#help-19
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write
p intersection q has x elements
meaning the rest of p has 10-x elements
rest of q has 13-x elements
now eveything except p or q has 5 elements
and the universal set has 20 elements
meaning p or q has a total of 20 - 5 = 15 elements
so 10 -x + x + 13 - x = 15
so x = 8
@keen scroll got it?
but did you understand
where u get dis
n ( P U Q)' = 5
bye
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i like this thx
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Just to double check, is this answer correct? My answer sheet says x=7 but I got 3.5. But, if I plug in 3.5 to the 4x-7 I get 7
Idk I’m just a lil paranoid
You sure the bigger triangle has side-length 6?
My drawings can be confusing sometimes, sorry. here’s the original
Should I have added those up and done something different?
I'm referring to your conversion
The small triangle, that's fine
Are you sure that's what you get for the big one?
9 😔
yeeee
lol
[fwiw, your working out was otherwise correct, so you shouldn't have much difficulty getting to x = 7]
[do dw, it was just misinterpreting the diagram, was all]
Thank you for correcting me lol I have the tendency to miss lil things like that
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hey using the trigonometric identity
$ y = \tan^{-1} \left( \frac{1}{x} \right) $
$$ y = \tan^{-1} \left( \frac{1}{x} \right) $$
PHYSIC🅰HOLIC
Don't put spaces before/after the dollars
$y = \tan^{-1} \left( \frac{1}{x} \right)$
PHYSIC🅰HOLIC
wait a min let me reframe the question
Yeah I was wondering what exactly you're asking
$$y = \tan^{-1} \left( \frac{1}{x} \right) = \cot^{-1} \left(x)$$
we see that the $tan^{-1} \left(\frac{1}{x}\right)$ is not differentiable at x=0 but the $cot^{-1}(x)$ is
so while changing tan inverse 1/x to cot inverse x how could we say its differentiable
PHYSIC🅰HOLIC
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I'm new and icl, ts is weird I mean, a dc server to do Mathematics?
CRAZY.
anyone? plss help me
that isn't right for x < 0
but they differe by a constant onlyy
for x < 0
tan inverse 1/x = cot inverse x - pi
but as the pi is constant it turn zero while differentiating
so for all x the differentiation of tan inverse 1/x = differentiation of cot inverse x
i need to know what happened at x = 0 or very close to zero
<@&286206848099549185>
you need to use \right to copmlete the bracket
the definition of a derivative requires the function to be continuous
Guys I'm very basic at math whats this tan thing
$\int_{-1}^{1} \frac\left({d tan^{-1}\left(\frac{1}{x}\right)}\right){dx},dx$
then how to solve this
look up "trigonometry"
@zealous reef
the derivative is defined at all points but 0
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so split it into the integral from -1 to 0 + the integral of 0 to 1
yeah that's the correct point but what my textbook has done is
anyways i go with it
thnks for the help
guyzz
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- Let p > 2 be an odd number and let n be a positive
integer. Prove that p divides 1^p^n + 2^p^n ............ + (p-1)^p^n
How to approach this question?
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Can someone help with this
what do you understand about this, and what have you tried?
nice bio bro
It’s my summer work so I don’t know much about this
have you learnt about linear equations?
so far, what have you learnt about them?
Ochem tutor 🔥
You can try to pair the first and last terms
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which formula of integration is used here
if you squint at the integral on the left, its just $\int_0^v\frac{dv}{A+Bv}$
mtt
so $\int_0^v\frac{dv}{A+Bv}=\frac1B\left[\ln(A+Bv)\right]_0^v$
mtt
OHH
the constants hide that its a simple integral
np
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Need help with this corollary I have tried previously but it's wrong
Also it's a part of this theorem
that's the statement itself
i think you should
use the sine law on this one
:3
u can prove it by applying this theroem twice
let PQR be a triangle
that works too... i guess...
apply this on any two angles
$\angle{A}=\angle{B}=\angle{C}$ so $\frac{a}{\sin{\angle{A}}}=\frac{b}{\sin{\angle{B}}}=\frac{c}{\sin{\angle{C}}}$ then just use the equality and $a=b=c$ ?
parabolicinsanity
unless sine law isn't
taught or something
then the isoceles triangle proof will do
most prob not
🥀 then yeah use the isoceles triangle proof
Bruh
Sine law isn't taught
its like saying a=b coz a=b
Man I am getting more confused
should i send solution
Ok
@supple jasper Has your question been resolved?
