#help-19
1 messages · Page 8 of 1
??
we are supposed to test this using if it is closed under addition or scalar multiplication
to see if it is a subspace
a1 +a2+3a4=0
b1+b2+3b4=0
(a1+a2+3a4)+(b1+b2+3b4)=0
idk whwat to do now
Way too difficult of an ask
But if you have a span for the space, then it becomes easy to check these
I mean we can check these still, but with a form that's easier to check
We can get a span by reducing this matrix:
[1 1 0 3 | 0]
[0 3 0 -2 | 0]
we havent learnt matrix
Oh fam really? Yike awarded
I mean we can still do the same thing but without the matrix notation. That is, use equation (2) to remove x2 from equation (1)
3x1 + 3x2 + 9x4 = 0
- 3x2 - 2x4 = 0
Gives us 3x1 + 11x4 = 0
We can see the space as
Span{(11, 0, 0, 3), (0, -2, 0, 3)}
That interpretation makes it obvious. All of the subspace axioms are in there.
@twin wyvern Has your question been resolved?
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Is this right
?
I forogt to label the 10 seconds at the 4th dash but after than that
Oops I cut off the most important part it says 3.5 ft from
looks fine to me, assuming you consider the midpoint of the buoy's height to be 0
Ye I’m not not given any other information so makes because waterline would be 0
Ty
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What would the range of this function be and why?
!status
What step are you on?
1. I don't know where to begin
2. I have begun but got stuck midway
3. I got an answer but I'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
what are the biggest $$|n|$$ and smallest numbers the denominator can reach?
What should I do
what if he has an answer but just didnt show it 👀 , anyways this channel is now urs :exit:
I know that the domain is R^ - {(0,0,0)} since the function is underfined for (0,0,0)
In terms of the range
i'm not too sure where to begin...
all your variables are in the denominator
well it's infinite no?
Im having fun watching 
This function returns the gravitational field strength given, x,y and z
So shouldn't the max g be 300000?
wait no
the max has to be infinity regardless of what g stands for right?
g will be 300000 if x^2 + y^2 + z^2 = 1, right? What happens if x^2 + y^2 + z^2 is smaller than 1?
yes g will be 300000 when the denominator = 1
what if the denominator is 1/2
it will double
and if the denominator is 1/10000
it get even larger
is there any maximum?
no
right, we can make it as large as we want by making the denominator small
@brittle galleon Has your question been resolved?
@brittle galleon
Yeah correct
But there is only one number that is impossible to get even if you tried any possible number
that number is 0
Yes
Now that is the answer
R-{0}
Got it?
@brittle galleon ?
Do you have any more questions?
@brittle galleon
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someone knows how to solve this
@tepid ledge Has your question been resolved?
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How would one solve this?
yea, believe so
Do you know a formula that relates two vectors and the angle between them
yeah
which means i have u dot v = -21 i believe
but i dont see how to get 2v and 3w
Do you know how to expand ||a-b||^2 if a and b are vectors
Yea expand that using dot product rules
uhhh
is that just foil….?
4 v dot v - 6 v dot w + 9w dot w?
and just substitute and square root?
I’m not sure about dot product rules
@valid condor Has your question been resolved?
You did it right
Use the given information and your dot product from before now
.
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(4a² - 4a +1)½ + |a +4| = a + 7
Can anyone tell me why we won't just cancel the square root by (2a-1)^2
sqrt(a^2) = abs(a)
e.g. sqrt((-5)²) does not equal -5
Ah ic my theory was we were saving a root of the equation
So how will the question go from here
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How to convert a standard eqn of an ellipse to a gen eqn?
A gen eqn?
Yeah what is a general equation
You do the calculations and you're done
Let's say you start with $\frac{{\left(x - 1\right)}^2}{4} + \frac{y^2}{9} = 1$
Alberto Z.
Then what would you do?
Square the binomials then distribute the denominator
You don't need to distribute the denominator
Yeah my bad, that's the process our instructor taught us. But yeah it's the same thing without distributing
Then you have: $\frac{x^2 -2x + 1}{4} + \frac{y^2}{9} = 1$
Alberto Z.
And then: $\frac{1}{4}x^2 - \frac{1}{2}x + \frac{1}{4} + \frac{y^2}{9} = 1$
Alberto Z.
