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It says that this is obvious because e^1 is 2.71β¦ so if |x|<1 e^x-1 will be at most 1.71.. and related by what |x| actually is, of course as x-> itβd approach 0 which is exactly whatβ you hope for here
We prove that f(x)=e^x, the natural exponential function, is continuous on its entire domain - the real numbers. We complete this proof using the epsilon delta definition of continuity of a function at a point. To do this, we simply take an epsilon greater than 0 and an arbitrary point c from our domain, then go through the motions of finding a ...
Iβd like to explain but I have to go and this is probably better anyways
Skip to about 5 minutes if you wish
yea, the guy explained it very nicely
thank you soo much

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Good Evening!
Can someone explain to me why we dont need to divide the 2 by k aswell?
there is a product, so we divide only one of the factors by k to the third power
if there was a sum or difference then two would also be divided
But we only didivde by k no?
And in the denumerator we also divide all products?
in yoru case, division is by third power of k, right ? so since denomiantor is consisted of 3 factors, then every of them is divided by l
But I think I see it
Was just wondering
because you can also multiply by 2 first
and receive 2k + 2 and then divide that by k
yes but better to keep 2 out of them
2 is safe alone
Bit late here, thanks!
yw)
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hello
Hello in statistics, I do not understand the difference between discrete random variable and absolutely continuous random variable.
Is it in the 1st case something that can be counted and in the 2nd case something that cannot be counted?
informally: a discrete random variable takes values from a finite or countable set, and a continuous random variable takes any value from the interval or the entire real line
Do you have real life examples that help differentiate the two? please
Let's assume that an insurance company deals with the distribution of reported losses, then they are in a certain finite set, or even countable one
like
0, 1, 2, 3, 4, 100000000
etc
countable set is the set you can assign to natural numbers
and
the exampoel fo continuous is:
Let's assume that you are interested in the height of students in your country, but there are too many universities to measure them all, then you set the distribution based on an n-element random sample, and the index can take any value from the range, e.g. [140, 210] - their height
certaibly the precision of tools also is imporant but we extrapolte our measure into ideal world continous one
these above are the typical ones
Ok so in the case of discrete it is something that we know precisely and in the case of continuous it is something that we estimate but do not know precisely ?
yes but better use term: countability
ok ?
0, 1, 2, 3, - dioscrete
and if numbers you get, with any precision from interval
- continuous
yw
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what does z bar mean in this context? (linear algebra problem)
it would mean complex conjugate here
so like z = a + bi so zbar = a - bi?
exactly so
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Statistic
Convergence in law
The sequence (Xn) converges to continue bounded we have :
Example 1 : . Let X_n βΌ B(p+ (1βp)/n) with p β (0, 1), then (X_n) converges to a random variable
Example 2 : Let X_n βΌ E(Ξ»_n) and Ξ»_n -> +β when n -> + β then we can see that (X_n) converges in law towards the null variable
I don't understand the example 2
@placid temple Has your question been resolved?
What even is lambda
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why are you allowed to substitute (A-B/2) and (A+B)/2) into part of the product to sum rule to get the sum to product rule? every video I've seen just takes it as granted that you plug those in as a and b, but I don't see why I couldn't just plug anything in at that point
I don't really get how the sum to product rule is derived
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what is an
the sequence that you are summing
@balmy bolt Has your question been resolved?
is that not right
No
can u tell me and explain it to me LOL
You neglected the sign
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COVID-19 is present in 10% of the population. There's also a test that correctly tests positive with 95% accuracy, and incorrectly tests positive with 10% chance.
If a random person tests positive for COVID, what's the chance they actually have COVID?
Use bayes theorem
Omg
?
No I was just hitting myself in the head virtually
Can u check my work? is it (0.95 x 1/10 ) / 0.185
Oh I approve
@clear knot Has your question been resolved?
A random person is given 2 covid tests, both come back positive. These tests are independent what's the chance the person actually has covid?
