#help-27
1 messages · Page 154 of 1
nah not yet
First find the volume of the cylinder, since you know the mass, $Density = \frac{Mass}{Volume}$ You can rearrange and solve for volume from mass and density.
hamr
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how did they get the interval for tan(t+ pie/4)
That's the branch of tangent from the given initial condition y(0)=1
im a bit confused on what this means
Tangent function has different domains because it's undefined at specific points
so how would i get the range of values
Depends on the initial condition
it shows on the bottom left
their initial conditions
Yes I said that already
so what exactly shud i do
Read this
is that pie sub 2 in the left?
yea i dont understand the disconinuity for tangent
like isnt it -pie/2 to pie/2 is the range
The statement is about the domain of tangent, not range
Discontinuities refer to domain of functions, not range
oh yea i meant domain, so at n=0 its just -pie/2 to pie/2 but there is more depending on the multiple of n right
I don't know what "more depending" is referring to
there are other domains depending on the initial condition?
Correct
i understand for y = tan(t) its just -pie/2 to pie/2
Watch this
.
ok so heres what i found
?
discontinuity is at pie/2 + npie
for y(0) = 0 , that means n is 0
so domain is from (-pie/2 to pie/2)
actually isnt discontinuty plus or minus pie/2 + npie
@visual brook Has your question been resolved?
nvm forget everytihng i said, but i got (-pie/4 to positive 3pie/4
because everyting shifts because of t+ pie/4
ok so how does y = tan(t+ pie/4) shift to the left of the normal function tan(t)
i thought since its being added it would shift to the right
No
but yea my answers were flipped because of that
i get it now
so for non-linear equations were asked to find partial derivatives in terms of y and were asked to see if both the function and derivative is always continuous
how does that help us if partial derivative or the function itself isnt continuous
What does this have to do with tangent function
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Need help with b, to sketch a graph but dont know where to start.
Please don't occupy multiple help channels.
You can sketch it on the interval -pi to pi right?
Like this?
Yeah
Yeah
This interval is 2pi wide. There is a condition saying f(x)=f(x+2pi)
You can think about how to sketch the other parts by placing two fingers on the points at -pi and pi. By the earlier condition as you move your fingers, they will be at the same vertical height, so as one finger follows along the graph of the interval you drew, the other finger will be sketching in the intervals you havent drawn
Keep them the same horizontal distance apart so the condition x vs x+2pi is met
It may be obvious though without having to do this if you just think about it for a bit
@brazen halo Has your question been resolved?
Hold on, still thinking this.
Another way of thinking of this is that f(x)=f(x+a) is the definition of being periodic (it is also given in text the function is periodic) with period a. In this case a=2pi, and you already have an interval of 2pi, so you just need to copy that interval
So something like this?
Yeah
Take any point, move 2pi to the right, the output value is the same. The f(x)=x^2/pi is also obviously satisfied
So from here, The f(x)=x^2/pi, that function is the form of the quadratic function between -pi and pi?
Yeah
Another question is, what is the maximum height?
visually u can see it happens at -pi, which you can plug into the equation
Also happens at other places but -pi is part of the “base case” interval.
So you can directly plug it into x^2/pi
@brazen halo Has your question been resolved?
Still processing and trying to understand this. Pls bear with me.
Discussing it with a friend. I think I will leave this convo open for the night.
About the question of your maximum height.
If you want to do it analytically, you need to obtain the derivative of your function in the interval.
Then you need to check if there's any value of x that makes that derivative equal to zero.
The maximum value is either one of those, or one of the endpoints of the interval.
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@brazen halo Has your question been resolved?