Then: $\frac{1}{4}x^2 + \frac{1}{9} y^2 - \frac{1}{2}x + \frac{1}{4} - 1 = 0$
Alberto Z.
Yeah
Almost last step: $\frac{1}{4}x^2 + \frac{1}{9} y^2 - \frac{1}{2}x - \frac{3}{4} = 0$
Alberto Z.
And finally $x^2 + \frac{4}{9} y^2 - 2x - 3 = 0$
Alberto Z.
To reach this form, as you asked
I mean from general equation to standard
From this
And you can now say that a=1, b=4/9, c=-2, d=0, e=-3
to this
Ahnn the opposite way you mean
Sorry, I totally misunderstood it then, my bad
I would do it by completing the square
It's fine, can you still help me with it?
Yep
Can you show me an example?
Yeah
Suppose you have $$x^2 - 2x + 3$$ Do the first two terms ring you a bell?
Alberto Z.
Binomial expansion? Square of binomial?
Yeah, it should remind you of (x - 1)², right?
Yup
Do you agree if I write that $x^2 - 2x + 3$ is the same as $x^2 - 2x +1 -1 +3$?
Wait, if this is the equation before squaring, shouldn't the last term be +1?
Yeah
Alberto Z.
Yeah I noticed
Yup
Alberto Z.
Which is ${\left(x - 1\right)}^2 + 2$
Alberto Z.
If you want videos, you can pick one of these, they are all good in my opinion
Thank you
Do you know the representation of A, B, C, D, and E in the general equation of an ellipse?
No, I haven't studied that yet, I'm sorry
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How do I integrate (2x)^1/3
there is a straight forward formula to differentiate x^k where k is any number really
so we can do the reverse to integrate
f(x)=x^k
f'(x)=kx^(k-1)
that means:
f(x)=x^k
F(x)=(1/k+1)x^(k+1) + C
Can u show me on paper or sum
1=2/2
Then 2^1/3 becomes 2^4/3 and 4 in denominator becomes 8
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Hi there can someone teach me part (b) ?
I have try to solve using (6! × 5!)÷ 2 and my answer went wrong
It doesn't say whether all the men are distinct and all the women are distinct or not
On second thought maybe it obviously is the case
@eager cypress Can you show your working for question a so I can see whether you made this assumption or not?
(a) (10-1)! = 9! = 362880 by formula : (n-1)!
Why n-1?
the formula of permutation in the case of cirlce
Ooooh I missed the "round table" part
yea
i did my part (a) correctly and im trouble in part (b)
@eager cypress So as with question a you can pick any person as the anchor and consider the rest
Were you even thinking of the n-1 formula this way?
Because that's sort of the logic behind it
Because it doesn't matter if you rotate the table around you can pick any person as the anchor and think of them as always being at the same seat no matter what
This way you can translate from a round table problem to a line problem
...Does that make sense?
I feel like I'm saying nonsense
Ping me once you get back
i just cant figure it out how does the ans given is 14400
But did what I say make sense or was it nonsense?
I have a feeling I just gave a gibberish explanation which is kind of embarassing
how this happen ?
Mhm
How you can do that translation by anchoring 1 person
Did that explanation make sense?
okay yea?
Oof good
Okay so you can do the same for question b
It doesn't matter who you pick
Are we considering the 5 men and 5 women to be distinct?
I asked myself the same question and ended up with the conclusion that we are
And this is what Loi did in their calculations too
The question doesn't give more info
Then I’d say it should be 2(5!) multiplied by the number of ways which the groups can be seated around the table
Which should be 10?
Are you talking about question a or b?
b
Sounds like a !nosols moment
how if i grouped those men who are seated together counted as 1 ?
multiplied by the number of ways which the groups can be seated around the table
The "round table" thing implies that you can rotate the table and it's still the same configuration
It's actually divided by 10
Dangit I think that might actually be an easier way to think about it than that anchor thing I was talking about
Actually maybe not
I can't think of an easier method... Pick a man as your anchor and consider the cases where there's 0 men to their right, 1 man, etc... up to 5 men to their right
Or I just realised you could just think about how the men are ordered relative to the anchor
Yeah, that'd be much easier, my bad
@eager cypress Does that help?
can you show your steps ? so that i can easily understood
First assume one man is your anchor
Then consider all the ways to order the 5 men relative to the anchor
Then consider all the ways to order the 5 women relative to the anchor- wait oh wow this is much easier than I thought
Yeah, come to think of it... It's not as hard as I thought
If the 5 men are seated together then the 5 women are also seated together
I don't know how I didn't realise this earlier
This makes the calculations easier
@eager cypress Looks like even I had a bit of a learning curve there... Does that help?
so is 5! x 5! x 5! ?
