#help-27
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Yep
The answer is 11
I assumed the numbers to be x , x+2 , x+4
And then did as the question asked
why did u use x+2 i thought to get odd u use 2x+1
(x)² + (x+2)² - (x+4)² = 65
Not really you can try that with any odd number and notice that it won't add up
okay
An example is to assume x to be 3
And then do as you say
The next number would be 7
And the question tells you that the numbers are odd and consecutive
But if you try this it would add up no matter what
and one exapnded it w = x^2 + x^2+4x+4-x^2+8x+16=65
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np have fun dude
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hey can anyone help me with this
Well, do you know how to solve quadratics, at least?
It may help to make a substitution to make the quadratic you want more apparent
yes
so sub 3^x as like 'b' or smth
aight thx
that works
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Which of the following is(are) NOT the squares of 3х3 matrix with real entries?
you can start by noticed that det(A^2)=det(A)^2>=0
but B has determinant value greater than 0
yes but A and B are not like that
as far as I know, having determinant greater than 0 doesn't imply that it can be expressed as square of some matrix with real entries
A and C, but I get those
problem is with B
how should one can conclude about it?
the one method I can think of is to find some example for which B is square of that
But in examination it is not that convenient to take that much time to just find that
so is there any other method?
You can also view B as a diagonal block matrix
B is made of 2 diagonal blocks
"1"
and -I_2
I am not familiar with that term, can you explain a bit please
oh wait
I defined q as ...
deg q is 3 or les
sorry
np
yes ok the problem is that
yes
this is indeed the problem
because l^2-Id is factorable
q(l) = (l^2+id)(l-id) for example
oh yes right ... t^2-1 is not irreducible in R
so
it would have been right if it had been
$\begin{pmatrix}1&0&0\0&0&1\0&-1&0\end{pmatrix}$
rafilou2003
oh and to be exact P(t) = (t^2-1)(t^2+1) and not +/-Id, that's when you evaluate in a matrix
And I forgot to mention it was supposed to be answered by only high school or a little above level of mathematics😭
pre-uni stuff
it is always interesting see other ways even though the guy has no knowledge about minimal polynomial
If you wanna find S such that S² = B
Just find a similar diagonal block matrix S1, S2
Such that S1² = B1
And S2² = B2
yes since you can just pick 1 for the upper left coefficient
and then it's all about finding a square root of -I_2
I think I get the idea
so I'm guessing you have an idea of what thing done twice would amount to rotation of 180 degrees
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How do you solve questions that are like, Person A does a thing in an hour, Person B does the thing in two hours, how fast do they do it if they work together?
If A does it in 5 hours then how much A does in 1 hour ? x/5
If B does it in 3 hours then how much B does in 1 hour ? x/3
In 1 hour they combine can do x/3+x/5 =8x/15
Now suppose they finish the complete task in t hour , so
8x/15 * t = x
t = 15/8```
in 1 hour they will do 1 and 1/2 things
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Why is the determinant of collinear points zero?
collinear points will be on the same line and therefore also parallel
so the determinant is 0
Why is the determinant of parallel points zero then?
same reason if I'm interpreting correctly
I mean why is it zero? How does one visualise it
The determinant measures how much volumes change during a transformation.
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personally this video helped me a lot
and the series
I see
idk if it will directly answer your question though.
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Is the result of $$\lim_{x\to 1} \frac{\sin(x-1)}{x^2+3x-4}$$ just $\frac00$, which is just Ø?
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the what?
you're supposed to do mathematical manipulation here to make the x=1 sub viable
try to convert it into some standard limit you know
So changing u with x-1 gives sin(1)/6 as result?
Do you know about l'hopital rule ?
Do I just use it till I get some constant in denominator?
Yes
Why's that?
You are getting it in one time though
because as x goes to 1
x-1 quantity goes to 1-1 which is 0
cos(x-1)/2x + 3 after applying l'hopital rule
Putting the limit 1 will get you your answer 👍
Alright, think I got it.