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using this i got sqrt2*sin(3x-3pi/4)
answer is sqrt2 * sin(3x-5pi/4)
the answers have these like this
but isnt b = -1 and a =1?
maybe because it's 3x - alpha and not 3x + alpha
yeah i noticed that but i dont think it would have an effect on anything?
expanding the right side gives $r\sin(3x-\alpha) = r\sin(-\alpha)\cos(3x) + r\cos(-\alpha)\sin(3x)$
bloubbloub
so this flips the sign of sin alpha
sin -alpha = sin beta
yeah
so its the same
oh its not
-a = 3pi/4
so a = 3pi/4
and then 3x+3pi/4 is just the same as 3x-5pi/4
oh so the answers just use cos-x = cosx and sin-x = -sinx
that makes more sense thank you
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~~@summer wave ~~ @hollow sky post your question here
I think that's the wrong ping
how do i find the centroid of a triangle
mb
what
Sorry for the ping, it was a mistake
if we're talking about the coordinate of it, it would be this.
ok thank you
Any further questions?
no thank you
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Let’s bring it to hlounge
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I need help with understandint why the first line of the complex number solution holds.
i.e. why is $d = 2 \cdot \frac{f + a + b - ab\overline{f}}{2} - b$
量
i get that the foot from F to AB is $\frac{f + a + b - ab\overline{f}}{2}$
量
But why the -b at the end? Help is appreciated
@bitter folio Has your question been resolved?
<@&286206848099549185>
hi
hi
帮帮我 pls
greetings
greetings
specifically traditional chinese..
welp thats fine i guess
thanks for helping or trying to help btw
i want to know, do the lowercase letters indicate sides? if so, what sides?
they are the points in the diagram
in complex numbers
so for example 点 A <=> 复数 a
e sorry im not the best at geometry, but ill take a look
没问题
guess ill ask gemini ai, heres what i got:
imma take a look at it to see if it makes any sense
Please do not trust ChatGPT or similar AI tools for mathematical tasks, as they often generate output which "sounds correct" but has numerous factual or logical errors. Use of these AI tools to answer other people's help questions is strictly against server rules (see #rules).
alright, then i guess ill just do it the normal way
(flip around and find out)
question bump
first things first, what does it mean to multiply 2 complex numbers?
(a+bi)(c+di)
ac+adi+bci-bd
(ac-bd)+(ad+bc)i
might be useful for understanding what all the point multiplications mean. this basically means that:
(a, b) x (c, d) = (ac-bd, ad+bc)
were getting somewhere..
lets try multiplying some points and see what happens!
(1, 0) x (0, 1) = (0, 1)
alright... interesting result
(1, 1) x (2, 3) = (-1, 5)
again.. interestin result. any pattern we can make sense of this? well, lets see how it looks if we make it a line!
the slope of the from (1, 1) to (-1, 5) is -2. the slope of the line from (1, 1) to (2, 3) is 2/1 = 2. interesting! it seems like we... made a perpendicular line!
lets try to generalize this:
(a, b) to (ac-bd, ad+bc) has a slope of (ad+bc-b)/(ac-bd-a)
(a, b) to (c, d) has a slope of (d-b)/(c-a)
(ad+bc-b)(c-a) = -(d-b)(ac-bd-a)?