Where does the third 5! come from?
5! (arranging the entities) * 5! (arranging the men within their group) * 5! (arranging the women within their group)
"the entities"?
the men are seated together as i said (6-1)!
Mhm
...I don't know where 6-1 comes from
It's just 5!
We're not arranging 6 things around a round table
Also it sounds like you're arranging the men... twice
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Find the volume of the parallelepiped determined by (3, 1, 0),
(4, 2, 1), and (1, 2, −1)
Don't know how to come up with the vectors to plug into the volume formula
This is linear algebra
use Pythagoras?
TimK
,rotate
I did AC x BC for (b x c), ended up with volume = 0 after I dotted that with a
So that's incorrect
yes construct a matrix and find the determinant
do you know how to find the determinant of a 3x3 matrix
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hey I don't understand how my teacher went from this stage to the next.
notice there is $\pi^2$ missing
ils
where
under dl
cosa= d/r
yep
Cos^2a/d^2 = 1/r^2
don't understand how you do it... @dry scarab
@chilly bane Has your question been resolved?
I don't understand why it's not d^2/cosa^2
@chilly bane Has your question been resolved?
@chilly bane Has your question been resolved?
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i need help with a question
A projectile is broken into two pieces at the maximum height. Then its
(a) momentum increases. (b) momentum decreases.
(c) kinetic energy increases. (d) kinetic energy decreases.
whats the answer ?
i thought the KE would decrease as KE is directly proportional to mass (KE =1/2 mv^2) and the mass of the projectile is decreasing
but apparently, its wrong
@junior storm Has your question been resolved?
momentum p=mv
in other words p=dF/dt
so momentum is the derivative of the force
and the force here is gravitation which doesnt change with time
therefore momentum is constant
thats why we call it a conserved property
like energy
however, only because energy in total is conserved, does not mean kinetic energy specifically has to be preserved
energy can be converted into other energy types
think about kinetic and potential energy in this example
ah no
🥲
how
we just now look at two parts of the bullet
but they both still exist
well i guess it depends on if we look at one or both pieces
but wont it be considered as 2 different objects now that it has been seperated
ahh wait
i cant read i guess
"at max height"
if we throw a ball up
it will reach a maximum height
at that point, it will have a velocity of 0 right?
yes
and kinetic energy is 0.5mv^2
yes
so kinetic energy there is 0
yes
yes, if we only look at one piece, the mass does decrease
but at max height we had 0.5mv^2 where v is 0, so even then KE does increase
they need to be more specific with the conditions
if we have any mass and START to move, then our kinetic energy must increase
imma just go with your answer lol
even tho i dont understand
not that i didnt undestand your explaination but i dont get the question to begin with
well
thanks
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,tex .exp rules
ils
is it fractional exponent
not only
Its 2?
@elder wing Has your question been resolved?
Yes there's multiple rules applied
Notice how the problem gives you a fraction but the answer it wants is not
Yes you need to apply the fractional exponent rule
But you need to apply something else
so square root of 27 and 1/5 as exponent
Why 1/5?
Cus one and five if its not that then im lost
No
Let's take it one step at a time, you want to represent $\frac{1}{(\sqrt{23})^5}$ as $a^{\frac{b}{c}}$
dldh06
Yes
So let's convert the $(\sqrt{23})^5$ as a fractional exponent first
dldh06
What would that look like with a fractional exponent?
would u add 5 exposnt of 23
2
No
?
What is $\sqrt{23}$ writtern as an exponent?
dldh06
You can apply the fractional exponent logic here too
Can u pull up the laws again
dldh06
i meant 23
So you have $\sqrt{23}$, you look at the fractional exponent rule, you see how it has the $\sqrt[y]{a^x}$
dldh06
What would x and y be for $\sqrt{23}$?
dldh06
y would be on the left side
Yes
x would be exponent
number?