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Hi need help on this question. I got 3 as my answer
am i supposeed to do (2^(4)-41)/(22^(2)-32+2) or (2^(4)-44)/(22^(2)-32+2)
so its either 0 or 3
🤔
It's been a long time since I did limits, but I believe you have to plug in (-2) in t's place and then reduce
Yea
The limit is really easy in this example because nothing becomes 0 when putting -2 in
Sometimes this will happen and we'll need to use some special tricks first and then put in the limit
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You must also check the points where the function is not differentiable
Yeah so look for points where the function itself is defined, but the derivative is not defined
The min can either occur at places where the derivative is zero, or places where the derivative is undefined
considering a combination of range,domain,the above
So unless you check both of these, you can't conclude there is no min
yes. the common way to find local min/max would be to first find the location of stationary points from f'(x) = 0
but as mentioned those aren't the only places local mins/max may occur
Yes, but that is exactly "checking the points where the derivative is undefined"
or here, its also a boundary location
Yes but that might be hard to do depending on the function
That's what derivatives are a tool for
or places where the derivative is undefined
when will
$$f'(x) = \frac{x}{\sqrt{x^2-4}}$$
be undefined
ℝαμΩℕωⅤ
and are there values there where $f(x)$ is defined
ℝαμΩℕωⅤ
not quite
you're including stuff outside of
between 2 and -2
to be more specific are there values between
-2 and 2 inclusive where
f(x) is defined
what about 2 and -2
is f(x) defined at -2 and 2?
that's how you'd use the derivative here to determine locations of other extrema
on from the range of the sqrt function, you've identified that there will be mins at these locations
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check if correctly mathematically written
@calm maple Has your question been resolved?
<@&286206848099549185>
😕
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@calm maple Has your question been resolved?
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Two trains leave Toronto heading towards Ottawa.
Train A travels at a constant speed of 80 km/h.
Train B travels at a constant speed of 60 km/h.
However, Train B has already covered 30 km by the time Train A departs.
Determine when Train A will overtake Train B using equation(s).
How can I do this?
@grizzled harness Has your question been resolved?
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can someone please check if my prove is right
we had to prove its converging using monotonic convergent theorem
its dicreasing because denominator is bigger than the numerator. will that reasoning work?
to prove its bounded this is what i did:
1/(2n+1)! > 0
multipliying both sides by 2n-1 !
(2n-1)!/(2n+1)! > 0
since its bounded and dicreasing its convergant
to find its limit di di like
(2n-1)* (2n-2)...1/(2n+1) * (2n)*(2n-1)...1
1/(2n+1)(2n)
taking limits we get 1/infinity which is 0
so is my proof and working right?
seems good to me
thanks. if you are free then can you check for another question??
ln(1+1/n) = an
taking its derivative we get -1/(n^2+n) which is always negative which means the function is dicreasing.
1+1/n > 1
ln(1+1/n) > ln(1)
ln(1+1/n)>0
which means its lower bound is 0 and its uppber bound is at a_1. so its bounded and monotone hence converging
ye seems good
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a trapezoids bases are 4 and 12 i got a line that is parallel to the bases and it crosses the touching parts of the diagnals find the lenght of that line
Hi
the diagonal lines would cross in the center
so the horizontal line will be the line that is the average of both bases (in length)
Wrong
We don’t know the trapezoids legs and no one says that the diagnal lines would cross in the center
true
<@&286206848099549185>
@bright juniper Has your question been resolved?
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what a weird choice of variable name
I thought that e was supposed to be the nepper number
this whole problem is weird af honestly
doesn't that just end with e = e?
it does
First of all, the limit in there is e. Dunno if you'd have to prove that but it's a commonly known fact.
so, it's also e^1 and log_b(e^1)=1 can only hold if b=e
yeah that much I'm aware of, I just... really don't know how to rewrite this equation in that manner
i think the question is poorly framed… whatever it’s supposed to be
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close
@visual brook Has your question been resolved?
.close
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What have you tried?
@quasi acorn Has your question been resolved?
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this is where i got substituting the polar form of z, but now im not sure what to do witht he d^2/dt^2
later the problem says:
"Note that z depends on time, meaning that both r and θ do, too. Use the product
rule to compute the second derivative with respect to time", but will i need to compute it if the equation is already second derivative = something?
does this mean that i evaluate the second derivative of the polar form of z first at the step i am currently on?
this is the whole problem
am i overthinking it and have already completed step 1, and am ready for step 2?
<@&286206848099549185> i am very lost on this problem
@restive lark Has your question been resolved?
@restive lark Has your question been resolved?
@restive lark Has your question been resolved?
@restive lark Has your question been resolved?