hmm how does this help me
you are making complex numbers in terms of coordinate system geometry and introducing gradient
meanwhile the purpose of complex geometry is to get rid of that
really appreciate the effort tho
well, its a good way to see how we can translate complex geometry into coordinate geometry. to make it seem more clear
But i dont want to deal with coordinates, thats why i want to complex bash
if its easier i would have used coord geom but its not
are you in pre-uni or undergrad? just wondering
that's why complex is more viable in most options
中学
初
im from hong kong (btw)
ah cool
i heard that chinese maths education is much more rigorous than hong kong's
i am not Chinese, i am singaporean
and i do olympiads
fun
i was always considered the person that was the best at maths. but its usually because i learned advanced mathematics (e.g. group theory, differential equations, etc..), not because i was good at the mathematics we were currently learning, albeit i was still good at that. still, im rusty with geometry and its my least favourite branch of math
id rather just do differential equations, theyre much more fun
ah
i am olympiad sweat
im stumped, so uhh yeah. imma see the solution when someone solves this so i know what happened
same here too, except the math olympiads here, you have to train for. its very hard to go into it directly, even if youre good at math. so even if youre really good or even gifted at math, you might still only get 3rd or 2nd prize (note: 3rd prize doesnt mean 3rd place)
basically its for people that joined multiple olympiad classes and just do 50 practice problems every day
三等奖 is pain
yup thats me
singapore math olympiads arent that easy either look at our imo performance
i have very tough competition
its not a healthy lifestyle and really doesnt make you that much better at math. just makes you more competitive and feel 'better' at the subject, when what youre actually training for is just the problems that come out every single time, in some variation or another.
thats fine for me
because i do physics olympiad as well
really doesnt make you that much better at math
when what youre actually training for is just the problems that come out every single time, in some variation or another.
and i do so many things i have to time for rest
but i dont mind
i really dont mind
it feels so good topping my school in my level
yeah i do that too, except i dont train for olympiads religiously
i mean, its fine if you want
lmao
but i just dont recommend it
its not going to make you better at math, not by a lot, itll just make you better at the competition
i suppose..?
you have to define math competency here
thats fair. i just never felt like olympiad classes were making you better at math. ive joined a couple of them, and yeah they do the same thing over and over again
you do previous test questions
that are the same thing but slightly different
over and over again, until your brain is crammed with some random formulas that you will (probably) never use in engineering, physics, or anything really
at least, thats just my perspective in hong kong
my classes are different
my goated teacher makes his own
and he has such a good personality that we love him
idk what singapore is like
messages didnt load mb
good for you. really good for you. us hong kongers can only dream of that
oh
sad
most of our teachers are just teachers that were paid to just be there, teach some random things, with 0 spirit, then leave
that must suck
eeeeee then make a PDE for heat change of a rod
also dang there are so many emojis


pls dont clutter my channel
e ok
a
also why is no one (trying to) help(ing) you?
like its just me
its normal
bro pls dont clutter my channel
Bump
i think thats correct
My question is
.
Its the formula
Which
D in exactly on the a and b intersection
? Please explain
How can two complex numbers intersect
d - a = f - ab/f
How did you get that?
?
smh i think you dont know the question
its fine
no worries its not easy anyway

which question btw. u asked about - b
the one in the image i posted
see the complex bash
i dont get the first line of setup
oh the first image
indeed
kind of different from what ive learnt but if i say transform ad=ae into algebraic identity would u be confused?
ngl im confused too
this is complex number geometry so uh okay i dont know what you are saying
<@&286206848099549185>
oh please u said bash urself
we can simplify the equation
scroll up, sigma
im studying undergrad maths and even i dont know this 
Ok
but geometry has never been my subject
why is this true
i just always found algebra and calculus more fun
check pins
algebraic.
let's not shitpost in the help channels, you can move it to #chill
Dont clutter my channel
bruh
i have to say so many times to yall
ok.... i dont have access to it
you have the studying role on, probably that's why
type in ,iamnot studying in #bots if you wanna remove it 
,iam notdying
No selfroles matching notdying.
See ,selfroles --list for the list of valid selfroles.
