#help-23
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i have a question regarding the 7th rule it says here that L has to be grater than 0 i know that it cant be negative since even root function cant be negative but why cant it be 0?
was it because when x approach c from left hand rule its negative?
@void crag Has your question been resolved?
Yes, you won't have the left limit (because from the left, your function (f(x))^{1/n} won't be defined) 
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how to do b?
V(x) = Volume, correct?
yurrr
set v=1000 and solve for x
I did
You can substitute 1000 for V(x)
problem is idk how to factor cubic functions
And foil out
textbook never taught
There is a formula for it
ok
school wouldnt make you do somthing they didnt teach
u wouldnt be allowed to search for a formula in a test
I don’t Even think you need to uhm multiply the foiling by x
you can also differntiate
luckily, I have a calculator that can solve x for me
Ah right
but if I need to show my work that will be an issue
idk if the school will even give htis question but well see
wont seee this for another year or so
how
Forget it i realised it doesnt work
kk
600 -100x+4x2, you can arrange that into a quadratic equation, and I don’t think you need to multiply the entire thing by x
can you show me the final cubic formula you found
this textbook last question of 3.3
4x^3-100x^2+600x
and then you have -1000 right
Yes I was going to say use that
quadratic equation is always automatically set to equal zero
you cannot just set it to another number lol
So u move the 1000 to the other side to set it to 0
u forgor to multiply it by x
wait
Yea mb
but you cant use the quadratic then
Yea I realized my mistake
I think you’ll have to factor it
school wont give this so I most likely wont have to wory lol
okay that’s good
do attempt to factor it though
idk tho some teachers are just mean and give stuff a year ahead they didnt teach
you can factor out x-5 from the final cubic
idk how that qualifies as a thinking question though
what about using the pq formula?
as its just straight up somthing they didnt teach
didnt learn yet
I don’t think this person had went through that yet
oh ya
I saw that solutuion
but idk how
I wanna understand it lol
That doesnt havee how, you just see and know when you have a cubic, idk how to explain it but it doesnt have any reason, you see it and you guess
when you encounter more and more cubics, your guess becomes more accurate
and there were also methods involving calculus, but for cubics like this factoring will be the easiest
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could someone tell me in word what this means
s is the set of three-dimensional column vectors such that [that equation] is true
the equation says that x is orthogonal to the gradient
yea but I didn't give the whole context they just want me to prove it's in the subspace
I know how to prove it but math syntax sucks
oops
wait just to understand quicker
we are given F(x,y,z) should I partial diff those and sub it into the original equation to prove it's a subspace or can I just do it with that
alr nvm
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bit lost on what to do
,rccw
area of the triangle - area of the semicircle
you can do this by performing [area of the triangle] minus [area of the circular sectors]
oh is that it?
mhm
yup
ballin
yes, given theta is in degrees
it has 2 radius'es
?
there are two lines on either end where the radius is
no
two sets
yes but the radius is same for all of them
oh
those two lines just mean those line segments are equal in length
so just add up all of their angles and put in the formula
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hello, im new here; i just started to learn math, and i was wondering if this is the right place to ask for advice? i've came across khan academy, and im doing "pré-algebra", (i found it by searching in what order i should learn the subjects) but i dont feel like im learning much from it, are there other better or just different ways of learning? should i go through textbooks, try to solve the problems and search what i dont understand, watch lectures on yt? also if im wrong on something pls lmk; ;
can you provide a few more details on how khan academy doesn't seem to be working for you?
ty for replying, yes. i can't apply the information from the lessons on the questions; sometimes i will get the answer right, but wont be able to solve it again (aka not truly understand it), i try to search for different tutorials on the same subject if the video is confusing, but its still really difficult to grasp how to interpret the questions. also the lecture > quizz method seem pretty demotivating, but maybe thats a me issue? im not sure if theres a different way to do it; ;
@visual timber Has your question been resolved?
@visual timber Has your question been resolved?
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Don't know where to start here...