Yes a number
5?
No
1?
I'm just asking for $\sqrt{23}$
dldh06
Yes
Uhm
Basically what I am asking for you is to compare $$\sqrt{23}$$ and $$\sqrt[y]{a^x}$$
dldh06
You know a = 23
Yea i just dont know
Are they the two numbers that make 23
I dont know
No
ok well idk
Where is the -5 from
Huh
dont u add a 1 if its by itself
i was looking at the red
i dont have my notes so
im lost
Yes, that's what I was indicating, if there is no exponent, that means there is an imaginary 1 as the exponent
Ok
So what is the exponent for $\sqrt{23}$ when you compare it with $\sqrt[y]{a^x}$, in other words what is x?
dldh06
Where is the 5 coming from
That's not what I'm asking, I am trying to get you to do it one step at a time
First by writing $\sqrt{23}$ with a fractional exponent
what r u asking cus i dont understand what u are asking i dont know how to do that i told u
dldh06
I am trying to get you to do it one step at a time
First by writing $\sqrt{23}$ with a fractional exponent
dldh06
What is the exponent for $\sqrt{23}$ when you compare it with $\sqrt[y]{a^x}$, in other words what is x?
dldh06
.
1
What would y be?
If this doesn't clear your doubts idk what will
do i make it negative?
You should know that if there is no y written, it's indicated with an imaginary 2, because it's the sqrt
Stop trying to jump forward, as I mentioned, we are going one step at a time
And the first step is writing $\sqrt{23}$ as a fractional exponent
dldh06
Do you see how $\sqrt{23}$ is very similar to example a here?
dldh06
sure
Can you rewrite $\sqrt{23}$ with a fractional exponent?
dldh06
square root of 23 with a 2 on the left and 1 on right?
Are you trying to say $\sqrt[2]{23^1}$?
dldh06
So now how would you rewrite that as an exponent?
So how would that look like?
Square root of 23^1/2
What I mean is, if you look at example a, and went from right to left, because that's what you are doing with sqrt(23), if you notice there is no square root symbol with that 3 on the left, therefore why would you have one still, in your statement with Square root of 23^1/2?
Cus i didnt know u wanted me to solve the square root of 23
I didn't ask for you to solve for anything, all I asked was for you to rewrite $\sqrt{23}$ with a fractional exponent
dldh06
And i said i dont know how to and ive said it multiple times i dont understand so idk i just tried and when i think its right its wrong and im not even sure what i did earlier with the half is right cus u dont tel me
That's why I'm trying to walk you through it with examples like above
I dont see how its the same when it dosent have the 1/ on top
Because we are going one step at a time, with $\frac{1}{(\sqrt{23})^5}$
dldh06
was the 1/2 right?
So you want to start with the inner most part, in this case the $\sqrt{23}$
dldh06
Okay
So we are going to rewrite $\sqrt{23}$ with an exponent instead, then replace it here
dldh06
k
So how can $\sqrt{23}$ be written with an exponent?
dldh06
2 and 1?
How can you make it look like $a^\frac{x}{y}$?
dldh06
What would a, x, and y be?
27 A
23*
And idk x and y
u wont anwser me on 1/2 so😭
This is giving me a headache i feel like im over thinking it
It is 1/2, all the other times you were saying 1/2, you included extra words that was not needed
Like here, you do not need the square root of part at all
It is just 23^(1/2)
but i thought i needed to find the square root of 23?
You're not finding a value
Ok
You're converting from one form to another
So i just put 23 no square root ^ 1/2
The form is a square root, you want it to be an exponent
Why are you throwing extra words in there?
.
OKAY SO ITS 23^1/2
Now with $\frac{1}{(\sqrt{23})^5}$ the $\sqrt{23}$ gets replaced with $23^\frac{1}{2}$
dldh06
Which is just $\frac{1}{(23^\frac{1}{2})^5}$
dldh06
Now how can you simplify $(23^\frac{1}{2})^5$ into one exponent?
You use power of a power rule there
dldh06
1?
Why are you saying one?
1/2 x 5
I thought it was 1
Do you know how to multiply fractions?