Thanks for the help:)
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Hello, I need to understand how to create fractions to solve x given a text, statement
The bus, traveling at a constant speed, traveled 120 km. If he had driven at a speed of 12 km/h higher, it would have taken him 20 minutes less on the road. How fast was the bus going?
x = vt
120 = vt
120 = (v+12)(t - 1/3)
-1/3 because t is time in hours
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are questions which have with replacement in it always gonna be indepdent events since sample space goes back to same state
as in like n balls are taken out of a bag with replacement?
if so then yeah the events should be independent
yeah
but i think it's generally not a good idea to try to memorise "if a question says x" then the events are independent
use ur intuition mostly
yeah i thought maybe i obsereved something
that could be useful as a rule of thumb lol
and like there could be questions where taking n balls out of a bag with replacement might not be independent
ill just check
how comee
like i.e. maybe it's not mixed very well so ur like more likely to take out the ball you just put in etc.
like you can create a question using that as a premise
anyway i don't like learning rules of "if X is true then Y"
you'll just have to do questions and eventually u'll pick it up
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In need of a statistician's help! I am doing research on evaluating campus journalism restrictions on senior high school student journlaists utilizing a quantitative method and surveys. I also plan on using the stratified sampling technique. How would I know if the participants I gathered are enough to represent the whole population? And how would I use stratified sampling technique in this situation?
@compact fulcrum Has your question been resolved?
<@&286206848099549185> im confused, please enlighten me
you can try your luck with #probability-statistics
Alrighty, Thanks Ly!
you might find some statisticians who are willing to help with ur question
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good day
bruh
bruh
bruh indeed
bruh
the user name deserves a praise
i dont even have a direction
thanks so much it took me some time
what kind of ancient magic language is it even
hint: ||induction||
Can u change ur username?
No 
It's just so distracting
there are rules but you can just break them
how to use induction anyways
btw you can message modmail
And where has that gotten you before, Harper?
punished
I don't really mind his username that much
the end of an age
i ended up with A^100=A-I
wait no A^100(A-I)=(A-I) and i dont know matrix division
i dont even know where to start
I think that you should show that
A^(k+1) = (k+1)A - kI
by induction
i havent actually tried it though
which i probably should
yeah, it works fine
try proving this by induction
that might not necessarily be true (as in A^n might be equal to different things depending on the parity of n)
whar
(i suspect it'll be stuffA - stuffI for n odd, the other way round for n even)
but yes the idea is that you try finding out what A^n equals for small values of n
also what lead you to think the question can be solved by induction when u first looked at it
then you can make a prediction on what A^n equals
then you can prove ur prediction using induction
to answer ur q
2 things:
- often when a question has some big number somewhere, the main interesting part is not that big number in particular, but can u show it for a general number n
- also with this question, as u discovered, if we know the value of A^99 we'll know the value of A^100
whenever u have this sort of "if I know it for a smaller value of n, i know it for a bigger value of n" that screams induction
noted with many thanks
nw!
wait, really?
ill dm u my proof if you dont mind
well that was my guess since
A^0 = I
A^1 = A - 0I
but i haven't actually done the q
don't have pen&paper with me rn
it might be the case that it is just true for all n >= 1
Ah
my proof starts at n = 2
as a base case
it could start at n = 1, but i use the n = 2 case later anyway
fairs
anyway my point was more that if the question didn't work with A^n = nA - (n-1)I
then it doesn't mean induction doesn't work, just means that you should see what small cases evaluate to
yeah, thats fair
@shut gorge Has your question been resolved?
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what have you tried?
Cos theorem
!status yes
What step are you on?
1. I don't know where to begin.
2. I have begun but got stuck midway.
3. I got an answer but I was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
what is cos theorem 
,wolf cosine theorem
You didn't mean it ig?
No
bro i meant cos theorem whether u mean cos identities or not
this okay
this
cosine rule, ok
lmao we got the same image
lmao same image
,w solve 33 + 44 - 234*cos(x) = 2
riemann
no triangle though
i learnt the bottom one
back to the main point
i havent done this in ages
$2bc \cos C = a^2 + b^2 - c^2$
add $2bc \cos C$ to both sides, then subtract $c^2$ from both sides
higher's secret brother
and then just apply cosine law
you want to isolate cos C not c btw
wtf why
cause you want the smallest angle
only cos C has the angle info
does C not?