,iamnot dying
Removed the studying! role from you.
there we go
alright I guess here as well
Gave you the studying! selfrole.
do i look like im joking
love how they see 'dying' as 'studying' lol
please
i do not understand you at all
geometra and algebra connected so you cant run
and you dismiss my questions
of course bruh thats why i am bashing
finally, someone who understands it
i want to show you the equation but ive been warned b4
are we all confused?
whatever im opening a new one later
the big equation in the middle, u can simply it. is that clear enough?
yes
i am not asking that question
.
so what?
.
Bro check what i asked
ive explained that?
i spoke english tho or u dont understand
ok i am done with this
why is the foot of the perpendicular having a -b term
do you understand that
@fair token
ur question is why is it '-b' or?
d must be expressed as a linear combination of ab, when u simply it, it'll subtract to b
it's not arbitrary
ur question is not exactly clear. u couldnt just say that i missed smth cuh

<@&268886789983436800>, at this point you're just trolling rather then helping
ok bro
great another warning.
bump for more serious people
well i tried. really getting into your appreciation
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why is the name different
what
i changed
ah ok

oh ok
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Guys how to draw a cot graph? A sec graph and a 1/sin graph(I forgot the name)
(the last one is cosecant/cosec)
Thanks👍
But like, idk wtf happens when I 1 over those graphs
Like how do ik the way the graph shifts
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does anyone know how to date a sample using the quantity of Carbon 14 as well as it's activity ?
cause the only methods i've seen is by calculating the ratio C14/C12
like in irl
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This question seems quite tough
what have you tried? drawing a diagram would probably help
What kind of notation is 1·2 m? Decimal point, or multiplication?
first you should find the horizontal distance to the baloon so you have something to compare the 60 and 30 degree cases
Roger
Let me try drawing a diagram
This is the diagram given
I am assuming to start with Triangle PST and write PS/ST= tan60
1.2 m refers to distance
What have you done as of now
Try and sketch a diagram on paper
Ok
That's right
You can kinda neglect the girl's height here as it doesn't affect horizontal distance
Got it
Done till here
Ah ok
Do the same thing
Yup
Alright cool
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Closed by @odd shell
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It's been closed already
The book writes 1·2 m, though, not 1.2 m. Usually middle dot indicates multiplication.
Printing mistake most probably
But yes , you are right
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question 7?
pick a point in it like (100,50) and see which of the conditions break?
Yes
Q.7
@weary pelican if you say that W is not a number, then it is not a real number
If 27 is the only nice solution
It is the only real solution to the problem
Un nice solutions won't be considered as real solutions
How?
Where does this 100 and 50 come from
Why do we need to see if the conditions break by the way
wait (100,20) would work better, i eyeballed a value from your drawing but the x - 2y >= 0 is drawn a bit inaccurately
it’s a test to see which side of the line contain points satisfying the constraint
if it is not satisfied, the other side (the one not containing the test point) is the good one
Constraint?
x-2y>=0 is one of the 3 constraint on x and y for example
Oh the conditions
So after making the graph we also have to test which region satisfies
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I need help finding the equation for the red line in the image. I have no idea where to start from
so if you know two points do you know how to find the equation of a straight line between them?
tangency point?
nope
for example
let's say a line goes through (0,0) and (-2,4)
can you find the equation of that line?
so you just need to find the two points here
mhm
it looks like the red line and blue curve cross the x-axis at the same point
what are the roots of y=ln x?
where does y=lnx=0?
so x=1
1,0
(1,0) you mean, yes
halfway there
for the other point, they tell you whjat the x-coordinate is
(e^a, ?) we just need the y-coordinate
any ideas
nope
well if y=ln x is the general curve of the blue line
than y evaluated at x=some particular x is the y-coordinate of that point
for example, at x = 2, you have the point (2, ln 2)
so at e^a would be (e^a, ln e^a)?