I think it wants you to write the first as youve written, or to apply linearity to “simplify a bit”,
for the product rule, it wants you to apply this to the rcostheta and irsintheta because theta and r are functions of t,
The next two should follow readily
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Hi I genuinely don’t know how to do 3
How do I start
Do I split the x squared -1 into linear?
quotient remainder form
Use the definition of division
leave P(x) and Q(x) as P(x) and Q(x)
p(x) = q(x)*(x²-1)+(3x-4)
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hello
What's your question again?
this onee. This is a physics question under electric fields and its asking me to prove that the equation is equal to 4.9
I saw the image the first time.
If your talking about 2. Then do note there's a diagram for 2. Which you've tried to hide.
And a lot of other details as well, please state the problem.
!original
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.
Thank you!
Now asinine
This question talks about some previous question.
I wonder what that's about?
Alright seems useless anyway.
You have to find components of electric field?
im really confused as to how to approach this because I have only simply tried putting in the components into the equation but always comes down to not being able to cancel the radicals
i found
a clearer image sorry
and that the charges are 12n/c
Both q_1 and q_2?
oh my bad
Oh.
Well, if you know how components work
E_1 would be E_c cos(alpha)
Do you see that?
Same for y.
That's it, I believe?
Or you want to see how exactly this E_c cos(alpha) comes from?
It's to do with vector addition
Its just that my prof doesnt want us to use the component method but rather like what you said, vector addition
i dont know how to separate the terms
because technically i only have to add 2 vectors right
Or you can find E_1 based on the fact E_1 is the electric field due to q_1
how do you do this tho?
What have you tried?
i thought i got it but the radicals
how?
Do you know what it means to round off something?
yes
Then that's what you'd do.
@lost stream Has your question been resolved?
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can someone please help me with part c?
its my first course on real analysis, and I'm having trouble finding which direction to proceed with doing part c
I figure we need to show that each side is less than or equal to the other
so I showed that $\sup(A+B) \leq s+t$
goobybalooby
but I have no clue how to proceed from there. In a round a bout way, I used part (a) to prove the above inequality, so I'm assuming that proving the inequality facing the opposite direction likely involves what was proved in part (b), but I just dont see what they are getting at
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Wait where did that commenter go?
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@sacred thorn Has your question been resolved?
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7 part c i need a bit of help understanding what im supposed to do
I might need help with some key concepts because I wasn't able to attend the lecture for this and it wasnt recorded
@sacred tiger Has your question been resolved?
What have you tried so far? And how did you do solve a) and b)? @sacred tiger
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in a group of five men and four women, there are three pairs of male & female business partners and three teachers, where no teacher is in a business partnership. One man and one woman are selected at random. Find the probability that they are : EACH IN A BUSINESS PARTNERSHIP BUT NOT WITH EACHOTHER.
I'm just wondering why for the men it's 3/5 (im assuming this means 3 businessmen out of 5 men) but for women its 2/4
It's 2/4 wdym?
What do you think it should be?
but how do u get 2/4
is it not supposed to be 3/4??
my thought process on this is 3/5 x (3-1)/4
idk how they got 2
because 2 is infact 3-1?
why did they choose to minus it from the women though
and not the men
thats what im stuck on
There is one woman teacher and another one is in a relationship with the man, so 4 - 1 - 1 = 2
It's the same either way.
oh damn
It's either 1/20 * (3 * (3-1)) or 1/20 * ((3-1) * 3))
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@stable parrot Has your question been resolved?
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Can i solve thus with pythagreom (idfk how to spell it) theory
@mystic jetty Has your question been resolved?
not in the way you want,
no
@mystic jetty Has your question been resolved?
pythag doesn't apply as you don't have a right triangle
thank you
i forgot abt that
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hi i just want a pair of second eyes
Im thinking the correct solve is an application of a balanced force
im thinking if its balanced, it will just maintain equilibrium/the velocity it already has
@muted blaze Has your question been resolved?
Indeed.
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I'm asked to prove this identity
tried working on the left side, but to no avail
the right side however
I know there's a way to seperate that fraction into two things
but I'm kinda slow rn
multiply cos(x)
on both sides
you know, I did try that
give me a sec
should work
okay I see where you're going with this
Change LHS to sin and cos
but i'm still a tad bit confused
1/cosx+ sinx/cosx
Then multiply with 1-sinx up and down
$\frac{cos^2x}{cosx-sinxcosx}$
mj
Try this
for both terms?