no, c is a side
I mean you first have to rearrange for cos C
then you can arccos both sides to get the angle C
,w arccos((2^2 + 4^2 - 3^2)/(2 * 2 * 4)) in degrees
oh wait C is correct
yeah that's not the smallest
basically if you get a negative value inside the arccos, that means the angle will be obtuse
what the fuck does trhat mean
wtf is an arccos
,calc (2^2 + 3^2 - 4^2)/(2 * 2 * 3)
Result:
-0.25
i think thats specialist
cos^(-1)
ohh
arcsin = sin^(-1) and arctan = tan^(-1) btw
why did i get 0.51 tho
to get (a^2 + b^2 - c^2)/(2ab)
that's in radians not degrees
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How tf do this limit is proven $\lim_{x \to 2}x^3+3=11$??? 😭😭😭
I've been trying and can't got it
Gui
Gui
Are you supposed to find delta just for epsilon = 1?
yup
okay I see
so you are supposed to find $\delta$, such that
$\abs{x-2} \le \delta \implies \abs{x^3 + 3 - 11} \le 1$
yep
MæthIsAlwaysRight
Gui
and I think that's fine right now but idk
really?
actually, no. Sorry.
x^3 - 2^3 isn't equal to that
one number is wrong
here is the formula
so it's 2x instead
Yes
ohhh
fuck
even though, I'm not sure how to continue cause all videos I've watch is trivial from there...
should I convert that into (x+1)(x+2) and from there narrow it down or what?
wdym?
well, as long as I've seen, when you get the factor you want, after that you narrow down the other factor to find the delta
idk if the term is that, I used Google translator since the Spanish word is acotar
nvm I'm like stupid, and didn't factorize it correct
it actually cant be factorized. Anyway, you could probably try bounding x^2 + 4x + 4 near x = 2 here.
try calculating its value at x = 2
x^2 + 2x + 4 is 12 at x = 2, yes
if you now calculate it at say x = 1 and x = 3, you could get a reasonable bounds on it.
if the upper bound was e.g. 20, then you'll have that
|x-2| * |x^2 + 2x + 4| <= |x-2| * 20, which you hope is < 1 (epsilon)
and the important point is that you can actually limit the value of |x-2| by delta
so you could maybe choose such a delta, such that |x-2| * 20 < 1 (epsilon)
they chose it for purpose of demonstration ig
I think I'm starting to understand but not sure
oh
Our point will be choosing some delta, such that we can guarantee that if |x-2| < delta, then |x^3 - 8| < 1
oooohhhhh okey, now I got it
and we already simplified that to guaranteeing that if
|x-2| < delta, then |x - 2| |x^2 + 2x + 4| < 1
because then the conclusion follows from that
ooohhh okey okey, now I got it ig
So if we could place an upper bound on |x^2 + 2x + 4| (with reasonable distance from 2), which I will call U now, then we would only need to find delta, such that
|x - 2| * U < 1
but we can get |x - 2| as small as we want, by choosing small enough delta
so that will lead us to victory
parting from this, would delta be 1/U?
unfortunately, |x^2 + 2x + 4| is unbounded
so we will need to place an upper bound, that works for x, which satisfy |x-2| < delta
which might look somewhat circular
so we can just claim that our delta will be definitely smaller than 1, because if it wont, then we can pick a smaller delta anyway
and you can upper bound |x^2 + 2x + 4| for x with |x-2| < 1 now
which is for 1 < x < 3
if that doesn't make much sense rn, don't worry too much about it
it will make sense once all the magic happens
for now, try doing this
find some constant upper bound
oh okey okey
try not to overthink it btw, just plug in x = 3 and x = 1
so, it would be 19 when x=3
yeah, and that works as an upper bound
oh okey, and then the same with x=1
and take delta as d=min(19,the other)
isn't it?
not qutie
let's recap what we have now
oh
we will take this as an upper bound
ty
okey
so we have that if delta < 1, (which guarantees that 1 < x < 3) then
|x^3 - 8| = |x-2| |x^2 + 2x + 4| <= 19|x-2|
and our goal is making that < 1
smaller than epsilon
and keep in mind that |x-2| < delta
can you pick some delta, that guarantees this?
delta that guarantees 19|x-2| < 1
so it would be 1/19
so delta < 1/19 works, because:
|x^3 - 8| = |x-2| |x^2 + 2x + 4| <= 19|x-2| <= 19delta <= 1 = epsilon
we actually dont need the lower bound
this is all we need, every single inequality there is justified
cause the number would be obviously bigger?