Tryu-substitution
try turning everything that's inside of f into u
(in the second integral)
thanks but erm what
when you evaluate the first integral
you will get F(8) - F(4)
F(x) being the antiderivative of f(x)
ye
so F(8) - F(4) = 5
ye
now for the second integral, evaluating it you will get
F(2(2+2)) - F(2(0+2))
or
F(8) - F(4)
oh
wait 5 is not an answer
yes
This isn't true, because F is not necessarily antiderivative of f(2(x+2))
Do you know u-substitution by chance?
ah
No
hmm
then we can think about function trasnformations maybe
imagine a graph of f(x)
What would graph of f(2(x+2)) look like?
What would be the steps you would make to transform graph of f(x) into graph of f(2(x+2))?
double the x values translated 2 units left?
what do you mean by double the x values?
do you know what would graph of f(2x) do to graph of f(x)?
double the y values
not quite
have you been taught function trasnformations?
and are you 100% sure you havent been taught u substitution?
that's the method to reverse chain rule basically
yea but I'm a professional crammer so I don't recall that stuff well
in response to this
Alright
this graph shows f(x) as black line and f(2x) as red line
can you see what f(2x) does to the graph of f(x)?
Yes, and if it doesnt have period it squishes it
by a factor of 2
right
what do you think happens to the area when you do this?
halves?
yes
right
if you also squish the points between which the area is calculated
and the (x+2) part does what to the graph?
translates2 units left
nothing?
yep
what can we say about area under f(2x) between certain 2 points? (And between what points?)
keep in mind that it squishes the graph
so it will be the same as the area between x=0 and x=2
yea
this is some f(x) with the area marked on it
now we squish it by a factor of 2
and we squish it towards 0
so the point which is now at 2 will end up at 1
the point which is at 4 will end up at 2
etc
right
so where will the current bounds 4 and 8 end up?
2 and 4
half
x=0 and x=2
not change?
so its 5/2
correct, i gtg now, sorry
@pliant patio Has your question been resolved?
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hi
how do i solve the integral
∫ x^4 * (1-x)^3 dx
yes i can multiply everything. but like without doing that
by parts it a few times
what would be step 1?
choose which component you want to integrate / differentiate
choose based on whats easier to integrate and differentiate
none of the methods worked
U = (1-x)^3 gives me nothing
and U = x^4 gives me nothing
so i am asking, what should i pick then
wdym gave you nothing
you'll get something in both cases
and if you don't want to expand, by parts again
this is one way to approach the problem if you really don't want to expand everything out
show what you have
du = -3(1-x)^2 dx
it looks like you're approaching this with u-sub / chain rule
which isn't what i said
@thin bridge it didn't do anything, now i just have ^2 instead of ^3 but everything looks way more messy...
so yeh clean it up a bit and apply by parts again to the second integral
you'll then get ^1, repeat again and again
till you get a simple power function
but what if the intregral started with (1-x)^20, are u telling me i would have to repeat this 20 times??
a lone (1-x)^20 or something multiplied to it?
x^4 * (1-x)^20
well you wouldn't need to repeat 20 times for that
okay
how many times you'd do by parts for something like this depends on how many times you'd differentiate your component to get something like 1
so in that case you can choose to differentiate the x^4 component,
since (1-x)^20 is relatively easy to integrate and won't cause major problems
okay thanks for help
tabular format of ibp also keeps things more organised
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Could i ask where I went wrong?
Was trying to simplify a Boolean Algebra~
I can't seem to figure out where the mistake is, It's past the distribution law at the end but I am having a hard time understanding
Distributive law should be correct
So should the idempotent law afterwards
Then the second last step?
But then what did I do wrong 🤔
Can u not take it out common like that 👀
i think the final answer is just A and B or B and C
or alternatively, B and (A or C)
i think you went wrong in the line after (A and B) or (B and C)
Hmm hmm
I think it's the second last line~
Where I took the A out common?
That isn't possible, but then it feels difficult to wrap head around these tbh
Yep, did end up that way
But it still feels a little confusing though
How could I actually go about approaching this?