yes! but it simplifies
remember e^x and ln x are inverses of each other, meaning
e^(ln x) = x for all x >0
ln(e^x) = x for all x
needs more parentheses
y=a/(e^a-1)*(x-1)
,w plot y=ln x, x=e^2, y=a/(e^2-1)(x-1)
yeah exactly
noooo
whatever
its because i left in a
,w plot y=ln x, x=e^2, y=2/(e^2-1)(x-1), x = e^2
there we go
thanks for your help

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Apparently one of these is wrong but i cannot figure out which one
2 and 3 look wrong
wait why would that be
for #2 isnt it simmilar to the first one
where like x=0 and then y=0 and 0=0
for #3 simmilar thing
wait nvm my dumbass legit misread #2
#3 i can almost guarantee it's not a unique solution
look at row 3
yes. if there is an all-zero row, there is at least one free variable
Closed by @vast crater
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How does one get started on this?
whenever a problem has tangent circles, it's always a good idea to draw radii from centers of circles to tangent points
you often can form straight lines or right angles
draw those first, see what you can infer about the resulting shapes
Alr
It's late, so I will try tomorrow, but thanks
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they seperate NRMA and country road but dont they earn interest together in the last 10 days leading up to the bill being paid?
like for eg i brope my answers down into two parts
3rd - 26th august: & 27-6th september
you get the same answer nvm
i realised there was an unrelated error in my calcs
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Cross Product
I watched 3blue1brown cross product in the light of transformation
At 8:23, he says that x(v₂* w₃ - v₃ * w₂) is the same as ihat(v₂* w₃ - v₃ * w₂) however ihat is a unit vector and is equal to 1 while x could be any number.
can someone explain why is x and i hat can be said as same
(previous channel on the same question: #help-3 message)
but i will repeat that "x and i are the same thing" is a misconception
they are 'related' in the sense that i, the vector, is parallel to the x-axis
!noclopen btw
Please don't repeatedly close and claim a new channel with the exact same question. This erases all previous progress made towards your problem and is confusing for helpers, making it more difficult to help you. Please be patient, even if your channel has not received much attention.
@serene patio Has your question been resolved?
Closed due to timeout
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Guys does this have a limit
At 0?
Yes
It should, yes
How
Do you know the l'hopital rule
Ahhh yes, yeah it shouldn't, mb
So it doesn’t have a limit
$\frac{\cos(x)}{\sin(x)} = \cot(x)$
I was counting on an extra x, but it's just gonna be 1/x
VulcanOne
Yeah it does not
Closed by @toxic meteor
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Let m and n be positive integers where m≥n
1/m+1/n=2/33
Find the maximum value of m-n
pretty damn sure the answer is ||m=561, n=17. thus, it's 544||
,calc 1/561 + 1/17
Result:
0.060606060606061
,calc 2/33
Result:
0.060606060606061
I rearranged the terms as (2m-33)(2n-33)=1089
it is probably possible to rearrange in the form of 1m
,w factor 1089
(nvm it's not. it wouldn't be an integer value)
,calc 363*3
Result:
1089
Result:
198
m=198, n=18
Result:
1089
Do you know how to find these cases?
2m-33=121
m=72
yeah, just throw in the factor and calculate
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Hi teacher, I have a question about proofs.
When we want to prove certain statements, we sometimes use proof by contradiction. This involves assuming a false statement, which then leads to a contradictory conclusion. From this, we can infer that the negation of our initial assumption must be true—and this negation is often the statement we set out to prove.My question arose while working on proving that the recursive sequence defined by $(x_n = \frac{2}{3}\left(x_{n-1} + \frac{1}{x_{n-1}}\right))$ converges to (\sqrt{2}), using Newton’s method (or more generally, when proving the convergence of this sequence to the square root of 2).I’ve looked at solutions where the approach is to assume the sequence converges to some limit A. After some steps, this leads to solving the equation (A^2 = 2). Here’s my confusion: shouldn’t we first prove that the sequence converges before assuming it has a limit A? why can we use the assumption as a tool, doesn't this lead to circular reasoning?