we only need upperbound, because the goal of it was being able to claim
|x-2| |x^2 + 2x + 4| <= 19|x-2|
oooohhhhh
we needed to justify every single one of this inequalities
|x^3 - 8| = |x-2| |x^2 + 2x + 4| is justified by algebra
|x-2| |x^2 + 2x + 4| <= 19|x-2| is justified by upper bounding x^2 + 2x + 4
yep, and that would work for every number lesser than 1/19,
19|x-2| <= 19delta by |x-2| < delta
and 19delta <= 1 = epsilon is justified by choice of delta
yes, we could choose any delta < 1/19
omg ty very much
in fact, you could've answered the question without doing any work
you couldve just said let delta = 1/100000000000000
it really helped me to understand it better
and you'd be most likely correct
np
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chain rule yes
is the highlighted part a general equation or is it differentiated?
differentiated from the previous line
$\frac{dz}{dx} = \frac{d}{dx} y^{-n + 1} = (-n+1) y^{-n + 1 - 1} \cdot \frac{dy}{dx}$
riemann
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How do i get the parenthesis
,rotate
if you're looking for an answer of the form x+a, ask yourself 5 * a = 15
if you've learned FOIL, then the 8 comes in when you add 5 with a
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I am trying to prove that the sum of k*binom(n,k) from k=1 to n equals n2^(n-1) using induction, and I'm on the inductive step. I split the sum into two, using pascal's identity and keep going from there, but I keep ending up with that +2 at the end. According to my inductive hypothesis, it should turn out to be (n+1)2^n.
Can anyone find what I'm doing wrong?
In the third equality, how you are you getting that extra 1
I computed the term for when k equals n+1 so I could rewrite the sum to go to n
Yeah so what’s (n+1) times n choose n + 1?
Let’s focus on the right factor, how many ways can you select n+1 objects out of n?
ooh what its just 0
I thought I could expand the binomial and multiply it inside but it's just for when the binomial isn't 0?
I don’t really see how you got 1, but by convention anything with k being strictly bigger than n in the formula for n choose k is zero, we otherwise have to deal with a (-1)!
Do you reckon it's the same mistake for the extra 1 I got in the red?
I see it now
I thought the sum of a row of pascal's triangle started at k=1 but it's clearly 0, thank you for being patient
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Whats the original question
@frank siren Has your question been resolved?
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I know, it's easy, but what should I do to simplify it?
log base 2
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Can someone explain to me why the real values of x of the continuity of the function isnt [1.5,+oo[
I suspect you said [1.5,infty] ?
You’re almost right, but we can never reach infinity
Yes
Why not
By definition if you reach “infinity” there exists your number +1
Ahhhh ok
Nono the bracket are the wrong way
But my question is how do you define all the real values of x
I know the answer and got it wrong
$x \in \left(-\infty,-7.5\right) \cup \left(-7.5,-1.5\right] \cup \left[1.5,\infty\right)$
Did you include (-infty, -1.5] as well
Ah right
Pixelius
its just the domain you found but you didnt consiuder that a * b is also positive when both are negative
What represents a and b in my problem
(2x+3)(2x-3)
(2x-3)(2x+3)
But still they said that is not the answer
This is correct i just dont understand why and how to find this answer
Oh ok
So yeah your problem was with splitting the (2x+3)(2x-3) >= 0
Find the zeros for the parabola (which you already did), and then figure out which intervals are greater than or equal to 0
and remember the stricter bound 'wins' when doing the two cases
What does stricter bound mean
like when you considered both (2x+3) and (2x-3) to be positive the x>3/2 is the one you keep
because thats when both are positive
x>-3/2 only works for (2x+3)
x>3/2 works for both because then x is also greater thgan -3/2 if that makes sense
Ok yes i understand this but if the stricter bound wins why is my continuity including values that could mess up my equation and make it an imaginary number
it doesnt. remember you now only cosidered both to be positive
but if both are negative then their product is also positive
(2x+3)<0 and (2x-3)<0 means their product (2x+3)(2x-3) is positive the minus cancels
thats the case you forgot to do
How do i do that like on paper
What would my calculations look like
Do i have to do a graph of the parabole?