I feel like I wouldn't really catch where I might have gone wrong
i think the easiest way to finish the problem is to spot that
(A and B) or (B and C) is the same as
(B and A) or (B and C)
so it factorises as B and (A or C)
right i see what you've done now
How do u do the third line here though
B and A and B or C
i mean the best way is just to think about it
👀
however, if they require you to have like "law of X" for each line
then once you've thought about what the answer should be
How did u get the B out from here 👀
you can usually find the steps required to get to the final answer
Think about it?
What the simplified form would be?
Nvm
nw
i think like normally, with these problems
if you don't need like some thorough justification for each step (i.e. ur simplifying a set), then you can normally think about it logically
rather than trying to remember n different rules
but if you need to give like what axiom ur using for each line
I believe we will have to
once u've thought about how it should simplify, you can then find the steps to do so using 1 axiom at a time
normally you can like add something redudant to help you simplify an expression
Hmm
reason why i mention this is i think if u realised that the answer could be written as B and (A or C) earlier
you might have been able to spot this earlier
which would've been easier than trying to expand that
Here do u B and B to get rid of the additional B inside the bracket 👀
yeah basically
Hmm 👀
I think where it actually went wrong is this thing though~
The others while not ideal steps, probably aren't wrong right?
oh yeah i should also say where u went wrong
all ur steps were fine until
this
you wrote A and (B and C) instead of A or (B and C)
as in (A or B) and (A or C) and B = (A or (B and C)) and B
but tbh, you could've also done
Ah
B and (A or B) and (A or C) = (B and (A or B)) and (A or C)
B and A and (A or C)
etc.
Thank you though
nw
How should I approach thinking about the simplified form though?
I am having a hard time imagining these lines of text explaining the issue, How do u visualise these in a fluent manner 🤔
Is it just getting used to the notations and growing familiar over time?
@cursive scaffold Has your question been resolved?
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Hello
Is there a function that when multiplied by its inverse, it would yield one?
$f(x) * f^{-1}(x) = 1$
Stella
no what you are dealing with is functional inverse not a multiplicative inverse
I'd experiment with functions of the form (ax+b)/(cx+d)
what i'm asking is, is this possible?
if f(x) = x^n, then its inverse would be f^-1(x) = x^(1/n). then you'd want x^n * x^(1/n) = 1 for all x, which means that n + 1/n = 0, or n^2 = -1
it looks like f(x) = x^i and f(x) = x^(-i) are two such functions satisfying this
specifically because of the property that the reciprocal of i is exactly its opposite, causing the addition of the powers from the multiplication to produce 0
so it has no solutions with real numbers?
i haven't been able to think of one, there might be
One could argue this is a solution with real numbers. In case you're not clear on the notation: this is the function that only accepts 1, and maps it to 1.
But I get if you want one with continuity somewhere
maybe this quora article helps?
Answer (1 of 3): f inverse of x is not equal to 1/f(x)
Sometimes it is as commented by Lung Ko in his case
U need to understand just one equation (fo(f inverse))(x)=1 which on substituting and solving will give u ur corresponding inverse
U may even use ((f inverse)of)(x)=1
eg. f(x)= (x^2)+x
h...
more like one with an algebraic equation
yeah this answers it
thanks!
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why <=
n >= 1
im confused about the question, are u asking why they use <= if n >=1?
why the inequality holds true
for n>=1?
yes
$\log(1+x)\le x\forall x>0$
kheerii
if you want a proof of this, you can create a function f(x) = log(1+x) - x and check the derivatives of f to see that the function always decreases
and since f(0)=0, f(x) < 0 for all positive x, meaning that log(1+x) < x for all positive x
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im not sure on how to get the end points and the length of the LR, and if my points are correct on the graph,, and im not sure if everything i answered is right 🥹
@still lily Has your question been resolved?
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i think i know the answer but i want to know how to solve it
ok thanks
lmk if you got stuck somewhere
@orchid ledge Has your question been resolved?
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Hello I was just wondering, what’s the difference between a sine and a cos graph??
cos is 1 at x = 0 while sin is 0 at x =0
Both are same waves but with a phase difference of pi/2
So cos starts at 1 on the y axis if I graph it and Sine starts at 0?
ohhh alright
@stone sedge Has your question been resolved?