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Hello I am trying to solve this question, it is a grade 10 highscool trignometry question, i am not sure how to solve a) and b) please help
@knotty finch could someone help?
oh sure, i was using my computer when i saw your question, dunno if i can help much
oh okay
so what i dont get is if its labelled point a -b is 15cm wouldbt b - a be the same?
but when i checked the answers its showing 14.77
to tackle this question, let's name something first
for (a) it says to find "how far east"
that is actually to find AX
ohh okay so it would we use sin 0?
like using 0 as theta
theta is 10 so
sin(10) x/15 ?
for AX we actually need to use cosine theta
so cos(10deg) = AX/15
go it now?
Yes thanks you
yeah thanks a lot
but just be careful it's in millimetre
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how do I distinguish between a rational number and a irrational?
let's discuss
1.every number (except perfect square) inside a square root results in a irrational number.
2.A lots of well-known yet frequently used constant like pi, euler, light speed, etc. are also irrational too.
does anyone want to add something in the discussion.
this is a discussion for irrational number identification.
- Irrational has nothing to do with non perfect squares and famous constants.
But 1,2 are facts, do not you agree
I do not.
a counter example, please?
Check my pfp.
You said "every number"
the most famous constants like 0,1,2 etc are all rational
okay, alright. I will fix the statement
Precisely.
(revised)1. every positive number (except perfect square) inside a square root results in a irrational number.
it is a perfect square
that wouldnt usually be called a perfect square
perfect square usually also means integer
I didn't know that
i'm perplexed
there's a lot of flaws on my statement
i will take a 5 mins break, then we will continue the discussion.
Ok
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As he realized that it has little intrinsic value.
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SHUT UP ROBOT!
considered triangle ABC, sinA:sinB:sinC=2:3:4, then cosA / cosB = ?
above is the question after being translated into English.
I had stuck on this one
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@sharp dew Has your question been resolved?
Be specific
γ«γγ΄
by sine law
By sine law, \
$\frac{\sin A}{a} = \frac{\sin B}{b} = \frac{\sin C}{c}$\
$\Rightarrow \frac{2x}{a} = \frac{3x}{b} = \frac{4x}{c}$\ \
Let the above equation be eqn. 1
By cosine law, \
$\cos A = \frac{a^2 + b^2 - c^2}{2ab}$\
$\cos B = \frac{b^2 + c^2 - a^2}{2bc}$
γ«γγ΄
Then from equation 1 we can isolate a and b in terms of c
substitute in cos A and cos B formulae and then find the ratio
@sharp dew do u now understand
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Arthumetric sequences
Yes
a is the first n=1 term
b is the (common difference)
n is just yk n=1 n = 2 n = 3, the terms
not really an AP with the ln
AP?
well u messed up in ur working
arithmetic sequence/progression
why whats wrong
$\ln 16 = \ln a + 2\ln b$ \ \
$\Rightarrow e^{\ln 16} = e^{\ln a + 2\ln b}$ \ \
$\Rightarrow 16 = e^{\ln a} \cdot e^{2\ln b}$ \ \
γ«γγ΄
meaning 2ab is 16
in ur last step u changed the dot (product) into plus (addition)
oh
im confused shouldnt it be a + 2b
that allows u to get $\ln 16 = 4\ln b$
γ«γγ΄
2nd step?
kk
ok
Okie
from here $b^4 = 16$ meaning b is 2,-2,2i, or -2i
γ«γγ΄
i is imaginary unit btw
thats how logarithmic form works
I would understand if we got
16 = 4-1(2lnb)
6 ln b
Ok ill have to check out logs a bit more
tbh
I never understoof that stuff
thank you
Ill have a check after this chapter again
: 3
np
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β
Nvm
?
I got
16=2ab
256= 6ab
But that wouldnt give me the answer
of a and b
yessir
subtract $\ln 16 = \ln a + 2\ln b$ from $\ln 256 = \ln a + 6\ln b$
γ«γγ΄
do you know why
I just canceled out the ln
good
Ig its bc i canceled out the ln
no..?
hmm i must've misinterpreted then
markscheme just says find d value
and go from there
un = ln a + (n β 1)ln b
u3 = ln 16 and u7 = ln 256
So uh
ln b = d
un = a + (n β 1) d
is the usual formula
.