no thats not necessary you just do the same as you just did
but where $(2x-3)\leq0$ and $(2x+3)\leq 0$
Hugaxi
find what x should be then
So when i want to find the continuity and have a form of a*b i do this?
its not that specific. you have just reduced your original problem to finding when a * b is positive right
and a * b is positive only in 2 cases which you need to do both
sure i feel like thats a weird way to look at it though
Why
you need to do it everytime you want the product of 2 numbers to be positive
doesnt matter how you get there
or what problem its in
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you should really replace $\pm$ with either $+$ or $-$
cloud
because desmos is treating it as a variable
I just did it
But the questions just asking for a set that makes a limacon
Like almost any set looks like it’ll make one
Am I missing something?
Well….it looks like the shape so
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for this vector
or not vector but i have to calculate the result, it gives me 0 +( 1 2 3)
in this case is my answer undefined
or ( 1 2 3)
it doesn't make sense to add a scalar and a vector
is this supposed to be the first vector dotted with the sum of the second and third?
but its 0
0 is still a sclar
scalar?
So in this case its undef?
(1x2+2-4)
do you think 0 isn’t a scalar?
yea i’m aware
I mean
i mentioned that because if you take the dot product of the first two then you get a scalar which can’t be added to a vector
i got mixed up with the null vector then
0 is not 0
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why does an object thrown straight up (assume no air resistance) always have the same magnitude of velocity when it comes back to the starting point
if there is no air resistance then the only force acting upon is gravity
so the acceleration upwards will be -g
i know
downwarsd will be positive g
-9.8 m/s^2
if you are experiencing the same amount of acceleration over the same period of time
but u have a starting velocity when thrown
and dont have a starting velocity at the peak of the motion
the magnitude of the acceleration experienced is the same
you are experiencing it over the same period of time
hence the change in velocity will be the same
the only difference is direction
Do you think if you throw harder the object won’t be higher?
it will be
true but lets say u throw the ball at 10 m/s
oh
for the sake of convenience lets just make your initial velocity 9.8
i get it
ok
thanks
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Solving for x?
How much about it do you know
Okay hold on
\begin{align}
\frac{1}{8}[5(x-10)]-10=10\\
\frac{1}{8}[5(x-10)]=20\\
[5(x-10)]=160\\
x-10=32\\
x=42
\end{align}
What is step 1?
Then what
Try to think of it as multiplying both sides by 8
So that the left side becomes 8/8
You have two options
You can divide by 5, or distribute the 5 into the x-10
I would choose the first option
But whichever makes most sense to you
Yes
What’s left?
mari
See that wasn’t so hard, you did it all yourself
Stair?
Sure
What about that
Okay
How is that related
I’m not following
I know what you mean by dark and white points
But not where this is coming from
For what
For what problem
Do you need anymore help
You have to be more specific and show the problems if you need help
I won’t be able to help
I’m sure someone here knows French and can help
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There are not classes $A$ and $B$ such that $A \in B \in A$
Halex
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I need help on 2 problems. The first one is this: a jet leaves the Charlotte North Carolina airport traveling at an average rate of 564 km an hour. Another jet leaves this airport 1/2 hour later traveling at 744 km in the same direction using an equation to find how long the second jet will take to overtake the first.
Please don't occupy multiple help channels.
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yo
yes?
Someone wamted to discuss things
oh.
My proof
math related?
First inequality doesnt hold
But here
I have another proof of this guess i will redo this because some people act they never seen math
(I just woke up)
The inequality may hold but you didn't prove it does
Then I will do it properly just for your sake
I will also prove that sine is a trigonometric function
And that addition is closed between trigonometric functions and polynomials
bacc is mad yo
Before that I will prove that a real number is real
i think the point here is that we can't proof sin(x)≤x²+x using only graph?
Actually your proof works
I did this too but still not satisfying
ah
Maybe I should do it with absolutr values
just need to deal with the issue of the sign of sin(x) - x
since you've shown sin(x) - x <= x^2 but a priori maybe |sin(x) - x| > x^2
though I will still point out: any proof that uses the fact that sin' = cos is pointless
since what you're trying to prove is sin'(0) = cos(0), if you expand definitions.
so you may as well just use it directly
i understand the confusion... I remember having these type of error when i was doing elemtery analysis
So you are saying it's pointless in a sense of doing an epsilon delta proof
It's pointless in the sense that you're using a general result to prove a specific case without just applying the general result.