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Not sure if I should ask this in another discord for physics help, but this is a question I came up with myself that I would like to know the answer for because I got absolutely no idea:
I have two identical cars. In each car, 4 weights of 50kg each are placed. One time in the center and one time on the edges. The center of mass remains the same. However, will the turn-rate of these cars be different? How will weight-shifting during braking into a corner affect this if at all?
are you familiar with moment of inertia?
Yes. The turn on a chair with weight in your hand thing, right? But cars are not turning on a fixed point so I am confused if this would apply here
ok, so if the car is turning around a corner, the car on the right might turn slightly slower because moment of inertia is based on r^2
and if the car is spinning on ice, the car will turn significantly slower because the center point is the center of mass
you may get a more informative response in discord.gg/physics
Will join thanks. But on here, when you brake hard into a corner, the weight of the car shifts forward, changing the center of mass. I was wondering if this would excarbate the slower turning on the right car or be unrelated
im not exactly sure what you mean
During slowing down for turning, the front-suspension of a car gets loaded, shifting the balance of a car to the front. During turning in, the balance will shift to the side, to the outside of the corner (away from the turn). I am asking for this being more pronounced if the weight distribution is on the outside of the car
what do you mean front suspension of a car gets loaded?
the weight distribution is still the same and does not change the center of mass
Weight transfer and load transfer are two expressions used somewhat confusingly to describe two distinct effects:
the change in load borne by different wheels of even perfectly rigid vehicles during acceleration
the change in center of mass (CoM) location relative to the wheels because of suspension compliance or cargo shifting or sloshing
In ...
i would think the weight being more evenly distributed around the car would reduce the load on the front
but im not sure
erm yeah I'm not too polished in this but this paragraph in the wiki might help Lowering the CoM towards the ground is one method of reducing load transfer. As a result load transfer is reduced in both the longitudinal and lateral directions. Another method of reducing load transfer is by increasing the wheel spacings. Increasing the vehicle's wheelbase (length) reduces longitudinal load transfer while increasing the vehicle's track (width) reduces lateral load transfer. Most high performance automobiles are designed to sit as low as possible and usually have an extended wheelbase and track.
Yeah unfortunately not. Lowering is always a good idea yeah but for the spreading on the other axis it seems a lot more complticated
Like, if we did it in 2D
i would say that spreading the masses would be the best
this keeps the wheels from leaving the ground
It's an extreme example, but there is going to be a definite difference between red and green
Would it not be reverse? Here both reds are behind the front wheel
to be fair, the reds are also lower
in a four wheel example
The red weights. Made one image now instead of two. red weights is the scenario in which the weights are in the center and green weights are the ones where they are on the edges
if the masses are closer to each wheel, it allows the wheels to gain more traction
this makes a better turn
the effect of the centrifugal force is also less as the right fuselage mass balances the roll
since more torque and all
i see, a fellow daoist
Yep
greetings
hello!
Well, I thank everyone for their help, but I guess it is a bit too detailed for a math server. Maybe physics too tbh, I will probably have to ask a car enthusiast community
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is this correct
indeed
yes
thanks
can this be solved using a different method? @hardy lion @craggy sedge
no
kinda but not really a different method
can u show? pls
$2^{y+3x}=e^{\ln 2^{y+3x}}$ and do it for 2^-3/2 but this is just the same thing in the end
convergence
$2^{y+3x}=e^{\ln 2^{y+3x}}$ and do it for 2^-3/2 but this is just the same thing in the end
```Compilation error:```! Missing $ inserted.
<inserted text>
$
l.50 $2^{y+3x}=e^{\ln 2^{y+3x}}$ and do it for 2^
-3/2 but this is just the s...
I've inserted a begin-math/end-math symbol since I think
you left one out. Proceed, with fingers crossed.```
i mean, surely you just say the two powers have to be equal
so you just do power 1 = power 2
Thats what i was thinking
yeah it works for the reals ,but not exactly for all cases
fair
@tulip yoke Has your question been resolved?