Starland
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yeah you should prove it has a limit
This approach is more like a way of "guessing" some upper or lower bound which then hopefully you can use to prove the sequence is bounded
This is often done in combination with the monotone convergence theorem
how does this "guessing" work, when we don't know we've guessed correct or wrong?
that's what is called a guess
Closed by @cedar path
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.reopen
✅
I was wondering what you meant
by this
i was wondering too and then forgot this channel
btw closing/reopening shouldn't be done, so your channel appears above others
no, I was typing after he closed, that's why
Though, I don't know what to say further; again, by taking the limit (even illegally) you are trying to find a possible upper/lower bound (depending on how your sequence behaves monotonically) that you can then use to prove your sequence is bounded somehow. That bound can fail to work of course, and also by "taking the limit" you are not trying to use that as a proof that the sequence converges, but rather you are doing scratch work.
this channel is occupied
you can get one in the available list
Also, sometimes you can prove a sequence diverges by assuming it has a limit
In the mathematical field of real analysis, the monotone convergence theorem is any of a number of related theorems proving the good convergence behaviour of monotonic sequences, i.e. sequences that are non-increasing, or non-decreasing. In its simplest form, it says that a non-decreasing bounded-above sequence of real numbers
...
@cedar path Has your question been resolved?
newton's method isn't always monotone though
you can assume it in either direction, because you still have to prove that it converges regardless of the order you choose
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Hello! I'm working on math homework at the moment, and I need to figure out how to factor this trinomial. I couldn't do it using the X method my teacher taught me, so I'm kinda lost
did you find any roots?
You mean √ the trinomial?
Also, I have a question- can you factor a trinomial by using the quadratic formula or am I misremembering
You can complete the square and after the difference of squares and you got your factored form.
You can
Mind telling us what the "X method" is?
after looking it up on the internet, it's a rather mysterious method...
I think it works on "nice" polynomials only
So basically, I was taught that a trick you can do is to multiply the first and last # in the trinomial, then split the center number into two factors that multiply to make one and add to make the other
Mb if it's worded weird
Yeahhh it only works on certain kinds
Right, that method works but good luck finding the correct numbers in this case
I would advise you to just doing the quadratic as well
You should start by factoring out 5, so your polynomial is easier
Tbh if you're going to use the quadratic formula, factoring 5 doesn't matter
(I mean kinda, depends if you understand it correctly)
Who? Me?
wasn't you talking about a mysterious x method? 😄
Ohhhh yeah that lmao
whatever, you can do this in tons of ways
learn them all
so you can choose the best on each case
Any other question?
Hold on, give me a moment
Okay, so I got
-40 ± 6√10
10
(Which I feel like I could probably simplify to -40 ± 6√10/10)
This might be hard to write
Isn't it:
-b ± √b² - 4ac
2a
Ok you can use sqrt(...) for the square root, b^2 for the square, and just parenthesize the numerator and denominator so you don't have to write it in multiple lines
So like that:
(-b +- sqrt(b^2 - 4ac)) / (2a)
(+- to be interpreted as "plus or minus" of course, not +(-(...)) )
Anyway, we have a = 5, b = 40, c = -10, right?
Yeah
(-40 +- sqrt(40^2 - 4*5*(-10))) / (2*5)
40^2 - 4*5*(-10) = 40^2 + 5*40 = (8+1)*5*40
Do you agree with that?
It makes sense up until the (8+1) part
Where does that come from?
Just factoring
Ok hold on I'll try making it clearer
$$40^2 - 4 \cdot 5 \cdot (-10) = 40^2 + 5 \cdot 40$$
$$= 8 \cdot 5 \cdot 40 + 5 \cdot 40 = (8+1) \cdot 5 \cdot 40$$
$$= 3^2 \cdot 5^2 \cdot 2^2 \cdot 2 = 30^2 \cdot 2$$
Ohhh okay
Nel
Yeah?
So (-40 +- sqrt(30^2 * 2) ) / (2*5)
= -4 +- 3sqrt(2)
(your 6sqrt(10) was off)
Alright
That kind of makes sense
It's just boring calculations, practice and you get better
If it's related to the question, sure
When do you ever use the secret second one /genq
Is it for checking your answer or smth else
No
It comes by rationalisation of the original formula
It's just there
It's pretty neat
Tho
In some situations when you're doing numerical stuff you can get poor accuracy with one formula and better with the other
Probably used by some software, but idk enough about that
Not very useful to learn either way
Ok
Thank you!