And if your goal is to practice epsilon-delta proofs this isn't a particularly good example, considering how simple your delta is.
No, I'm just saying that the epsilon-delta part of the proof is not interesting, so it doesn't make for good epsilon-delta practice
This conversation sounds familiar
because you still didn't prove your hypothesis
yes it's a continuation of that convo
it's an analytical continuation, cause i was left with jump discontinuities
From what I have understood so far is that epsilon delta proofs should be elementary and thus should not make really use of functional properties in the first palce
but then an approximation with the taylor expansion would be also uninteresting in that sense
cause this implies also use of the derivative
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Its physics not math tho
Someone explain this
If the image sends
Holy
FYI this is a practise aptitude test
This is not homework. I am not in school
have you ever used a water hose?
atleast played with it ?
@strong musk
you could think of it that way
or use the equation
A1v1=A2v2
here A represent the area of the hose and v the velovity of water
but since its an aptitude test,they are probably expecting you to do it by the first method
@strong musk Has your question been resolved?
Yeah so i thought it’d be increased pressure and velocity
correct!
That was wrong on the test tho
you mean this answer is wrong ?
It doesent give me an answer to why
Yeah
I put that as the answer
It said it was wrong
hmm thats a problem
lets read the question again
iam sure the answer is right
lets wait till someone else also verifies it
how did you come to the conclusion that the pressure also increases ?
@
@strong musk
Just used common sense or at least what I thought was common sense
Thought about using a pressure washer
P = F/A
can you verify
well the answer is correct
1: Low velocity, high pressure, 2: high velocity low pressure
idk why test is showing its wrong
The answer is thus
I’m confused
This is a pilot aptitude test if that helps anymore idk
answer key is wrong
:))
if you dont want common sense answers
here are some formulae
A1v1=A2v2
P=1/2 rho v^2(rho is density)
not sure if we can use this,we dont know the force
well we're not calculating anything
its just to show that area and pressure are inversely proportional
I just want to know how to understand it
I thought the answer was high pressure and high velocity
Why is it saying that’s wrong tho
cause the key is wrong
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✅
Wdym
I searched answer on Google it says answer is So the velocity increases and the pressure decreases
Something to do with Bernoulli principle
Idk
gtg
oh damn i havent studied bernoulli's principle in so long i forgot about it
bernoulli's principle basically states that the higher velocity of a fluid is, the lower the pressure of it
thus it should be high velocity low pressure
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a ball is thrown up in the air. 4m in the air, it's lost half its velocity. what's its maximum height?
not rlly sure how to write equations for this
tbh i forgor what i tried exactly, it was a test
this is solvable with just kinematics (we haven't covered conservation of energy yet but i tried that too)
HINT: use v^2 - u^2 = 2ax
yeah
u?
v is final velocity
u is initial velocity
a is acceleration due to gravity
x is displacement
and 2 is 2
oh zamn i actually got it right💀
i think i worked my way to this formula from 1/2at^2+vt but i felt like i was schizomathing
thx
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int main() {
int num;
scanf("%d", &num);
int number=num;
int i=0;
int a=0;
int b=0;
int count=0;
int matrix [num][num];
while(i<=num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
while(i<=2*num-1) {
{
while(b<num-1&&i<=2*num-1) {
matrix[a][b]=count;
count++;
b++;
}
i++;
while(a>number-num&&i<=2*num-1) {
matrix[a][b]=count;
count++;
a--;
}
i++;
num--;
while(b>number-num&&i<=2*num-1) {
matrix[a][b]=count;
count++;
b--;
}
i++;
while(a<=num-1&&i<=2*num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
num--;
}
}
printf("%d", matrix[2][1]);
}
I feel like creating a matrix like what I shown in the ss
The above is the input and the below is the output
I have done most of it, but it turns out there are some mistakes in it.
After looking up in ChatGPT, I couldn’t get where I have mistake
The matrix looks like a cyclone instead of a snake
what lang is this?