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What is the answer for 2 a
,rotate
I mean how to do 2b
do you know what's 2^5
32
They r asking in full form not evaluating
what's the answer to 2a?
mayervietorus
:bending_skull:
6x6x6x6x6
hello
hey
That is answer
i'm guessing 2b is 1/(2x2x2x2x2) then? idk
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hey can i get help with this
the sketching part
i know it will get very small and go towards 0 when k gets very large
and its even
@edgy vine Has your question been resolved?
you can calculate the derivative of the function and calculate its critical points, this should make graphing it easier
ok
what about roots
@gusty inlet
this doesnt really make sense to me
<@&286206848099549185>
wait, did you calculate the derivative
no that's quite fine as well !
I also think you can maybe combine both the sine and cosine in one cosine
ah
ahh i see
ill do that
im not sure if i am doing this corretly
not done this in a while can u help
@gusty inlet
only the graphing part right?
you seem to be on the right track
ok cool
sqrt(a^2 + b^2) is amplitude
yup
and the arctan(b/a) is phase
cool
then you can easily graph since you know the period and can calculate the first point at zero
wait , how do i know the period
the part apart from the constant phase tells you that, it's kb and k is the variable
so my theta=arctan(-1/kb) is my phase shift
which means the period is just $\frac{2\pi}{b}$
Mohamed Mohsen
yea exactly
This comes from the fact that if period of a function $y = f(x)$ is P then period of $y = f(ax+b)$ is $\frac{P}{|a|}$
Bagchi234
wait is kb not its frequency
b takes the role of angular frequency in analogy to time, kb acts as $\omega t$, and generally the period is $T=\frac{2\pi}{\omega}$
Mohamed Mohsen
did we get this from what we were already given? or from combinig the cos and sine
after you combine them you get this form $f(k) = A\cos{(kb+\phi)}$ which is similar to $f(t) = A\cos{(\omega t+\phi)}$ and from here you can get all the info you want, like $f(0) = A\cos{(\phi)}$ and $T = \frac{2\pi}{\omega}$
Mohamed Mohsen
actually i just noticed something extra, the amplitude changes with k too so you will have to graph the cosine shaped by that amplitude
but yes everything else checks out
cool
also I wanna tell you something important
if you wanted to check the nuances of maybe a sign that could be wrong or anything you missed
you can graph the function before and after you changed it by desmos
ok cool thanks
you are welcome ^ ^
wait, for this, as k gets bigger, this will mean that y gets bigger
cos the amplitude will get larger
but in the original equation wont
how do you know it won't
there is a k multiplied by the cosine
it will shoot to the skies for high k
the whole thing being zero implies either the amplitude is zero or the cosine is zero
you did the amp
what about the cosine ?
this will have infinite roots by the way
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Given the following three-variable equation:
$\mathrm{xarctanx}+\frac{\mathrm{lnx}}{\mathrm{lny}}+z\mathrm{e}^{\mathrm{sinz}}=\frac\pi4$
According to the implicit function theorem, in a neighborhood of the point (l, e, 0), the equation can determine:
(A) Only one implicit function $z=z(x,y)$ with continuous partial derivatives.
(B) Two implicit functions$y=y\begin{pmatrix}x,z\end{pmatrix}$ and $z=z\begin{pmatrix}x,y\end{pmatrix}$ with continuous partial derivatives.
(C) Two implicit functions$x=x\begin{pmatrix}y,z\end{pmatrix}$ and $y=y\begin{pmatrix}x,z\end{pmatrix}$ with continuous partial derivatives.
riyobi
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Hii, can someone help me graph this?
what have you tried
I tried the first one already but i got a little bit confused with the 2nd one and 3rd
which part of those is confusing you
Oh wait for the starting point for the 2nd, do you have to substitute 0 and also substitute 3/2 for the end point? Just only those 2 or i substitute other values between 0 and 3/2?
its linear so you only need two points to be able to draw it
(but remember to put a hole at x=3/2 for that part)
Ahhh i thought of it in a complicated way 😅
For the starting point for the 3rd equation, is it (3/2, 17/4) ?