How do I find what d is
my brain
@pulsar sun 
Can u explain me how they got d
tehe

or anyone
they did what i did π
I dont know what you did
yes
$u_3 = \ln 16 = \ln a + 2\ln b$
γ«γγ΄
and $u_7 = \ln 256 = \ln a + 6\ln b$
γ«γγ΄
is that correct?
yes
nice
now
if u subtract u_3 from u_7
u will get
$\ln 256 - \ln 16 = 6\ln b - 2\ln b$
γ«γγ΄
correct?
yes
now we use log rules
log a - log b = log(a/b)
and also taking \ln b common
giving us
$\ln \frac{256}{16} = (6-2)\ln b$
γ«γγ΄
which gives $\ln 16 = 4 \ln b$
γ«γγ΄
γ«γγ΄
γ«γγ΄
giving us b=2

(as b is real)
from here, we know in an AP, nth term = first term + (n-1)*d
which is ln b in our case
i was wrong btw, this indeed is an AP
I orignially thought a and b were functions of n π + ln threw me off
np
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where the domain is 0 < x <=360
@fallen plume Has your question been resolved?
@pulsar hedge yes, one o the answers is 16.86 so ur correct
but there are two answers for the range
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Is there something wrong in what i did
The question is integral 1/(sin^2xcos^2x)
i divided the sin^2x in the denominator with cos^2x/cos^2x
,rotate
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1/tan^2 x = cot^2 x
yep got it ty
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help
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How to prove that AEC and ABC are similar triagnles? Except for that 80 angle I have no idea what to do
is ae tangent to circle
yes
is one way you can do this without much strain
I swear I have never seen this theorem in my life
Useful to remember
Just need to find if I can use it in the exam without proof
itβs usually considered a staple theorem in geometry but fair
you use central angle - inscribed angle relationship
if you find angle CEA your proof is complete by AAA similarity
as extra note.
this theorem also works with two secantsβ¦ or two tangentsβ¦ doesnβt have to be a secant and a tangent
Wait does a line that intersects a circle twice called a secant?
yes
Good to know
and, if the βlineβ is not a line but a line segment that is contained completely within the circle, then it is called a chord
I am not sure how does it help me
this statement is correct
do you know what this relationship is?
Oh wait maybe I do
I do know just couldn't figure out how does it help me
Wait just a sec
I mean I know how to get the number 40 but the steps feel weird
Because I am supposed to substitute arc lengths not the angles
Yea I found the theorem, I don't need to prove it
@cursive patrol pls help
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well the obvious idea would be to try induction
7 * 4^0 - 2^0 is 6, so it works for n = 0
so then if you take 4 * (7 * 4^(n-1) - 2^(n-1)) + 2^n
you get 7 * 4^n - 2^(n+1) + 2^n = 7 * 4^n - 2^n
...ok so yeah it's just induction
@lucid tiger
could you explain this step i dont quite understand it
well f(n) = 4*f(n-1) + 2^n
and the inductive hypothesis is that f(n-1) is 7*4^(n-1) - 2^(n-1), just putting n-1 into the expression 7*4^n-2^n
since the idea is that we're proving "f(n) = 7*4^n - 2^n" by induction
ahh that makes sense now
this one is d) how?
@shrewd horizon ?
also i kinda dont get how you did the algebra here
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I think I need to calculate the partial derivative of x and y
but
given the two points
I don't know if it's possible
<@&286206848099549185>
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Hey I don't think this is an actual math question but I was curious if anyone knew programs for the ti84 that graphs vector fields given in the form F(x,y) = something i + something j ?
i know it's possible for the cas but it's banned unfortunatley /
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Hi, I am trying to find arc length and Iβm getting stuck at integrating.. am I making the correct choice by splitting the square roots then trying to integrate them?
the last two integrals are absolutely incorrect
$\sqrt{1+\frac{9x}{4}}$ does not equal $\sqrt{1} + \sqrt{\frac{9x}{4}}$
y0shi
Okay I figured something was wrong.. so I am leaving it at sqrt 1+9x/4 and integrating that as a whole?
yep
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hi
hi lex
do u know what lim is
in calculus
how did u open help
i want to get help and i dont see help channel
supposedly this is about geometric sequences
if so this is just the property of the common ratio
do you know properties of geometric sequences?
yeh
so if you divide a term by the term before it, you'll get r
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not particularly sure where to even start
@fathom crypt Has your question been resolved?