No in LHS
lhs being secx+tanx right?
thoughts on this method
$\frac{1-sinx}{cosx-cosxsinx}+\frac{sinx-sin^2x}{cosx-sinxcosx}$
mj
$\frac{1-sinx+sinx-sin^2x}{cosx-cosxsinx}$
mj
$\frac{1-sin^2x}{cosx-cosxsinx}$
mj
This is so simple how you making so complicated
$\frac{cos^2x}{cosx-cosxsinx}$
mj
$\frac{cosxcosx}{cosx-cosxsinx}$
mj
You really fast
Yeah 😅
Just take common in demonitor and cut one cosx in numeroter
$\frac{cosxcosx}{cosx-cosxsinx}=\frac{cosxcosx}{cosx-cosxsinx}$
mj
$\frac{cosx(cosx)}{cosx(1-sinx)}$
mj
Thank you
nice ig
$\frac{cosx}{1-sinx}$
It's so satisfying when you got a answer
mj
yep
especially with trig identities
you know you got it right when you get it right
this method is pretty clever though
but it seems almost predicted
that guy must've done the whole thing in his head
😭
he's good ig
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hey i need help with this one
hint: you can start from last row and subtract the previous row.
and then find a pattern...
@uncut mulch Has your question been resolved?
@sand dove hey if you know how to solve that cant you go on call with me and help me, this type of question im gonna have on exam, i know if i practice it well it could be easy
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A rectangular piece of cardboard measuring 25 inches by 47 inches is to be made into a box with an open top by cutting equal size squares from each corner and folding up the sides. Let x represent the length of a side of each such square. For what value of x will the volume be a maximum? If necessary, round to 2 decimal places.
I know that I need to find the volume
which is V= (47-2x)(25-2x)x
which is 1175x-144x^2+4x^3
but i got 0 idea what else to do after this step since i dont have a cal
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✅
Use derivatives to find the max of V
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can someone help me with this?
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for this question we've got: a triangle formed by A and B and C; I is the middle point of [BC]. we need to prove that vec(AB)^2 - vec(AC)^2 = -4 vec(AI)*vec(IB)
in this case vec(AB) means a vector from a going to b
I assume you mean the length of the vector before squaring it
what do you assume means that?
I mean vec(AB)^2
here is how my attempt went
yeah
idk, squaring a vector doesnt make sense
squaring a vector is the vector by the dot product of itself
so vec(u)^2 is vec(u) dot product vec(u)
okay
but my solution is a bit different from the solution
in your first step, why should AB be the same as AI + IB?
"a triangle formed by A and B and C; I is the middle point of [BC]"
I don't see this to be the same problem setup
hmm true I haven't thought of that
one sec
okay now I get it lol, was still thinking of vector lengths
Yeah it still works that way
so in the last equation here vec(AI)^2 cancels out with - vec(AI)^2
my main problem is with these two
since I is the center of BC we can do vec(IC)=-vec(IB)
which gets us close but the sign inverted
we get the following:
2 * vec(AI) * vec(IB) + 2 * (vec(AI)*vec(IB)
note that I filled the + in between the two sides because I changed IC to IB
the result is 4 * vec(AI) * vec(IB)
but the solution the exercise wants me to find is *vec(AB)^2 - vec(AC)^2 = -4 vec(AI)vec(IB) notice the minus sign
so it's either:
the solution is wrong
or I made a mistake somewhere
from what I can tell you're correct
and we haven't yet dealt with
Does that not cancel out?
hmmm
IB = -IC
doesn't the square affect anything?
oh
I guess if we think of them as lengths
then they cancel out
yeah so the answer is correct except for that minus sign
I'll ask my professor about it tomorrow
maybe he intentionally gave you this so you don't use chatgpt to cheat, cuz chatgpt would imagine a wrong proof
yeah maybe. glad I got a second opinion from you
well I'll mark this as solved for now
thanks for the help!
welcome 😄
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Im trying to brush up my math skills. Need some explanation on this question.