I tried to substitute 3/2 to x at -x^2+2
can you show your steps
My paper is a bit messy so ill just type how ill solve it.
=(-3/2)^2+2
=9/4+8/4 = 17/4
you're messing up the order of operations
Oh is it the sign
the ^2 applies to the x only, in this case (3/2)
the - is applied after
Ahhh so - 1/4
yes
Though im not sure why when it comes to graphing, my teacher said that it supposed to be a curved slope
Nvm i think i get it
Thank you
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can someone help with the very first bit of this
i hate trying to solve it when there is multiple moduli
The graph or sol of the eq
both
solve the question in intervals where the moduli split, so consider x < -1, -1 < x < 2, and 2 < x
ive completly blanked on how to solve this
ok
what do u mean by solve it
ok what should i do after this
llike slowly step by step aha sorry
In each of the listed cases here, you can write what the absolute values become
ok ok
:waves:
but, like they will all be positive coz they are absolute values
im a little confused on what u mean
Layla 
Have you seen the piecewise definition of the absolute value?
Do you mind stating/showing it, please? 
well i would recognise it if it was given in a question but ive only seen it for specific lik questions
maybe i need reminded
but its like y= something different for different values of x
or if x>something and x<something
but maybe i need reminded aha
is it when the function is given in those big brackets
cos thats what im thinking of
well, you have most of it, it’s
[
\abs{x} =
\begin{cases}
x & x \geq 0 \
-x & x < 0
\end{cases}
]
@junior smelt
Typing on mobile 
aha ok
Anyways yea basically you split it up depending on whether your insides are positive or negative
Basically for each of the cases, you use the definition on both of the absolute values
Consider whether the insides of the absolute values are positive or negative
Yep that’s the idea 
Well, not quite yet 
first year uni
this isnt even math
its maths for physics
You need to put what those absolute values work out to be back into the equation, then solve what you end up finding
wait so, i sub in like (x+1) then -(x+1) , but then what do i do with the opther absolut value
this is where i get confused
You work out the signs of it too, so like when x < -1, you have that |x + 1| = -(x + 1), but if x < -1, then x is also less than 2, soooooo...?
Yep, that's why there are the three cases, between -1 and 2, and greater than 2
Oh yea, was gonna mention as well, but one thing also is sanity checking the answers you find 
You'll get linear equations when you break the absolute values up, but the solutions you find from those may not match up with the "actual" solutions, for example...
yeah of x>2
...you can end up finding values that aren't in the range under consideration, i.e. this one should be > 2 but it isn't 
Yep, discard it, it's not an actual solution to the equation 
nice
Then of course the other two cases you find, those are just left to do 
nice
Just this one apparently 
why is there not an x=1
Hmmmm 
odd, did i do something wrong
Hmmm, nooo it seems to work actually 
Damn it, I just wanted to be lazy
damn you Wolfie 
ahahah fr
I know right 
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\fbox{\parbox{\textwidth}{
\textbf{Problem.} \
\text{Find the limit or prove it doesn't exist of}
$$\lim_{(x,y) \to (0,0)} \frac{x^5y^5}{x^8+y^{14}}$$
}}
$\$
\textbf{Solution.} $\$
\text{After some various tries, I came to the conclusion that it's probably} $L = 0.$ $\$
\text{The limit is weird so I will try to make use of the Epsilon-Delta limit definition}
\text{for the first time.} $\$
\text{Let} $\varepsilon > 0$ \text{and let} $\delta = \sqrt[10]{\varepsilon}.$ $\$
\text{Suppose } $0 < \sqrt{x^2+y^2} < \delta. $
\begin{align*}
\abs{ \frac{x^5y^5}{x^8+y^{14}} - 0} &= \frac{\abs{x^5y^5}}{x^8+y^{14}} \
&\leq \frac{x^4\abs{xy^5}}{x^8} \
&=\frac{\abs{xy^5}}{x^4} \
&\leq \frac{\abs{x}\abs{y^5}}{\abs{x}} \
&=\abs{y^5} \
&=\sqrt{y^{10}} \
&= \left ( \sqrt{y^2} \right )^{10} \
&\leq \left ( \sqrt{x^2+y^2} \right )^{10} \
&< \delta^{10} \
&= \left ( \sqrt[10]{\varepsilon} \right )^{10} \
&= \varepsilon \
\end{align*}
𝔸dωn𝓲²s
have you tried a path that makes the terms in the denominator the same power?
yea
what was the path?