$\frac{a}{b} \times \frac{c}{d} = \frac{a \times c}{b \times d}$
dldh06
i have to do that 5 times?
No
do i do it once and x by 5
When you multiply fractions, you mulitply across the numerator and across the denominator
$$5 = \frac{5}{1}$$
$$\frac{1}{2} \times \frac{5}{1}$$
this is taking way longer than i thought it would
What does that equal to?
dldh06
5/2
dldh06
okay
Now you replace the $(23^\frac{1}{2})^5 $ in $\frac{1}{(23^\frac{1}{2})^5}$ with $23^{\frac{5}{2}}$
dldh06
Ok
And you get $\frac{1}{23^{\frac{5}{2}}}$
dldh06
Now you need to transform so it's not a fraction anymore
Which applies the negative exponent rule
23 ^ -5/2
Yes
Yes
The negative exponent is you putting a minus sign in front
Tbh I don't know how that site works, what if you delete all that again, type in 23 then push that button?
In that blue square, type in the exponent, what you have here
You might have to press the minus button first then the fraction button
Clear all that
Type in 23 then push that exponent button
Then press the minus button first then the fraction button
Then type in the fraction
You are suppose to type that -5/2 inside the blue box
It's negative 5/2
Yes that's better
so should i just send it like that
That's the form that it wants
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how can I do this?
that’s polynomial function right?
take log both sides ig
@bitter ether use logarithms
It's not a polynomial
@bitter ether Has your question been resolved?
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57?
Alright
DCB=48
yes
what's next
ye
ye
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what is the question trying ot tell and how to solve ?
please ping me if i dont respond right away
it's saying that 44m of distance along the track gets you 28° of circle
so like an arc then?
If you have a full circle with an angle of 360° at the center, 44m of track only goes 28° across.
an arc
you got a formula for calculating arc length?
yeah i do
thank for the help
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Just a quick question: Is there is a difference between the order topology on N and the discrete topology?
nah, the open interval (n - 1, n + 1) = {n} is open in the order topology, so all point sets are open
so then all sets are open
Ok, thanks. Then I understood it correctly. GTP has been talking bs then
Thank you for answering that quickly 🙂
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I'm not sure how to do 11iv
@strong jewel Has your question been resolved?
@strong jewel Has your question been resolved?
<@&286206848099549185>
anyone?
Bro u Singaporean ah
yea
What jc
dhs
ya
Oo which
Yea
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replace A_n with A_k, since n is already used for R^n
need hints for the second part
I have to show that
for all e>0 there exists N, for all v in C(C is a compact in R^m) such that k>N implies |A_n(v)-A(v)|<e
idk how to make use of the control that we are working on a compact subset
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can someone tell me if this is an accurate description of the cauchy sequence?
has the notation: for all variables greater than 0, there exists a varaible N of the group of naturals, where all n and m are a distance apart determined like so: |Xn-Xm|, such that the variable is less than those members.
was from this
ive only just read up about the cauchy sequence
Not quite
It's 'For all variables greater than 0 (i.e. all positive epsilon), there exists a natural N such that for all naturals n, m at least N, the x_n and x_m are less than epsilon apart.'
Such a sequence would be Cauchy
ok thank you
np
sorry i dont quite understand it
i understansd the distance part and that there is some variable that will always be greater than the distance between each point n, m
but how does N come into play here
as far as i know its just a natural number
oh these numbers have to be equal or more to N
i completed mistsed that
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we need a subset that doesn't have any rotational or reflective symmetry
would something like a spiral work?
like this?
or this maybe
<@&286206848099549185>
@vivid magnet Has your question been resolved?
or is there something much simpler lmfao
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Trying to relearn some old stuff, bit stuck on this tho.
L_1 and L_2 are parallell
You're trying to solve for x right?
yea, sorry
yea
I know the 95 and below is will equal 180
same with above it
so the 2x/3 should be 85
Yes
and I know the angle inside 4 side is 440 right?
or was it +90 each corner?
its 360
Yeah but that isn't necessary to solve for x
So it basically boil downs to solving 2/3*x=85
yea
alright one sec
ok got it
Get rid of numerator by multiplying it on the right side, divide by 2 and get answer
thank you for the nudge 🙂
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I have a problem that asks to integrate ln(1-x^2) without parts, I've tried some weird u / trig subs but I keep getting stuck, I just need a starting point to go from.
why not let $u=\ln(1-x^2)$ and $\dd v=1$?