I need some help to figure out the mistake, appreciate it
c?
yes
i dont know c 
hm?
\`\`\`
format code blocks w/ 3 ticks
\`\`\`
I don't know c either but I can read it and see I guess
ty
those didnt escape but u get the idea
I get the idea, but there is a mistake
is the first while loop
we're just talking about the formatting of your code on discord mate, it's barely readable
anyways spiral matrix? is it always square?
the condition is i <= num - 1 but i is never changed
lemme just
int main() {
int num;
scanf("%d", &num);
int number=num;
int i=0;
int a=0;
int b=0;
int count=0;
int matrix [num][num];
while(i<=num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
while(i<=2num-1) {
{
while(b<num-1&&i<=2num-1) {
matrix[a][b]=count;
count++;
b++;
}
i++;
while(a>number-num&&i<=2num-1) {
matrix[a][b]=count;
count++;
a--;
}
i++;
num--;
while(b>number-num&&i<=2num-1) {
matrix[a][b]=count;
count++;
b--;
}
i++;
while(a<=num-1&&i<=2*num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
num--;
}
}
printf("%d", matrix[2][1]);
}
Much better.
it does
tysm
i ++ is outside the loop
I intends to put it outside
int main() {
int num;
scanf("%d", &num);
int number=num;
int i=0;
int a=0;
int b=0;
int count=0;
int matrix [num][num];
while(i<=num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
while(i<=2*num-1) {
{
while(b<num-1&&i<=2*num-1) {
matrix[a][b]=count;
count++;
b++;
}
i++;
while(a>number-num&&i<=2*num-1) {
matrix[a][b]=count;
count++;
a--;
}
i++;
num--;
while(b>number-num&&i<=2*num-1) {
matrix[a][b]=count;
count++;
b--;
}
i++;
while(a<=num-1&&i<=2*num-1) {
matrix[a][b]=count;
count++;
a++;
}
i++;
num--;
}
}
printf("%d", matrix[2][1]);
}```
omg do you really have to write so much code for something in c lmao
the one before misses the multiplications
for any language lol
I can prolly do that in python in like half the lines max lmao
then again most of yours is just formatting
got eaten by discord, lemme send the file here
lemme try then maybe lmao.
you can always use a pastemyst ig
no need, if I copy from my phone it contains those
which one?
npp
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how do i get help
oh I thought i have to do the “/l
“/“
The profit for family business is X^3 + 8X^2 +4X - 14 and there are x-1 members to share these profit, how much will be the profit of each?
I have the answer but idk how to get it
sounds like they're asking you to do polynomial division
Yess
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Om gonna jump off
Where tf did + x came from
Please is 12am here and my will to live is slipping away
x(y+1) = xy + x
!done
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How does the formula of equalibrum work
do you have an actual problem with more context
equilibrium of what?
what does k supposed to be in 1 k/ft and 6k?
idk does not matter what it is though
77^2 how would you solve this?
I would do 720 * 9 + 1 * 10 + 6 * 16 = b * 18
give me five minutes of your time bro 🙏
<@&286206848099549185>
yes sir
Do you know how to solve this?
what am i solving for
the force on A and B
Yeah, but tbh I don't know if that matters
Yeah
so 1kgf is the torque being applied at different points that are 1 feet away?
what is 6k?
some downard force on the beam
alright
I also don't understand the 1 * 10 * ( 8 +10/2)
so thats the solution?
Yeah
if the length of the stick about the fulcrum is 10 inches, how come torque is being applied at different that are one feet away from one another?
weirf
weird
why do you play in these strange units
imma be so fr, I don't think the units matter at all
how are you getting ten inches ?
sorry 9 inches
Bro I shoulda gone to class lol
the information is really vague
The weight of the beam is in the center so it's 9' from A I think
fulcrum for a lever is the centre of gravity
Dude I lowkey think you know to much to solve this problem
Nah
alright
@fast grail Has your question been resolved?
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Hey!
Looking to get into calculus on Khan Academy from algebra 2/trig ASAP albeit my basis in algebra is a bit weak now, would you recommend I start with the "Get Ready for Precalculus" course and then move onto AP Calculus AB/BC?
help channels are for math problems. try #serious-discussion or #discussion for course advice.