At one point you are replacing x^4 by |x|. If we have |x| < 1 then then you make the demon bigger
\begin{align*}
\frac{\abs{xy^5}}{x^4} &= \frac{\sqrt{x^2} \cdot \left ( \sqrt{y^2} \right )^5}{\left ( \sqrt{x^2} \right )^4} \
&= \frac{\left ( \sqrt{y^2} \right )^5}{\left ( \sqrt{x^2} \right )^3} \
&\leq \frac{\left ( \sqrt{x^2+y^2} \right )^5}{\left ( \sqrt{x^2+y^2} \right )^3} \
&= \left ( \sqrt{x^2+y^2} \right )^2 \
&< \delta^2 \
&= \left ( \sqrt{\varepsilon} \right )^2 \
&= \varepsilon^2
\end{align*}
𝔸dωn𝓲²s
- to 3. Why does this need to be true?
Ich habs gerade realisiert
ja verkackt haste nh
Was passiert für y = x^(3/5)? Sollte dann nicht gegen 0 gehen. Schaue aber gerade Olympia, d.h bin nicht im Fokus
?
.
i have no idea i need to critically think now for a moment
Sorry, I didn't understand immediately what you meant. Didn't mean to suggest again what was basically already said
can I go from x^8 + y^14 to x^2+y^2
but then i can not reduce at all
No, they proposed x^(8/14) = y as a path
Both paths. Mine and his are working as a counter example
and woher kommt das her
bruder ich hab so viel ausprobiert und jetzt gibt es die eine lösung
Rundprobieren würde ich sagen
Es war nicht einfach zu zeigen und deswegen ist die Aussage wahrscheinlich falsch
oh i c
Kann man trotzdem mit epsilon delta es beweisen?
all good
Ich kann dir sagen wie ich auf meinem Weg gekommen bin: Ich wollte, dass y so wählen, dass du sowohl im Nenner als auch im Zähler x^8 hast
ich habe versucht diese höhenlinie zu bestimmen
ich wusste es war iwas mit wurzel aber kamm nicht drauf
Es ist ja nicht stetig
ja stimm

diese definition is also dann geeignet wenn man weiß dass der grenzwert existiert
Ja
aber nicht als mittel um zu zeigen dass er nicht existiert, oder?
Du müsstest halt zeigen, dass für jedes r in R je ein epsilon existiert, dass du kein Delta wählen kannst, dass diese Fehlerbedingung gilt
alles klar
Das ist schwer
Deswegen einfach zwei Nullfolgen finden mit verschiedenen Grenzwert
?
Sag mal
???????????
reicht doch
danke für deine hilfe
bist krasser als du denkst
Bitte
einfach während der olympia schaut
probier mal x^8/14
😂
ich krieg nen schlaganfall
Nah. Warum machst du die Aufgabe eigentlich?
Der Grund:
#1272257901670563900 message
Ah, ja. Habe mich schon gewundert. Sieht stark nach Ana 2 aus
Ich hatte wie gesagt rumprobiert für eine Stunde das wieder analysiert recherchiert und dachte nach 3, 4 Wegen, das könnte gegen 0 gehen
Ja mein Ana2 ist einfach lächerlich
vom Niveau
Noch nie sowas mit Paths gemacht
Ist? Dachte du bist im 4?