So anyway, the factorization is 5(x - root1)(x - root2)
Well
The first formula has a clear preference
Because if c = 0
Then the second one only yields one root
Yet
The other can be easily figured out
Tbh if c=0 you don't need a quadratic formula
Sure
Yet if we consider the penultimate case, if a = 0, the original formula becomes undefined
As it isn't a quadratic
At that point
Neither does the second
So first better
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The second does give you the answer if a=0, just the other half is undefined
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im at after the quadratic formula my problem is with X2=-(5/3)
Can u show ur work?
How did u get the values of x here?
i just put it into the quadratic formula and got those two
I'll be check that but did u try middle term splitting
i did not, ill try
I thought there was a spider there 😵💫
Seems correct
it was '*'
Asterisk
sorry im just having a problem cause its a fraction in a fraction
and those are scary
In a fraction?
yea, coz i have to put in the original formula to show that one side is equal to the other
like to show my work and stuff, thats what after i got those x1 and x2 i started putting them in the formula. coz i need to also write that why they would work
Did u do it?
yea at the bottom u can see i tried X2, failed, put an asterisk to mark that i was having a problem and moved on
Lemme check
,rccw
yes i added together the -7 to it
and thats the fraction i got
26/5
OHHH
my bad
ill try again
Yea i did it and got the same answer on both sides,so it works
Np,good work
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hi is there a way to deform a trefoil (where it has a rope and we only consider the surface) into a torus
im not sure if it is homeomorphic to torus but i dont see what else it could be
im looking for a more visual explanation than a formal proof, thanks
if this is not the right place to ask, can someone redirect me
It could be not homeomorphic to a torus.
remember that any knot is the image of an embedding of S^1 into R^3, including the trefoil
im currently not at the level to know much topology and manifolds
that means the trefoil is homeomorphic to S^1, which isn't homeo to the torus
ah, hm
I mean, one way to think about this is that a trefoil is 1-dimensional - if you stand on it, it looks locally like a line
i did try a lot of methods to try to turn it into one
whereas the torus is 2-dimensional
it looks flat locally when you stand on its surface
so they can't possibly be the same object, no matter how we perform our deformation
sorry by trefoil i didnt mean the actual knot. i was describing how the shape looked, which consisted of a trefoil done by a rope, and isolating the surface of the rope
Ah then yes that's homeomorhic to a torus.
im not sure how to deform it to make it a torus
i see. i think i was given a temporary definition
in which you could deform one to another and call it homeomorphic
sorry if that messed stuff up
Yes, it does apply in one direction
If you can deform one to another continuously without self-intersection etc, then they're homeomorphic.
But not all homeomorphic objects can be deformed to each other in this way.
oh i see. i guess ill get to that later
this does solve my question though thanks
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Im not understanding what this problem is asking for 😭
, rotate
@blazing valve looks like a related rates problem
Notice that the point (x,y) is always on a particular circle. And notice that this point on the circle is a particular distance from some point. How can you relate, for instance, the distance from the top of the building to some point (x,y)?
Because this is a related rate problem, you'll be chaining together several different variables using a few different equations.
😭 uhh the a2 + y2
Is
C2
But im not understanding how the rope is changing rate
Like its pulled towards rhe building ?
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hi i need help doing basic algebra, i think its distributive property but i cant seem to find a yt vid for an equation like this, idk i just dont know how to look for it on yt, please help me understand
which question?
um .. i guess just the concept in general
sorey im just struggling with this right now
im guessing u stuck at 2nd question?
yeahhhh
well try distributing 4.2(15+5x) first
yup
no
ur missing a negative sign, do you see where and why?
OHH -21x
-21x - 21 ??
yes
so then what do i do
move the x's on left side and the numbers to the right side
just to make it easier to solve
for x
wait what do you mean