<@&286206848099549185>
By Wilson's Theorem, we know that $(p-1)! \equiv -1 \pmod{p}$.
So, $x = \frac{p-1}{2}! = \frac{(p-1)!}{(p-1)/2} \equiv \frac{-1}{(p-1)/2} \pmod{p}$.
Flamey
@fathom crypt
Since $p \equiv 3 \pmod{4}$, we have $(p-1)/2$ is an integer and $(p-1)/2$ is not divisible by $p$.
Therefore, we can cancel out $(p-1)/2$ from the numerator and denominator, and we get $x \equiv -2 \pmod{p}$.
Flamey
Now, we want to find $x^2 \pmod{p}$. We have $x^2 \equiv (-2)^2 \equiv 4 \equiv 4 \pmod{p}$.
So, the value of $x^2 \pmod{p}$ is 4
Flamey
@fathom crypt
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im confused what this question wants me to answer
just the answer as 0?
x value
4?
alr
The set of the other solutions is
i guess it needs the other 2?
nvm got it!
this is similar i guess
yeah
thanks so much i was so confused lol
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Hello!
I was wondering how I could solve these problems
the first two in this are from the same problems and the bottom two are not.
The domain is how far the line goes across the x-axis. The range is the same but with the y-axis.
If the highest point was at 3 and the lowest was -5 on the y axis, it would be written as -5<y<3 (assuming that the points are not filled in)
If it keeps going infinitely, it would be all real numbers
The intervals that are positive are the parts of the line that are above the x-axis line, while the negative intervals are below it
Where the graph is increasing on the intervals is where the line goes up, whilest where it is decreasing is where the line goes down.
Iβm sorry for the poor explanation, but I could try to explain it better if needed ^^ (im not great with the actual terminology, just explaining)
So you would just write the increasing on the intervals for the line that goes diagnol?
Depending on whether it is positive or negative, yes.
If the diagonals slope is positive, its increasing
If itβs negative, itβs decreasing
Alright thank u so much <33
Mhm!
Alright lol
My professor didn't post a Lecture for Lesson 7 so i was just.. struggling half the time
Oof
wait hold on-
which one would u do for the decreasing
the one on the left or the right
or both
Both, there can be more than one spot where a graph is increasing or decreasing
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β
thanks
go to one of the free help channels and say hi or hello to claim it
like #help-20
Oh wait
and i tried the previous question before this (it was diff points) and it was wrong as well
decreasing means when the derivative or the slope is negative
i know i just dont know how to write it in interval notation
are you sure bc on -1 to infinity the slope is not negative
like i know the rules and stuff it just doesnt click to me what numbers i am meant to write
so interval notation basically works like [x, x]
and thats inclusive of the beginning x and ending x
(x, x) is not inclusive
so what x to what x does that graph have a negative slope?
ur good
i was losing it for a hot second
happens
uhh
well i don't think that's the whole problem with the answer
I think the increasing interval would be (-infinity, -2.5) U (1, infinity)
and the decreasing would be
(-2.5, 1)
you understand why?
yes i do
wait
so it increases from x=1 to infinity
thats why its
(1, infinity)
?

yes
i'm pretty sure its wrong because of [] vs ()
but I don't really remember the rules for what's what
i would try to make them all ()
OHH
wait
i read the graph wrong π
its not -2.5
its -1.5
i forgot how graphs work mbb
You guys answer these problems so differently from how my school does it aha (maybe its the grade difference too π)
wdym
Thats probs why lol, the way weβd input it for decreasing is -1.5<x<1
light work
it only gets worse
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Hi would anyone be willing to check over 4 calc questions?
Please don't occupy multiple help channels.
Oh sorry I didn't realize I had more than one opened. I didn't see my other one in the side bar. Thought it had closed. I still don't seem to see it
No problem! Just run a .close
On which channel? I am unable to see myy other one : (
you can't see 908078029778083872?
yeah there you go
okay thank you!
but close this one, as the other has content
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If f(x) = 2x+6 and g(x) = 3x
What is the simplified expression for f^(-1)(g^(-1)(x))
do you know how to find the inverse of a function?
