circle and you want me to try and explain it that way?
yeah that's what i mean, sorry if that wasn't clear
nah its my bad
really bad drawing lol
i think the main difference b/w y=sin x and y= cos x is that sin x usually starts at the origin and cos x starts at (0,1) but depending on how its verically/horizontally shifted that could change. from my understanding
idk if thats completely right tho
yeah that's right, terrible drawing but ive never seen a math teacher who can draw so you're fine 😭
lmao
could you label where pi/2, pi, 3pi/2 and 2pi are?
okay good i'm sure this is what you meant but it's just the value of x so where you wrote pi would actually be (pi, -1) but it's fine. So can you tell me what values of x give you a maximum from this?
oh yeah i forgot to label that mb, thanks for correcting, the values of x would be 0 and 2pi b/c the maxes are (0,1) and (2pi, 1) i think
okay so since cos(x) has a periodicity of 2pi (the turning around by 2pi thing I explained above), and from the diagram, you can see that every mulitiple of 2pi you get a maximum, does that make sense?
yes that makes a lot more sense, i think i can actually figure out maxes, mins and x intercepts now. Thank you so much, literally a lifesaver
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what are the equations for calculus,
what youtube channels or people would you recommend for me to watch and learn,
and how do i do this??
currently solving the second one
That looks correct
im having doubts lowk idk tho
oh damn?
$f^{\prime} (x) = \exp(x)\sin(x) + \exp(x)\cos(x)$
you derivatives of e^x and sin(x) are correct, but you probably applied the product rule a bit incorrectly 
@plush condor
,, (f(x)g(x))' = f'(x)g(x) + g'(x)f(x)
higher!
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AFGE = GEBH = EDHC = 1cm^2
How do I prove that GJI's height = GIB's height
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I'm trying to mathematically explain to my logic professor that if he keeps conducting his class as strictly as he is - where students explaining topics to each other is punished the same as copying answers - it's statistically better to outright cheat than to risk learning. But I'm having a bit of trouble with the proof.
Right now I have:
P(L) := "percentage of material understood on your own"
P(C) := "probability of being caught cheating"
P(T) := "percentage taught by other student", P(T) <= P(L)'
Average Result of Cheating = 1 - P(C)
Average Result of Learning = P(L) + P(C)*P(T)
But I'm having trouble relating the two to each other. I don't think you can solve it like an equality, since they aren't strictly equal. I also don't really know how to denote cheating as a strict binary outcome, like (C == 1) => 100%.
Obviously the end result is "if P(C) < P(L) (which it almost always is, your class is online ffs), cheating is the statistically better path, which means no one's learning jack shit, which defeats the whole point of the course, you fucking asshat", but I really need to drill it into his head.
what do you mean by "cheating is the statistically better path"?
once you have that well-defined, the rest should be algebra
Statistically results in a better grade
so you want to show 1 - P(C) > P(L) + P(C) * P(T)?
I don't condone cheating btw, it just annoys me to hell and back because I want to teach people without getting punished for cheating
oh, I guess I do
thanks
you solved it?
no it just made me realize that I was going about it wrong
yeah it's just algebra
of course you'd assert ">" and then prove that it's the case. hypothesis then proof
thanks!
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$\forall x \in ]-\infty; -1[U]0; +\infty[$
SELVATOR
$\ln(\frac{x}{x+1})$
SELVATOR
Let's say we are working at ]-infty:-1[
$$[-\infty, -1]$$?
vhj
If we want to divide ln in this way: ln(a/b) = ln(a) - ln(b)
Do we have to multiply inside both of them by the minus?
As: $\ln(-x) - \ln(-x - 1)$
SELVATOR
U cant close brackets on infinity side
$$(-\infty, -1]$$
vhj
.
.
Is this correct?
don't multiply the minus into the ln, that'll make it undefined
ln(negative number) is undefined
What kinda math is this😭🙏🏿
$$\frac{x}{x+1} = \frac{-x}{-x-1}$$
vhj
but only the left version can be usefully split for ln
nvm you're right
left side is what you split for positive x, right side for negative x
SELVATOR
We can use both of them to calcul (ln(x/(x+1)))'
Ty.
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how do you tell if a function has a bouncing zero
as in x^2 instead of x^2 - 1?
Check if the zero is a min/max
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isn't it just +360 -360
i tried that but its not working
ill show u the correct answes
like i dony get the 750 one
yea it is +- 360
no but for 750 its wrong
oh
750-720=30
thanks!!
np
It’s good to know that y = r sin(theta) and x = r cos(theta).
huh
@crimson sleet
Will you be helping with this?
u got it 👍
For sow, assume r = 1, which is true for the unit circle.
i dont get it
$$y = \sin(\theta)$$
$$x = \cos(\theta)$$
@hollow pendant
@digital crag
Do you understand how I got this after my original definitions of x and y?