When I move everything from the right side to the left side, becoming
-2x^2+5x+1=0
The roots are
x=0.1861 x=2.6861
When I move from left to right side, becoming
0 = 2x^2 - 5x - 1
or by switching sides
x^2+4x-1 = 9x - x^2
then becoming
2x^2 - 5x - 1 = 0
The roots are
x=2.6861 x=-0.1861
I put the equation on Symbolab and the latter is correct. Why do we have to switch sides?
the roots are the same, they're just reflections of one another
-2x^2 + 5x + 1 (moved over to left side)
2x^2 - 5x - 1 (moved over to right side)
I think you had an arithmetic error
Ay yes sorry, the first part i forgot to put negative.
x=-0.1861 x=2.6861
The part where they are reflection of each other I understand. '
Does that mean all 4 x answers are correct?
@brazen halo Has your question been resolved?
Just need this question answered.
@brazen halo Has your question been resolved?
ill just close it.
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How will I find the highest frequency when there are 2 in this grouped data?
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in e^x =5, why does x(1) = log5?
do you know what e^x and log(x) are?
I'm aware of logarithims idk what the meaning of e^x is
do you know what a function is?
Do you know what is e?
what do you mean by x(1), do you just mean x?
Im asuming $x \cdot 1$
tobi
@ivory quail Has your question been resolved?
Nah I just didn't pay attention to all of 4u advanced functions throughout the sem
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i need help with the answers here
my gf is doing these and i honestly have no clue what the answer is
How old are you
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that was quick
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for this question:
we have 5 beers, 4 ciders, and 3 sodas
you want to get 8 drinks to go. What this means is that the order of the drinks no
longer matters - we only care about how many of each drink you have.
question: How many ways can you order 8 drinks if you order at least 2 of B1 and at least 1 of
C1?
how would i approach a q like this
So you already have 2 beers and 1 cider, you just need to pick 5 more drinks
There are 3 beers, 3 ciders and 3 sodas left to pick from
In how many ways can you pick 5 drinks from those?
I don't know what's B_1 or B_2
like 5 beers
im assuming all drinks of the same type are the same?
so the beers are different?
• 5 different types of craft beer, B1, B2, B3, B4, B5,
• 4 different types of cider, C1, C2, C3, C4, and
• 3 different types of soda, S1, S2, S3
yes
here?
Yeah
What if all of our beers are of type B4?
We don't know how many
Also sorry I gtg, my food is ready
Maybe someone else can take over
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did you figure the question out?
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Hey guys. How do you graph a rectangle?
wdym by that exactly
I want to graph a rectangle on Desmos.
Not a circle.
Not an elipse.
But a rectangle.
Also, I want the lines to be connected, so I can actually see it. So not just four points.
One way is to make a table
just like write $y\le 3\set{0\le x \le 1}\set{y\ge 0}$ if you want
Type "table"
and modify your values if you want to from there
And then fill the points in clockwise or counter-clockwise order.
Press and hold left click on the colored icon, and mark the options "lines"
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.close
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Your car is stuck in the snow. Desperate to leave the school’s parking lot, you ask your friend to help you push your car. Your friend does not want to help so they say, “Any force I apply to your car will be met with an equal force, creating a net force of zero; there will be no movement due of Newton’s Third Law.” What is your argument to prove your friend wrong?
I dont get this
that equal force acts on you, not on the car
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?
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Can anyone explain the underlined integration step?
partial fraction decomposition
you can work backwards by just adding the 3 underlined terms using a common denominator
can you elaborate?
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Hello
$\left[1:::::2\right]\left[3:::::4\right]=\left[1:::::2\right]\left[3:::::4\right]^T$
LE SSERAFIM
Why does both equal 11
the first one equal [3, 8]
You can't multiply the first two matrices, 1×2 and 1×2
😂😂😂 lmao
Since when are two 1×2 matrices multiplicable
I'm so confused
So how do I compute dot products of (a, b) and (c, d)?
(v1, v2) dot (w1, w2) = v1w1 +v2w2
What about (a, b) and (c, d) transpose?
thats just a matrix product then
notice that your calculator assumed that when you meant to multiply, it assume dot prod
I guess matrix multiplication and dot product are different?
yes they are
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Can someone help pls
@gloomy valve Has your question been resolved?