Yeah, we'll get:
f(x) = x-6/2
g(x) = x/3
okay so what is g^(-1)(x) using what you just said
so lets break it down
f^(-1)(g^(-1)(x))
the thing in bold is what we just found
that is equal to x/3
so now all we have left to find is f^(-1)(x/3)
does that make sense?
Yes, my bad
Yeah but that is what I am confused about
oh
ok lets ignore the denominator of that thing so we are left with (x/3)-6
how do we get that into one fraction
(x/3)-(18/3)
yes or in other words (x-18)/3
yeah
yep
so we can write it as (x-18)/3 * 1/2?
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How do I start answering this? 0.7854d^(2)=pi r^(2)
Do you know d or r?
!xy
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
huh?
it's a command to show this ^
Do you have the whole problem? I don't believe it possible if you don't know d or r
You need to provide the context to this. Your question is weirdly engimatic and incomplete.
No, is there anything else you can show?
here
alright amazing
sorry for not submitting that sooner.
alright great, so do you know the radius or diameter of the problem you are looking to solve?
,, r = \4d2
it is solveable
yeah i'm dead wrong right there whoops
the answer is (1/2)d but I want to know the step by step to it if any of you know.
r=(1/2)d
i mean yes that's just a simple fact of geometry
the radius is one half that of the diameter
side note is there a resource to learn how to do this
the diameter is two times that of the radius
replace r on the right with d/2
yeah thata correct
but yes replace the r with d/2
and now you have the one unit you need to work with to get the answer
Check #latex-help 's pins
thanks
ok so it be 0.7854d^(2)=pi (d/2)^(2)
yeah
distribute in the exponent in $\ds\p{\4d2}^2$
how do I do that?
,,\p{\4ab}^n=\4{a^n}{b^n}
ah~
so what do you get doing that
I got d^2/4. is that right?
yes
Right, 2 definitions for Area
ok
whoops lol, gave you that one
huh?
d = 0 is the only solution so something is pretty weird with this question
Thats what I have been thinking
Is this an actual problem?
Or just a textbook definition
the answer is r=(1/2)d btw
how does one get there is my problem.
because radius is halfway through a circle
diamater is all the way across, so 2r = d
therefore r = 1/2d
this is so dumb why did they approximate [
\4\pi4 \approx 0.7854
]
my mind hurts~
Do you understand how r = 1/2d?
It was just given to me.
from here [
\4\pi4 d^2 = \4\pi4d^2
]
after fixing the weird approximating they made
But do you understand this?
what does it mean by "the answer must match a sepecified pattern"?
kinda
whoops not that, just the 2r=d && 1/2d=r
I would just take the "Note:" into account
Your teacher will manually grade that, and what you have is correct
bro...AHHHHHHHHHHH!
Haha, do you still need clarification on it though?
I hate math!!!! And math hates me!!!!!!!!
No I am good...
bye bye
I'd say that program hates you, we got you all confused for a weird problem
Of course, ask away, remember .close
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i am attempting to study for my GED and i simply cannot comprehend how to go about solving this problem, can someone please walk me through this
its a good idea to start off by listing off what you have and what you are trying to get
the height is 45 inches
what is the diameter in year 13?
i have the diameter which is 22.2 and the height 45 inches
well it's pretty much approximated to be a cylinder without its bases
you are trying to find the lateral surface area of thr cylinder
,, LSA = d\pi h
so plug it in in the above
im very confused here as this is something ive never seen before
you never studied the lateral surface area of a cylinder?
the question i had sent was an image of the GED practice test, or high school equivalent test, so no
ok so what's the circumference of a circle
Can you detail it out for me specifically?
wdym
iβm sorry, i watched a youtube video showing me how to find the lateral surface area and my answer was 445.8, iβm not sure if thatβs right or wrong
Wrong
22.2 Γ 45 Γ pi is not that
The circumference is pi Γ diameter
That's the width of your rectangle
And the height is just 22.2
Imagine cutting the curved surface area and unrolling it
@cosmic widget Has your question been resolved?