MrFancy
then simply use $\int u\dd v=uv-\int v\dd u$
MrFancy
I can't use integration by parts, I've tried trig sub with x=sin(theta) but I'm not sure where to go from there, this might not be the right approach anyway thoguh
^
isn't that integration by parts?

I'm not allowed to use integration by parts
MrFancy
but then du=-2x dx, what do I do with the -2x?
solve for x, in terms of u
yeah so I've tried that, I get to $\frac{-1}{2}\int \frac{\ln(u)}{\sqrt{1-u}} \dd u$
Jason 지환
I'm not seeing a whole lot that doesn't involve IBP 
hmm yeah ikr I've already solved it by IBP so I have an idea of what I'm working towards, just seems hard to avoid IBP
I've tried a trig sub with $x=\sin{\theta}$ then it becomes $2\int(\ln(\cos{\theta}))\cos{\theta} \dd \theta$
Jason 지환
then you're just gonna end up using IBP 
for sure! Good luck with it, and it might be impossible without IBP but gl anyways 
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At registration for fall semester, 100 students signed up for English, 80 for math, 60 for science. 40 signed up for math and English but not science. 10 signed up for science and English but not math. 35 signed up for math and science but not English. If a special class is to be formed made of all those students taking English, with no math or science, what are the most and least numbers of students that the class may have?
How do I solve this
I know the most
Since it’s just students for science and English and math and English so the most is 50
But what’s the least
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@zealous obsidian Has your question been resolved?
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How is the same???
If it even is
0.5 in denominator written as 1/2
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Can i say that this is true by the completeness axiom as all the subsets of bounded sets should have a sup ?
at least for addition and multiplication
@tiny blade Has your question been resolved?
I'm more concerned about your teacher typing "Bounded"
why?
idk, never heard it being used, bound is already the past tense of bind
have you done real analysis?
?
in mathematics
but yes its true:)
bruh its not tho lol
ok i didnt look at the last 2
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I understand that tan(x) is continous between pi/2 and negative pi/2, but I don't know how to use the properties of continuous functions to find the inverals in which make tan(x) continous
well how is continuity defined at a point
well yeah
f(a) should exist
lim x->a f(x) should exist
and the lim should be equal to f(a)
you can use it to see where the continuity breaks off
and then use it to prove that the function isnt continuous at that point
and if the function isnt continuous at a point then it cant be continuous past that point
but your answer is correct
well I have 2 question about that what if f(a) doesn't make sense, what do we do then?
if we are given some random f(a) that doesn't make any sense for example of arctanx pi or -pi
do we just say it doesn't exist, but how i prove that it doesn't exist beyond the points of pi/2 and -pi/2
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i need help. i cant figure out this code.
Please don't occupy multiple help channels.
Closed your other channel
And second this is a math server, not programming
You should ask in a programming one, check #old-network
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i don't get what this problem is asking about. what does it mean by "Region S consists of all the points that lie inside exactly one of the four circles."? by "exactly one", doesn't it mean region S only include points from one circle?
link to the solution: https://artofproblemsolving.com/wiki/index.php/2021_AMC_10B_Problems/Problem_7
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How do i get the vector c that sits on the bisector of the angle defined by two other vectors, a and b. c should always be normalised, or in other words of length one. This also has to work for edge cases such as a 180 degree angle (for example vectors define (0, 1), (0 -1)).
I tried solving this with the dot product but got stuck, i also tried using
that doesn't satisfy the property that it is always of length one. For vectors that sit on the same line it produces the null vector
I would just rotate one vector by half the angle between and then scale down to unit vector
that works yeah
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Can someone help me understand the reasoning behind this proof?
You need to pick the parts of the proof you don't understand
oh ok
this part
why do we need to find n=1
and how did the author derive $b_k(n)\le b_k(n-1)$?
KidneyDamage47
What do you mean why do we need to find n = 1?
@mystic saffron Has your question been resolved?
n-1 sorry
Still don't understand your question
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B3251
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
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I’m working on e. How do I do it?
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