<@&286206848099549185>
show what this "constant sum" property is?
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help
is it some software doing the grading?
maybe it wants a decimal approximation
or maybe something stupid like ln(a/b) instead of ln(a) - ln(b)
your answer is right
Yes
hmm
only a couple of things i can think of
maybe try ln((2 - sin(2)) / (1 - sin(1)))
or maybe log instead of ln
ah bummer
software just seems wrong then
,w integrate (1 - cos(t)) / (t - sin(t)) from t = 1 to t = 2
right then thanks
yeah just doesn't work tho
yea sorry, no idea, do you have an instructor you can ask
sure, gl, hope it works out
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Matrix square roots are expensive to compute, so is there a faster way to get from F to the eigen values of U?
Can I just get F^TF, get its eigen values, and take their square root?
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Need help with B
Hello
<@&286206848099549185>
<@&286206848099549185>
Helloooo
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what do they mean by restrictions right here?
values that x can't take I think
how do i find restrictions?
is the function defined at 1 and -1?
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This question is not worth a dollar bet
what
Bro u need to tell that x is not equlatl to this
Equal
how do i do that
First step
thats wrong
you can just get rid of the denominators
they equal
you can do x^2 + 2x-1 = 2
i think
but make sure that you write x!={-1,1}
because {-1,+1} are not in the domain of the function
x/(x-1) at x=1 is 1/0
1/(x+1) at x=-1 is 1/0
both are not defined so
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well
maybe 1/2(7x+10)?
so did you get answer
both ig
do you have an answer sheet
or whatever
yeah
we did inverse
damn
we have to multiply left side
not right
by1/2
yeah
what you got
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I don't understand how the numerator was factored. I don't get the factoring common terms
- 10 - 5, shouldn't it be still 5√ 3?
$5 \cdot 2-5 \cdot \sqrt 3$
Civil Service Pigeon
@weary hedge Has your question been resolved?
I don't get it just because when the common term is 5,
10 = 2
5 = 1
isn't it? I am pondering on how it was really factored.
or is it valid that i just cancel out the two fives in the numerator with the 5 in the denominator?
Yeah 5 is a common factor, so you cancel it
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In the mathematical models used to describe the evolution of a disease, the average number of new infections that each infected person causes in the population is called RO. When this number is less than 1, each infected individual transmits the disease to, on average, less than one person and the disease tends to disappear. Conversely, if RO is greater than 1, the disease spreads and an epidemic occurs. When an effective vaccine against the disease is discovered, the epidemic can be controlled by vaccinating only a proportion p of the population. This is known as herd immunity. Indeed, once a proportion p E(0,1) of the population has been vaccinated, the new RO, which is called effective and denoted by Re, is the product of the original RO by the proportion of individuals who are not vaccinated , 1-p. And control of the epidemic is achieved if Re is less than 1.
c) Express, in general, the minimum population threshold that needs to be vaccinated as a function of the RO value of a disease Sketch this function for RO values between 1 and 20.
I don't understand why the statement says that if R0 exceeds 1 there is an epidemic and if it is lower the disease disappears. And in question c) it says that R0 has to vary between the values 1 and 20.
<@&286206848099549185>
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,tex d/dx sin \sqrt {cos x ^3}
LeAbhi
d/dx sin \sqrt {cos x ^3}
```Compilation error:```! Missing $ inserted.
<inserted text>
$
l.49 d/dx sin \sqrt {
cos x ^3}
I've inserted a begin-math/end-math symbol since I think
you left one out. Proceed, with fingers crossed.
LaTeX Font Info: Trying to load font information for OT1+lmr on input line 4
9.
(/usr/local/texlive/2023/texmf-dist/tex/latex/lm/ot1lmr.fd```
Do you know and understand the chain rule?
@spring pollen Has your question been resolved?
yes
just dont know how does root derivative work
ohh
or in your case it would be ^3/2
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how would i do this problem?
there must be an easier way than what im thinking
sounds like a job for “Newton’s Sums”
would recommend reading about it if you don’t know what it is
@coral wraith Has your question been resolved?
But we didn’t learn about them in class
I’ll use them though
if you don't know Newton's sums, you can use this: $$x^{n+1}+y^{n+1}=(x+y)(x^n+y^n)-xy(x^{n-1}+y^{n-1})$$
Alisia
@coral wraith Has your question been resolved?
Thanks
@coral wraith Has your question been resolved?
@coral wraith Has your question been resolved?
how would i use this?
anyone?
<@&286206848099549185>
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✅
Anyone? How would I do this
Hmm. At least you can formulate that (x-r)(x-s) = 0 ; that might get you somewhere.
Even more useful: the r and s have the form of a-z and a+z. Now your problem looks like (a-z)^10 + (a+z)^10, where probably quite many coefficients disappear if you carefully start expanding that.
Hmm, what you get is 5 terms, all having an even number of z's there (odd ones cancel each other out), so your square roots disappear. I think it's manageable expansion -wise.
possibly
this pretty much details the exact method / recursion you're supposed to use
if you know how to find the sum of the roots and the product of the roots using vieta's, then consider the case where n = 1, and you can work up until n = 9
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so i did this work, but i dont know what the question is trying to ask of me for c? like are they trying to ask me when y = 0 x = 5?
also is my other work right?
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What're the marks for?
I mean is this a test/exam?
no not a test / exam at 5:31am 😬
The world doesn't share a universal timezone :p
kms if i had an exam at 5:31am 😭
didnt check ur other work, but look at the both the graphs, what no you notice about the points when f'(x)=0
when f'(x) = 0 the x value is 5?
or is it trying to allude that f(x) has its roots there....
dont worry about x and y values
got the right mindset sort of
maybe make a line at x=5
oh! then...when f'(x)=0, f(x) = 0
thats not true
yeah that is true, but more specifically its when f(x) has a turning point
ohhh.........hmmm
is turning point at f'(x) a key concept?
and by turning point we mean when f(x) goes from negative slope to positive slope?
yeah, at that exact point f(x) will have no slope
well not no slope but rather its just a flat line
does this concept pop up more the further into calculus courses?
yeah it will
what is the usefulness of it? if you can say it in words to help me know the importants better
is it like..when setting the derivative of a function to 0 we will find turning points for functions of higher degree which have many
yeah
not always true
yeah
discriminate? omg theres so much math
😄 ill take it
discriminant is b^2 -4ac
what does -b/2a find? its been so long since i touch those concepts
point of symmetry
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Soo... my question was closed for inactivity, sorry about that... How did they get from the first line to the second using the formulas down? X,A are matrices, x,u,v_k,a are vectors
@zealous gull Has your question been resolved?
umm
we can do something else with the trace
x^T A x = Tr(Axx^T)
so
we can replace the trace with
(v_k-u)^T A^-1 (v_k-u)
and then we can derive using (d/dx) {x^Ta}=a
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In year $N$, the $300^\text{th}$ day of the year is a Tuesday. In year $N+1$, the $200^\text{th}$ day is also a Tuesday. On what day of the week did the $100^\text{th}$ of year $N-1$ occur?
Musab
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Why do we have trigonometry, but don't have tetragonometry? 🧐
what would tetragonmetry even be? The study of the relationship between the sides of a quadrilateral and its angles?
The exact same thing as for triangle, but for quadrilateral, right
🤔 every quadrilateral is a composition of two triangles if that helps
So last two messages want to say triangles are more fundamental for geometry that even gained own trigonometry topic
firstly
trigonometry wasnt really made for triangles it was made for circles

study some history you would get it how it got from circles to triangles
Triangles were used to calculate chords? I suppose
Anyway, I got answers clarifying my vision for geometry so thanks for responses
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Do you know the y-intercept of your equation
Yes. Now which option has that y-intercept
Depends on the lines
Just learn to plot 2x+3
Depends on the imaginary 2 lines you're making up
2 is the slope of 2x+3
Do you know how to plot a line of slope 2
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Does this make sense for 10a? which(x,y : capital(x,y) and small(y))
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I need help to prove, if $f'(x)$ is even and $f(0)=0$, then $f(x)$ is odd
shrödinger
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What proof techniques have they taught you so far?