First, can you identify x and y from the given point?
Now, given these definitions, can you show what sin(theta) and cos(theta) are?
thank you!
So you understand it now?
yeah
!done
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need helo
From this, you essentially want x to be positive.
In which of these quadrants is x positive?
That would not get you in between 0 and 360.
Do you need help on what to do?
bro
pls help me
GUYS
HELP
ME
PLs
Try adding 360.
It's just a completely different angle.
so it has to be the exact same angle
-130 was wrong because it is not within 0 and 360.
Subtracting 360 only makes that worse; it gets you do -130 - 360 = -490.
Who told you that 230 is wrong? It is correct.
new problem
HELP
ME
bro come n
HURRT UP
nvm i got it
Find the reference angle of -240°.
@digital crag Has your question been resolved?
NO
@digital crag Has your question been resolved?
hello
and then adding 360˚ makes it still the same angle
List the greatest negative angles that would have a reference angle of 30\degree in each quadrant.
yea ref angle is between 0 and 90
ref angle means which angle is equivalent to the angle in quad 1
no but
for quadrant 1 here
the ref angle is not the same
angle is theta,
if Quad 1: Ref angle = theta
if Quad 2: Ref angle = 180- theta.
if Quad 3: Ref angle = theta - 180
if Quad 4: ref angle = 360- theta
one way to think of it is that the ref angle gives you the location of where the absolute value of sin and cos ( y and x) are the same in quadrant 1
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✅
do i round
No your answer should be something like $\frac{\sqrt{\cdot}}{\cdot}$
purururuuriuruin
whattttttttt
I suggest to rewrite -315˚ as 45˚. They are the same angle
what will that do
-315˚ + 360˚ = 45˚
but then do you know the special triangle?
i think its just a coding error
im so confusedx
ok so -315˚ is the same angle as 45˚
Yea or formatting
yes
,calc cos(-315 deg)
Result:
0.70710678118655
thats the answer
so you can use that triangle from the image to get the exact answer for cos(45˚)
but its marking me wrong
No
okay
The answer is an irrational number that can't be expressed as a finite decimal
what do you mean
That is not in the range of the cosine function
Also don't give the exact answer
what the heck
Use sohcahtoa
im confused
,tex .sohcahtoa
riemann
And this
whats the answer
So -315˚ is the same thing as 45˚
cos(45˚) = ?
Use this special triangle:https://cdn.discordapp.com/attachments/903463353417072641/1373873009961734174/2d_2.png?ex=682bfe72&is=682aacf2&hm=9ef36e829edb3be32f6fbefa643830871ae0d23726e121c8d5dad895f0e966d2&
and then explain
Use
This
$\cos\left(45\ degrees\right)=\frac{1}{\sqrt{2}}$
do you know how to simplify: $\frac{1}{\sqrt{2}}$
hello
without any radical in the denominator?
are you still on this one?
yes
this is right
cos(45˚) = adjacent ÷ hypotenuse
yes bc soh cah toh
what is the value of the side adjacent to 45˚ from the image?
and the value for the hypotenuse?
yes, so $\cos\left(45\ degrees\right)=\frac{1}{\sqrt{2}}$
hello
and then proper form is to never have a radical (square root sign) in the denominator,
so:
try doing this: \frac{1}{\sqrt{2}}\cdot\frac{\sqrt{2}}{\sqrt{2}}
$\frac{1}{\sqrt{2}}\cdot\frac{\sqrt{2}}{\sqrt{2}}$
hello
wait ur a genius
so then what do you get?
sqroot 2 divided by 2
lets do another problem
ima atempt it on my own first
thats the problem
okay so
sin of -240
is the same as
sin of 120
but the problem is
sin of 120 is
not a special case
so we cant like do the soh cah toa here
so we should first find the reference angle that is equivalent to -240˚
and remember that reference angles are $0\le\theta\le90$
hello
oh its more than 90
it does
so the reference angle, which is the same as -240˚, is -60˚
wait so
no its the same as 60
but it's different from -60˚, im pulling up an image
not neg 60
that would be the initial side
so using this triangle:
you can find sin(60˚)
imagine the triangle on the right put on this image:
im confused
so -240˚'s reference angle is 60˚
60˚ is the angle between the line and the x-axis
there's 60˚ between the blue? line and the x-axis here
yes, using this special triangle that u should memorize:
the triangle on the right
so then get sin(60˚) from it which is sqrt(3)/2
so u made a equal to 1
made what = 1
well the a just cancels out
you can ignore "a" because it cancels out when you do it: $\frac{a\sqrt{3}}{2a}=\frac{a}{a}\cdot\frac{\sqrt{3}}{2}=1\cdot\frac{\sqrt{3}}{2}=\frac{\sqrt{3}}{2}$
hello
so first you know this:

