#help-27
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its concave down?
no.
yes! good job!
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Good morning, I have a quick question about the delta here and in what context does “for everyone” mean. I know that f(x)-f(x0) means that it has to apply to all epxilon but it can with delta Somehow I can't really imagine it."For all ε > 0 and all δ > 0 we have |f(x) − f(x0)| < ε for all x ∈]a, b[ with |x − x0|. < δ."
@little helm Has your question been resolved?
Usually it's "for all ε > 0, there exists a δ > 0"
Other than that, maybe can you give an example of something that's tripping you up?
idk how i should put it we already did this one at uni
but the meaning of that what you just said is that every epsilon has one delta
does that mean that you have the same epsilon for example f(x)-f(x0)=f(y)-f(y0)
but that was for an constant function that was the conclusion from yesterday
You choose the variables in the order their presented, from left to right.
That means an ε is chosen, and then with the knowledge of the ε that was chosen, a δ is chosen.
The definition of the limit says that you should be able to choose any ε, and then should be able to choose some δ
The guaranteed existence of a δ, no matter which ε you pick, is the existence of a limit
Note it doesn't actually matter what δ is
ah so it depends on epsilon
what do you mean by that
Yeah you will need to change your δ depending on which ε was chosen
or with it doesnt what delta is
And many δ tend to work
but is that for the normal definition or for the task that i sended
Okay so you do specifically want the altered definition
That is, "for all ε, and for all δ"
That makes it pretty different from the definition of the limit, since you should be able to choose any ε and any δ. Not many functions this would work for
Is there a full question, or some definition, this is linked to?
to that you said that it wouldnt work for many function
but i lack to to understand that
So with the normal definition of the limit, we are putting a box around the limit point. I am free to choose any height for the box, and you have to choose a length for the box. You have to choose such that the function doesn't leave the top/bottom of the box. If you can do that, the limit is proven.
In your new version, I get to choose the height of the box, and the length of the box. If, no matter which height and length I choose, the function doesn't leave the top/bottom of the box, then your definition works
I'm pretty sure that only constant functions can fit your definition
with length you mean the x-axis or notr
ok i understand
so if im right you take a point and you put an epsilon around it now you have to pick an delta so that the box doesnt leave it
which means you have to pick an delta that is suited to the epsilon right?
Graphics like this are pretty useful
and here im choosing any delta or any epsilon doesnt matter what it will still define the criteria
For this picture, the limit point is (2, f(2))
An ε is forced upon us, and we must choose a δ such that the box created will contain the function
This is for the traditional definition, of course
Yeah that's a good way to say that
ah
and in that case if i just take the function x
then the alternated wont fit because it doesnt count for every delta
because if i take a higher x then it would leave epsilon#
but thank you very much for your explanation
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if you have a bag of blue and red squares, the chance of you pulling a red square from the bag is 10%, if you try 10 more times, will the chance increase?
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Here I know we can't, but how to explain the reason behind?
The limit of reciprocal is the reciprocal of the limit, so we can write like that as well
Ok then can we get the f'(0) and f"(0) by this limit?
you should be able to say this
because you know it's continuous
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remainder of g(x), when divided by 10x^2-13x-3 is 5x-7, remainder of f(x), when divided by 2x^2+11x-21 is 3x-4. find a linear factor of the polynomial f(x)-g(x)
!status
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
i know that g(x)= (10x^2-13x-3).h(x)+5x-7
and f(x)=(2x^2+11x-21).q(x)+3x-4
but how do i get a common factor without knowing h(x) and q(x)
10x^2 - 13x - 3 = (5x + 1)(2x - 3)
now try subbing x = -1/5 and x = 3/2 in, to get the remainders of the two linear factors
then I suggest writing f(x)-g(x), cutting some of the possible terms, and factoring those 2 polynomials (hope it's right work).
can cut that remainder
and i get -2x+3
should i sub to both f(x) and g(x)?
yeah
wait sorry this factorisation isn't correct
that is weird
,w factorise 10x^2-13x-3
yeah
um
fixed
-1/5 and 3/2
factorise the other too; I think it will be pretty visible what the common factor is. (or the problem works different than I have in mind)
f(x)?
,w factorise 2x^2+11x-21
well yes...meaning, 2x^2+11x-21
2x-3
but we've asked to find a linear factor of the polynomial f(x)-g(x)
does that mean a common factor to both fx and gx?
try rewriting f(x)-g(x) using the factorisation
(2x^2+11x-21).q(x)+3x-4- (10x^2-13x-3).h(x)+5x-7
= -2x+3
what about hx and qx
won't need to know them; but need to write the 2 polynomials using the factorisation
instead of 2x^2+11x-21, we write the product of 2 linear factors
that we just saw earlier
uh wait
same for 10x^2-...
also this is not quite correct. that whole thing is not equal to -2x+3.
so its (2x-3)(x+7).q(x)+3x-4 - (5x+1)(2x-3).h(x)+5x-7
(2x-3)(x+7).q(x)- (5x+1)(2x-3).h(x)-2x+3
can you see a common factor?
listen...if you write f(x)-g(x)=(6x+20)(something), you already found what you're looking for (this is an example).
the remainder plays a role in this
but q(x) and h(x) don't
what's a common factor you see here
(2x-3) it is
so f(x)-g(x)=(2x-3)(....?
(2x-3){(x+7).q(x)- (5x+1)}-2x+3
If we write it like that, we didn't find a factor of f(x)-g(x). isn't the remainder divisible by 2x-3 too?
hmmmm
(-2x+3)/(2x-3) =?
so remainder also should be common
and it is. we just have to find out that division
(2x-3){(x+7).q(x)- (5x+1)h(x)-1}
yhyh
haha
nvm got it, tysmm for the guidance
btw
i hav a trig q too
c)
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hi
when i multiply fractions do i multiply the whole number also
like for this x/2 +7
since i am multipyling by 2
Do i multiply the 7 also
or only the x to get rid of the fraction
yeah multiply the seven as well
Which fraction are you multiplying 3 to?
The x/5 + 2
it says (x/2 +7) = 3(x/5 +2)
Yes
So 3x/5
But i am not sure do i multiply the x/2 to the 3x
So it becomes 6x
What do you mean?
I think you need to find the common denominator for the left and right sides.
Oh
So if there’s two fractions I find common denominator and not do it separately?
Yep
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Absolutely not 🚫
Think of first order approximations of tan, arctan, sin (near 0)
Yes I’ve did this and it works
recognize that x^2 has basically no effect and arctan has no effect either
But how can I see I shouldn’t use lhopital
sin(2x)=2x when x is very small
because of how massive the powers are
But is this rigorous enough
when it will become something much more complicated that you probably won't be able to simplify
I’ve solved it using Taylor’s
Of course
Yeah I meant that
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anyone can help me on this?
@primal elbow Has your question been resolved?
@primal elbow Has your question been resolved?
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i think you got the diff wrong
the second term specifically
yep
the second term i got is when i did v*u'
nah my handwriting is messy nw
@gaunt hatch what'd you get?
lmao
I think after you equate to 0 you should get
$\frac{x\cos x}{2\sqrt{\sin x}}+\sqrt{\sin x}=0$
right?
@delicate fossil
can you simplify
like, get a common denominator
from that?
@gaunt hatch Has your question been resolved?
ok i got smthing
i got it, but i wanna understand what they did in the answer scheme
what did they do here
ah they just brought 1/2 sqrt(sinx) as common factor
basically
$\frac{x\cos x}{2\sqrt{\sin x}}+\sqrt{\sin x}=0$
$\implies\frac{x\cos x}{2\sqrt{\sin x}}+\frac{2\sin x}{2\sqrt{\sin x}}=0$
$\implies\frac{1}{2\sqrt{\sin x}}\left(x\cos x+2\sin x}\right)=0$
@delicate fossil
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pretty wacky way to do it but i guess
bruh 😭
tysm bro 🙏🏾
got it now
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Calculator shows it to be 14
@terse granite Has your question been resolved?
how tho
show how you got 17
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pl tell me what the heck is t1
😭
yeah what's that
significance level/2 for both tails
critical value
bro do you know how to do physics?
1-significance level/2 for the rest under the curve
so like dependent on alpha, generally for 95% C.I>, ur critical value will be 1.96
alpha is 0.02 in our case
oh ok
ah ok i think i read that off a table last example
is there a formula for this critical value?
1-alpha/2 then what?
u need to use the table
can you show me how to read it
the 1- alpha/ 2 how do i look that up in the table to find our needed value
before i used this formula
and he already said z = 1.96 for 5%
but i dunno how you find it in the table
whats ur df
yea i think so
table doesnt go up to 160 so u would use the value all the way at the bottom for alpha = 0.02
though i feel like im missing something if ur doing 1 tailed versus 2 tailed
yeah sec lemme try and then check with python
hmm a little bit off i guess
by 0.01
ohh nvm i used the one for infinity
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i dont get this
just factored out n! from numerator
lets call u = n!
ku + (n -k +1)*u = u(k + (n-k+1)) = u(k + n - k + 1)
didnt know this but I get it now, thank you!
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Does the expected shortfall/value at risk Q~_X(u) evaluated with u = 1 always equal E(X) ?
Oh les probas de zinzin
J’ai juré hahaha
J'ai lu deux trois trucs sur markov mais j'ai pas vraiment fais d'application dessus
Essaye de poser la question là bas aussi
Tu auras plus de chance de tomber sur un crack
Ah att
Non
C'est pas ca
Faut que tu ailles tout en haut des trucs de salons
Et que tu cliques sur rôles et salons
Puis tu prend le rôle undergraduate ou postgraduate
Et puis normalement tu pourras écrire
mmmmh
Oui il faut prendre undergraduate math au minimum pour poster sur ces salons avancés
Ya un poto en jaune qui est prêt à aider je crois
Rafiiii
Kekw
bah voyons
@red helm postgrad math? T'es sûr? En vrai tout le monde l'a de nos jours ils sont pas très regardant, mais bon, tu fais pas beaucoup de maths de master quand même
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How to solve standard deviation
Do you really believe inside your heart that repeating the same question without adding more information will make people answer it?
🧍♀️
Your question doesn't make sense, can you please elaborate
do u know the formula?
No
[
z = \frac{x - \mu}{\sigma}
]
Mary
@coral lotus Has your question been resolved?
Do u need central limit theorem
@coral lotus Has your question been resolved?
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<@&286206848099549185> I have no clue how to find 1/2 and why this limit is not 0
do you know that $\lim_{x\to0}\frac{\sin x}{x}=1$
mtt
$
its a yes or no question, you dont need to repeat it
yes i do
but, i forgot about its demonstration
and they say in the question that they use derivative
they did not
/2 both sides
and you get $\lim_{x\to0}\frac{\sin x}{2x}=\frac12$
mtt
between paranthesis there is (nombre dérivé) (derived number) i don't know why
apart from that i understand
"derive" is an everyday word that means "to figure out"
from $\lim_{x\to0}\frac{\sin x}x=1$ you can figure out or `derive' that $\lim_{x\to0}\frac{\sin x}{2x}=\frac12$
mtt
Thank you.
But nombre dérivé (dérivée en un point) is the derivative in a given point usually so I am still unsure why it is mentionned
well it doesnt say dérivée en un point does it
and this fits the description of "number which is derived from something else"...
derive has two separate definitions, you have to get used to both
the other one is the verb form of "derivative" (at least in english)
you can derive x to get 1
thank you
np
one last quick question
i can't remember if sinx/x was among the limits that we don't need to demonstrate
is it?
it should be one of those memorized limits
if you forget about the limit, you can use L'Hôpital to show that the limit is 1
this is what was initially confusing me
-1 ≤ sin(x) ≤ 1
that gives me a limit of 0 for sin(x)/x
maybe i do it wrong
that doesnt
the graph of sin x / x is here:
you may have used squeeze theorem incorrectly
-1 ≤ sin(x) ≤ 1
-1/x ≤ sin(x)/x ≤ 1/x
-1/x -> 0
1/x -> 0
oh wait
this is encradement not hopital
what youve shown there is that $\lim_{x\to\infty}\frac{\sin x}x=0$
which is correct but not what is being looked for
mtt
a minor variation would also show that lim x -> -∞ leads to 0 as well
I just found out that i never learned to use hopital.
I just heard of it a lot but we didn't learn it in high school.
Well, my issue is solved.
thanks
np
keep in mind if they didnt tell you to use hopital, it may not be a good idea to use it
it is good enough to solve otherwise unsolvable or tedious limits
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Heres a possible chain of thought on how to get the substiution:
- Gosh, that fraction inside is disgusting. Can I transform it to something nice?
- Well, if I write x = 1- a(t) for some function a(t), the bottom of the fraction will just be a(t).
- When I do the substitution, I will get a'(t) at the top... can I pick this function a(t) such that this will cancel with the bottom?
- Oh I can! by picking a(t)=t^2, since square root will reduce the bottom to just a t term, which is also the form of the derivative! Let's try that!
Why do we want the bottom of the fraction be a(t)
Alternatively (and equivalently), realizing that $d(\sqrt{1-x})= -\frac{dx}{2\sqrt{1-x}}$ can give you a hint.
If they didn't tell us the answer, we wouldn't know that
Lemmanade
I'm using a(t) to signify some unknown part that I haven't decided what I want to be yet.
The first explanation is running through a thought process of coming up with the substitution of $x=1- t^2$
Lemmanade
Normally ppl won't think of making the bottom of the fraction be a(t) i think.. It's more usual to just let the whole fraction be a(t) or whatever
writing it as $\frac{\sqrt{x}}{\sqrt{1-x}}$ might make it more clear
knief
I think your getting stuck on me using actual functions here? Replace a(t) in my explanation with (something that involves t). I want to get rid of the bottom part of the fraction and I know that once I do substitution I'll have something like (derivative of something that involves t)/(sqrt of something that involves t) which I want to cancel each other out. So the thing that fits here is if (something that involves t) is t^2.
What I mean is, I understand how he solved it using this substitution, but I don’t understand why he would want to do it this way. The usual way of thinking is to directly set everything inside the square root equal to t
@neon oxide Did I make my confusion clear now😭
i mean where does this get you though
the trick is really apparent when you write it like this and noticing that we have the sqrt(1-x) in the denominator which appears in the derivative of sqrt(1-x)
Oh ok. So I would say the "usual way" isn't quite to set everything inside the square root to t. This is just what it turns out to be for easy questions. Instead, the usual way is to "set t to something such that the derivative also appears". Consider the integral $\int x\sqrt{1-x^2}dx$. The substitution is $t=1-x^2$ not because it's inside the sqrt, but because it's derivative (upto a scalar) appears as a factor.
Lemmanade
My fixed way of thinking is: if the integral contains only one square root with some expression inside, I will set everything inside the square root equal to the t, But this shouldn’t necessarily be the common way of thinking. The common approach is still to manipulate the expression to match a derivative, is that what you mean?
Yeah it sounds like your on the right track. A lot of this stuff is also just doing a crazy number of examples, and you'll start to intuitively understand which substitution you need to do.
Like this one, how can we think of its substitution?
I would only think of making t=(x-a)(b-x)
But i think it's wrong
Instead, can you think of a substitution that would make (x-a)(b-x) a square?
i.e., x=?
So we let x-a=b-x? If we want them to be a square
The idea being, "yuck, I hate sqrts. If I can make the bottom not a sqrt that would be great"
No, you need to use a new variable
Almost, x=(something with t) such that after plugging it x-a= b-x
Wait hold on, let me double check this is the correct way to do this first.
Ok, the substitution I was thinking about gives me an imaginary number... So I'm assuming not the method we want to use here.
Instead, do yo know of any common integrals with sqrt and -x^2 in the bottom?
Hmm wdym🤔
I'm unsure of what you have covered in class yet, but do you know any integrals of functions that look something like $\int \frac{dx}{\sqrt{\text{something}-x^2}}$
Lemmanade
Yes, arcsin has that form. So for this one, one idea is "can I do a substitution to get the stuff inside the sqrt in the form to use the arcsin integral?"
bx-x^2-ab+ax
(a+b)x-ab-x^2
Let (a+b)x-x^2=-t^2 ?
Idk
We can't get rid of the x term
Hint: You can turn a quadratic expression into one of the form x^2-c^2 with perfect squares

I have to go now. Feel free to message me about this if you stay stuck.
Ok thank you!
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I’m stuck
@plush sigil Has your question been resolved?
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Hii guys
I want my proof to be verified since I am not a math student so there’s no one help me checking these little proofs for me😭😭😭
Here’s the question: Prove that every bounded infinite set has a limit point.
And here’s my work!
Bcs I am studying Econ so basically I am dumb at mathematics
i think you will have better chance asking in #real-complex-analysis
@arctic pendant Has your question been resolved?
there's topology channels too
<@&286206848099549185>
Your proof is correct, there's only minor issues in
*wording/grammar and that you should define y_l before you define the neighborhoods O_l
.close
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On a whale-watching trip, the SS Dolphin sailed 15 miles from port on a heading of 40∘
, then 8 miles on a heading of 320∘
, and then 4 miles on a heading of 250∘
. What is the current position of the SS Dolphin relative to port? can someone help me sketch this out
Can you show what you've tried?
Looks correct
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I thought Z+ was positive
Hey can someone help me with this
Create a different help
oh new to this how to do it ?
Z^+ is positive integers normally yes. Maybe typo
Unclear without the original question
what?
why didnt they include -5, -4, -3, -2, -1, 0
if -9 ≤ -6 ≤ 0
is this another typo?
or maybe they just didnt include ≤ 0
Because they don't satisfy the equation
The second line
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maybe (a³+b³) = (a+b)(a²-ab+b²) can help
Ooh ty!!
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The polar function is r=cos(theta/2)
I have trouble understanding how to solve this question
The period of the function is 4pi but how do I know which thetas correspond to each portion of the graph
We have R=1 when theta is 0 because cos(0/2) = 1
But when you get to R=-1
Isn't theta pi, which should give cos(pi/2) but that's not -1, it's 0
So clearly I'm having trouble knowing which region corresponds to which theta
@restive river Has your question been resolved?
<@&286206848099549185>
@restive river Has your question been resolved?
You're going to have some intersections that overlap because the angle and radius value will have the same rectangular coordinate value but not the same polar coordinate value.
I get what you mean
If so how can I understand where the interval 0 to pi ends
Calculate it's value. It can be beneficial to just calculate every npi/2 point on the curve.
I did just that
But I had problems because, like you said, cartesian coordinates would overlap
And I wouldn't know what specific pi/2 I would be solving for
This would be the answer to the thetas which correspond to the dashes
Ok, you aren't sure of the correct intervals.
Yeah I don't know how to get the answer above
I tried following along with it
But I couldn't verify anything
You at least recognize that endpoints of the intervals will be at n pi/2, right?
I don't get why that is
Two of the intersections lie at (0, y). You can infer that it is some form of 90 degrees times n.
Yes, these intersections happen at "pi/2"
And the answers do show n times pi/2
Ok, I can assume that
My problem was just I don't know if that's pi/2
Because I didn't know how thetas worked
vs 3pi/2 or some other pi/2?
And if they worked like that for every graph
No
Just if it was pi/2 at all
Is it correct to say each quadrant is k times pi/2
starting from zero
Does it work like that for all polar graphs
As in will any point at x=0 will be at n pi/2?
Hmm
cos(pi/2/2) is cos(pi/4) which is not 0
Which is my problem
cos(pi/2) is obviously 0 however.
r=cos(theta/2)
Isn't any point on the graph
supposed to be r distance from the origin
The first intersection at the top is a little more than 0.5
and less than 1
which means r is like 0.7ish which I don't understand because cos(pi/2/2) is around -0.25
One moment, let me make another graph for you.
Change the value of n and the points of n pi/2 will be plotted.
You will notice that the points always like in some direction that is n pi/2.
Regardless of how you change the graph.
I see
But now
How do I relate the points that I see at n pi/2
to the intervals
How do I isolate the dashed portion from the solid
Plot the points in order in terms of r and theta.
And how do I go in order
Start from 0, pi/2, pi, 3pi/2, etc.
It's something you would typically have to plot out.
r=1 when theta = 0
r=cos(pi/4) when theta = pi/2
r=cos(pi/2) when theta = pi
r=cos(3pi/4) when theta = 3pi/2
Cosine for each
r
r=sqrt2/2,0,-sqrt2/2
And that's when you see that r equal 1, sqrt(2)/2, 0, -sqrt(2)/2, etc. in the relative directions.
yep
And that x =r cos(theta) which you can use to find which points like on the y-axis.
why can't I find the r's on the y and x axis
You can. Just use the polar equation that you were given. r =cos(theta/2).
what is r at the top intersection
,calc cos(pi/4)
Result:
0.70710678118655
Honestly, you will need to make a graph most of the time and plot points.
I kind of don't know how the polar curves work in the sense of separating half from the other half
some say you use -r
Refer to the previous graph I sent you. The green line is positive r and the red line is negative r.
I don't see it
I mean I do know any r below the x axis
is negative
but this is a left vs right sort of thing
No, don't think of r as below the x-axis.
Think of a line that is pointing in the direction of theta. Any point away from the origin that goes in that direction is a positive radius. Any point in the opposite direction is in the negative direction.
So do we say the right side (solid line) is r
You just have to be able to visualize in your head that if theta is 270 degrees and r is negative then it is above the origin.
makes sense
add 180
Basically in direction in Q3 and Q3 with a negative radius will be plotted in Q1 and Q2 respectively.
This is one of those areas that you really just have to do it. There's no "trick" that will make it make sense. 🙂
It just clicks one day.
yeah but like this question
which should be like the most common question ever
Talks about particle motion
The best thing you can do is just start plotting polar graphs on paper.
Come up with different polar equations are start making plots.
I'm going to chalk this up to you skipping the step of making plots of polar equations.
It's one of those things that you just gotta do.
While it is necessary
To learn and get a better understanding of polar curves
This question isn't worth much surprisingly
And is meant to be more of an algebraic one
Which is why it's confusing the hell out of me
And I just want to be able to get it
Because it's 5 am
You want to be able to mathematically solve this problem without graphing it.
I don't think that's going to happen with polar curves.
There are perhaps others who are more versed in polar equations who may have a useful tip, but just by pure math, you won't be able to show that a curve doesn't wrap around itself in some weird way without mathematically writing many points between two points on a curve.
eg.
Alright even if I do graph
what am I supposed to get
How does that help me isolate the left portion or know the intervals which the particle goes through
Plot the candidate points in order. Plot a point in between the candidate points to determine which part of the curve the interval is on.
This is all about understanding how polar equations work. You won't need to do this all of the time.
I feel for you. We've all been there.
@restive river Has your question been resolved?
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how does one do this?
@white lava Has your question been resolved?
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Problem: Find all integer solutions to the equation
𝑥
3
−
𝑦
3
𝑧
3
+
5
x
3
−y
3
😒
3
+5
Problem: Find all integer solutions to the equation
x^3 - y^3 = z^3 + 5
$x^3-y^3=(x-y)(x^2+xy+y^2)$
everg
@bronze dust Has your question been resolved?
.close i will do it later
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what do you call f(x) if f(-x) = -f(x)
note: this is not my main question, but i need to know the phrasing so i can ask the question
well, y = -y, can you solve for y?
this is a type of function and it has a name in english which idk
odd function?
google translation is letting me down
it's odd yeah
its asking me about the type of this function, i understand why its odd, but i dont understand why its not odd nor even
like not odd not even type of function
ik this sounds weird
try to rotate this function around the origin by 180° in your head
but i dont see it being symmetrical around (0.0)
aha
and
if that thing doesn't perfectly match the original, it's not odd
there's an easy way to see it for this function though
if f(-x) = -f(x), then what if x = 0?
oooooh
hm okay
i dont understand your question 😭 im sorry
aha aha
oh and then- the function should pass thru (0 , 0)
and it doesnt
right, any odd functio must pass the origin (at least if 0 is in the domain)
,w graph x^3-x
but wait- this didnt pass>..
like this one is odd, and rotating it by 180° around the origin you get a perfect copy
yeah it's not odd then
i understand
the teacher said its odd?!?!??
the original question stated that this function is consistantly... decreasing or going down ig, then teacher said "if its consistantly going up or consistantly going down then the function is odd"
huh that makes no sense
thats what he said!
altho i believe you bc you actually gave a reason and proper application
but he just- gave it off as a side note
smth to memorize, imagine memorizing math
I can see if you shift the graph a bit it may become odd
but this way it's not odd
this teacher is actually one of the most popular/best arabic math teachers
so i really dont know
I would ask your teacher again
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@static ember sorry for pinging you, but this function doesnt pass thru (0,0) and 0 is a part of its domain, but its still odd
(this is 2x-3)
it's not odd
where did they say this
oh
you meant your teacher
i thought you meant rbit
well your teacher should be fired then
Lmao but very real
f(x) = 2x - 3 -> f(-x) = -2x - 3 ≠ -f(x)
i just realized that f(-x) is not = to -f(x). what is that guy on about
yep
this is the second time goddamn it
dude probably saw an odd exponent and went yea it must be odd
his video
got
over 100k views
he is the king of youtube math in my country
literally the best!?!?!?!?
who
its in arabic
oh nevermind
this is how he proved that 2x-3 is odd, he said we're gonna assume that f(a) = f(b), then we solve, if a = b then its odd and if a is not equal to b then its not odd
idk how the image will help you
but ig its there
f(a) = f(b) (f(x) = 2x -3)
2a-3 = 2b-3
a=b
and thus f(x) is odd
that's not the test for whether a function is odd
first image shows [ odd , not odd]
second image shows (after solving)
odd
👏 for the teacher
3-x^2 now for this function its not odd bc when you put f(a) = f(b) a = +-b
and thus its not odd
i dont understand the logic or the method
sounds like a mistranslation, all of this is a test of 1 to 1 functions
that would make sense too
what are 1 to 1 functions
a function being 1 to 1 doesn't necessarily mean its odd
do you call this type of function "odd"?
if so, there is no mistranslation
yes. that's their property by definition
there is no mistranslation.
bc- thats the point of the lesson
to find weither the function is odd even or not even not odd
they havent applied any of that in the image above and thus should not be making any conclusions/comments about whether the function is odd
and the choices here translate to "odd , not odd"
so the logic works but not on all odd functions, then he used it on a non-odd function and concluded its odd
well this makes sense but how could he even do such mistake
this man is like 57 which more than half were dedicated to math 😭
this, but inconsistant
welp
ig ill- ignore his method and go with you guys
let me get a recap on how to determine weither a function is odd or not
does he have an example of a function that not "odd"
the point is its not a test for whether a function is odd/even
so its not logical
actually not even that
as there are odd functions that aren't one to one
i mean yeah? there is another method he taught us, which he said "draw a line like this (red line) and if it only intercepts the function in 1 point at every part of the function, its odd. if it intercepts on more than 1, its even.
no
xd
yea those 2 properties don't really relate
that's why I feel like this is a mistranslation/miscommunication
im dying
feels like this is a mistranslation
that is definitely for 1 to 1, not odd
well here, the drawing on the right is odd and the drawing on the left is not odd
definitely mistranslation
this is about whether a function is injective (one to one)
not odd/even
"horizontal line test"
if passed thru 1 point: odd
if passed thru 2 points: not odd
this is the start of the lesson stating where f(-x) = f(x) the function is even, and where f(-x) = -f(x) its odd, and neither equations are true its not odd or even.
i think yall can figure it out with the negative signs
د(-س) is f(-x)
i dunno where, but it seems somewhere along the line, he mixed them up
then he solves some questions where he tells us to get f(-x) and compare with the original function to figure out its type.
this is the biggest proof that its not a mistranslation
notice how the arabic in both images is the same?
but his handwriting is a bit squiggly thats all
google translation got it right
so yes, the ENTIERTY of this, is to find out weither the function is odd, even, not even not odd.
so this guy is literally tweaking. he's gonna make 106k students fail their exams
can you show the arabic wikipedia page for this term?
it really does talk about injective functions
"odd function" is the first text, then it shows the definination
and what does this translate to?
الدالة المتباينة injective
this is what it says
الدالة المتباينة
however, odd function is الداله الفرديه
you see how they're very different
first is pronounced "mota-bay-na" and second is pronounced "far-de-ya"
no tbh
anyway from what you're describing,
your teacher is mixing them up
okay
what do ido
the lesson is called "odd and even functions"
and the questions ask us to determine their type
raise the issue with him
what does he define as even
to see wtf is going on
so how do i determine if a function is odd (not neccesarily injective)
to clarify whether you're actually dealing with actual odd/even functions
or injective functions
f(-x) = f(x)
that really is even
and f(-x) =-f(x) is odd
but f(a) = f(b) => a = b is injective
well, in my currcilum, iam NOT dealing with injective functions.
idk what they are tbh
never heard this word before
what you described before, if you draw any horizontal line and it never hits two points
then it's injective
two or more
yeah very confusing
how does he start the lesson with f(-x) =-f(x) then end it with if a = b then f(x) is injective
i cant even believe it
are injective functions complex?
maybe in my currcilum we just
dont assume odd functions are not injective
these terms dont really have much in common
or perhaps since we only take even/not even not odd/odd functions and even/not odd not even functions are NEVER injective, thus every function that is injective is also odd
is there a fourth type of function?
that i perhaps didnt learn
don't bother with trying to find a general way to link these
surjective
a function could be any combination of these things though (almost, if it's even and odd at the same time then it's just the 0 function, which is neither injective nor surjective (depending on domain and stuff))
okay
now
what i need help in
is
how to determine if a function is 100% odd (not necessarily injective)
like a general way that generally works
on graphs.
the perfect 180 rotation and how it passes thru (0,0)?
(if x=0 is a part of its domain ofc)
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how to solve?
What have you tried?
well, I have -5 and 1
Upon further inspection of my trash notes, I am starting to understand the equation
Did yoi factor the polynomial?
yes
What is the factored form?
I started with the Big X method then I got 2(x + 5)(x - 1) = 0
I see so you start by splitting the middle, then you factor, then you solve for the two x valuse
What is your question then? You solved it
I was stuck at it so I asked for help here, and then as we were discussing it, it started to make sence
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yes
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its not done yet tho if you need x
✅
yes

i know that you are right
no need to ping me 2 times
oh my god...
its correct
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The question translated to english is, "A melting ice sculpture in the shape of a sphere maintains its spherical shape as it melts. The volume of the sphere decreases at a constant rate of 2 𝜋 cubic meters per hour. At what rate is the surface area of the sphere changing at the moment when the radius of the sphere is 5 meters?"
I got an answer but i have no answers sheet, can somebody calculate it and tell me if im correct? i got dA/dt = -4 𝜋 /5 m^2/h
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I've got the first one right, but the second one is wrong
I'm confused abut the definite integral for (b), -4 to 4 f(x)dx.
I know we have the definite integral of -4 to 2 f(x)dx = -6
and the definite integral for 2 to 4 f(x)dx = 11
I tried t work it out myself by saying
the definite integral of -4 to 4 f(x)dx would be equal to the integral of -4 to 2 f(x)dx + the integral of 2 to 4 f(x)dx
I am also not good enough with LaTeX to do something like this in that, so im sorry if it's awkward
Here's a photo of my attempt to work it out
oh, it's just 5
it's just -6+11 = 5
I see, I dont have to plug it back in
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can someone dumb this down a little
If you only want a tldr you can use chatgpt or other ai services for this.
specifically what does it mean by x being negatively large y becomes positively large when it says x^4 becomes positively larger?
if you imagine the graph of x^4, as you go to the left by a lot (x negatively large) it goes up by a lot more (x^4 becomes positively larger)
so I dont image x^4 as base value but imagine (x^4) going to the left and its value (x^4) just gets bigger?
yea, and because it's an even power and there's no negative sign, it gets bigger positively
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Could someone explain this
Are you in calculus or algebra?
calculus
What do you know about relative extrema?
not much
What do you think a relative extreme is on a graph?
I don't know. maybe the highest point ?
Yeah exactly, a relative extreme is any high or low point within a certain interval
Notably, it's where the sign (positive or negative) of the slope of the graph changes. Know any ways we could analyze the slope of the function at a point?
Find the Derivative and compare it with zero ?????
Precisely
Any point that the derivative function is equal to 0 within the given interval is a relative extreme of the function you started with
do you have a youtube video or anything that explain this topic?
This calculus video tutorial explains how to find the relative extrema of a function such as the local maximum and minimum values using the first derivative test.
Calculus 1 Final Exam Review: https://www.youtube.com/watch?v=WmBzmHru78w
Derivative Applications - Free Formula Sheet:
https://bit.ly/4eV6r1b
____________________________...
Courses on Khan Academy are always 100% free. Start practicing—and saving your progress—now: https://www.khanacademy.org/math/ap-calculus-ab/ab-diff-analytical-applications-new/ab-5-4/v/testing-critical-points-for-local-extrema
Once you find a critical point, how can you tell if it is a minimum, maximum or neither? Created by Sal Khan.
Watch ...
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