Ich bin im 5. jetzt
trotzdem hole ich privat Sachen nach die ich nicht ander uni hatte
mein ana professor für ana 1 und 2 der hatte kein skript
Och, ne
wir haben so aufschriebe aus seinem kopf gemacht
obwohl der eig chillig war und gut erklären konnte realisiere jedes semester wie scheiße das war
Sowas hasse ich. Ich schreibe nicht mit während der VL. Dann checke ich nichts
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claim
hi, is this the right answer
Yeah
You can check stuff like this yourself with wolfram alpha
I dont think I have leanrt that yet
and thank you so much
also dumb question as its my last attempt, is this acceptable form?
Wolfram alpha is a bot lol
I know it is but I wanna double check lol
I thought its another theorem lmao
Yeah
I have to admit you make me chuckle a bit
First time I’ve heard that
now no more attempt the question is locked hahaha
its just end of semester paranoid
is it going to be my next chapter? ykyk
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^_^
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How do i simplify stuff like this with so many subtraction and addition signs?
I'm a newbie please teach me 
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<@&286206848099549185>
you gotta ellaborate the question further for someone to be able to help
Find Pn,m
It is a function
In n and m
Can u pls help?
.
Can anyone pls help
@hel
<@&286206848099549185>
,rccw
Couldn't find an attached image in the last 10 messages.
,rccw
Couldn't find an attached image in the last 10 messages.
.
Pls help
<@&286206848099549185>
<@&286206848099549185>
Yes
U need to find pn,m where pn,m is function of n amd m
Find it in terms of n and m
Find solution of this function equation
It is the case of ballot problem
n and m are variable
They are independent
yes
Hwo to solve it
?
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hi can someone help me with the last true or false question here
ive forgotten how to do these
Hint: use implicit differentiation
ok
should i get -3x^2/(2y-6y^2)
im a bit rusty with this as these are quite old past papers im on aha
Because you don't have y = something(x)
Yep, that's correct
Ops you missed an x
In the 2y
It should be 2xy
but there was an x, it goes to a one when differentiated?
Yes exactly
I suggest you to use y', instead of dy/dx, so that you can write shorter
You forgot to multiply by 2, when differentiating -2y³
But the rest is all right
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Can you find the area of the triangle that is the base of the prism?
(assuming you need help with part a)
i need help for both 😭🙏
if you need help with b you can just find h(t) or you can use dV/dt and dh/dV
dont u need dh/dt too
you do need it in the sense that it's the answer for part b
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@nocturne cloak Has your question been resolved?
Yeah that works
Ohh
Did i do anything wrong? All the answer choices is like 5.7 5.2 6.7 so i might be right or wrong
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is the answer 2log(2b)
incorrect
then how to do
show me your work
I can help you check where you have gone wrong
i dont think you can cross them?
why
alr, could you tell me how you got this
that only works for $log(a)-log(b)$
Skill_Issue
so cuz of the -2 i cant?
no its cause its log/log
then how will i solve whatever inside that
how about log(a^2 - b^2) - 2log(2b)
then its not log/log
$$\frac{log(a^2)}{log(b^2)}=log(a^2-b^2)$$, if you try to subtract 2log(2b) which is equal to log(4b^2) from it youll get
$$log(\frac{a^2-b^2}{4b^2})$$
Skill_Issue
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
yeah youll get something completely diffrent
also im pretty sure first step into second step is wrong lol
$log(a)\cdot log(b)\neq log(a+b)$, atleast not for all values a and n
Skill_Issue
but this is what i read
?
it is only for $\log_z{a}+\log_z{b}=\log_z{ab}$
whats wrong in step 1 to 2
77²
yeh
Log isn’t necessary at all 😂
the question is from logarithms
Did you teacher demand you to apply log to this question?
im learning on my own
well i need to study log
is my solution all nuts or i can fix 1 or 2 steps and get the answer
right hand side of first step is wrong
ig you should re-do it once
if $a^{x}=b{\implies}x=\log_a{b}$
77²
see in general you take the base of logarithm to be e
so log(a) doesn't become 1
wont the value change
of what?
a^x and log a^x are different right
if you do it on both sides of any equation then no
different values
ok
how
you messed up with the property of log
yeah those are correct
but log(ab)=loga+logb
ok