I'm gonna go on a bit of a rant here
Imagine someone like Elon Musk comes up to you and says: "Hey, why are you reading books like To Kill A Mockingbird or Moby Dick when you could just read a 100 word summary of the book?"
You'd feel very weird right
Cause the point of reading isn't just to absorb factual information, but to enjoy what happens and what it makes you feel, the characters, the events, the highs and lows
Maths is just the same
The purpose of maths is not to get the answer: we have calculators for that
It's about training your thinking skills and creativity so that you can apply your knowledge to questions you might never have seen before
Cause there's value in thinking creatively, but also systematically and communicating that thinking clearly
It's a shame that maths in a lot of grade school has been reduced to memorising formulas, memorising things without really understanding why
It's super sad cause a lot of geometry and trig, heck even calculus can be discovered with visual intuition
So the next time you're thinking about maths
Don't just ask if your answer is right or wrong
If you don't understand why somrthing is true, just ask why!
You'll hopefully start to realise there's value in being educated and thinking for yourself rather than memorising without knowing why
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Hello,
We did this one chapter ago and I forgot.. can someone help me with the steps towards dividing this?
I looked at my old notes and I see that I have to start at the second term so everything is lined up and then I have to see what I can add to the x to make it 6x^2?
Not sure if thatβs right
βadd to the xβ sounds weird
Multiply ?
multiply with x+1 sure
Idk what to do
maybe watch a video, polynomial division is just a procedure to follow
you want to multiply x+1 by something and have a 6x^2 show up
6x should sound good
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how do i do i)
.close
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could someone please explain how to do this? ive been stuck on it for like 15 minutes π
show what you've been doing in that 15 minutes
HELP ME
i tried making the top one into slope-interept form cause idk what else to do, and when i tried to do it normally it js looked wrong
its given -6y=x
substitute that into (1)
mk thx
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hello can i get some hints on how to answer this question pls
i converted them into logs but not sure where to go from there
let $5^x =y$
Why am. I here
Ah ok
Itβs just itβs from a logs worksheet
So I assumed I needed to use logs
Hidden quadratic I see ty
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I just need to know how to do these
My teacher just didnβt explain it right
Can somebody please give me a simple step by step on how
Got it
or alternatively
start with slope intercept form with the given slope,
then sub in the point to determine the y-intecept / (unkown constant)
So -5=-4(-1)+b
are you doing Q14?
Yeah sorry
Should have said that my bad
But say it was number 11, do I write -2=4(0)+b
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Nope(;
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does this mean that something here emplies g'(r) cannot equal 0 or are they just hoping it aint
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The solution paper always skips past every step what happened between these two??
so the one theta turned into a 1 but what about that theta in the bottom part of the fraction?
what's the full question
are they trying to find maxima/minima of l(theta) ?
$a - b = 0 \iff a = b$, right?
Jelle
or am I missing something
oh ok wait yeah i see that part now
and that last part? how is n/(\theta-1) extracted to only be theta
They multiplied both sides by $\theta - 1$ and then divided both sides by the sum again
Jelle
after that it's rearranging again
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You should probably learn to ignore the giant symbols and sums, and look at it like they are high-school algebra questions
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we dont get the elapsed time at least i dont see it so Idk how I would answer this
I think the way you get the displacement is 50*25 and divide that by 2
elapsed time is what you're trying to calcualte
"how long" will it take for the puck to reach a distance 50 cm away from where to was released
so then why is it in the equation
u can rearrange the terms of the equation lol
you have velocity and displacement, just rearrange for time
how would I
I get told to rearrange equations but i never understand how to, to get what I want
c-b
no clue lmao
ok thats a serious issue, lemme see if i can find a vid for u
havent watched the whole thing but maybe this will help
Isolating Variables in Multivariable Equations
algebra is very important, even in physics
make sure you know concepts like these before attempting problems that require these types of concepts
I need the answer or at least how to solve that equation rn
I have a mountain of assignments and thats the last question to the lab
t=d/v?
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Idk how to do 6B
I cant even use -b/2a
Are you aware of the fact that b= -(sum of x intercepts)
And c is the product of the x intercepts



sorrie for the waste of time lol
