#help-27
1 messages · Page 389 of 1
Such an aura farming thing to do in 1842
Oh wait there are more of these integrals just scroll down
💀
Like just how
dude had norhing else to do
thanks for the help dude 
no worries man
Lol
Substituting tan x = u gives your exact integral
You just pulled the answer and called it a known result
it's from Gradshteyn and Ryzhik

Ik I recognize the font
But like he's trying to derive it
Okay
You could also consider the function $f(z) = \frac{\ln z}{\cosh z}$ and integrate it in the upper half-plane using a contour integral 🚬
a handsome russian dude
Cool idea but what are you gonna do about the branch cut
A keyhole contour would probably help
In fact I remember a paper which used contour integration to evaluate types of malmsten integrals
Let me see if I can find it
Yup
okay never mind, this paper is way too convoluted
Ye
Just use an indented contour
I guess it doesn't make it more concise unfortunately
Cuz you'll have to use the residue theorem
its not concise because there are infinite singularities on the imaginary axis
so probably not a keyhole then
When you sum the residues for $f(z) = \frac{\ln z}{\cosh z}$ at $z_n = i\pi(n + 1/2)$, you get a series of the form $\sum (-1)^n \ln(n + 1/2)$
a handsome russian dude
Which can be expressed as a derivative of the Dirichlet beta function
lol
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yeah, 5 seems like the minimum value
Absolute?
yeah
same
Depends on the precise defn ur book is using
Not absolute
its both technically
F(x)>= 5 for all x
Is the condition here
In our book
if you have a textbook, try finding the definition of global and local minima and send a ss
The problem is its in arabic
Not english
send it anyway
,rccw
the maximum local at x = c is f(c) if there was an interval containing c. so that f(c) >= f(x) for all x is a part of.... idk what that is
hmm..
-# acarvroomvroom
tbf a global extremum is a local too
-# fionnaaaa
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Solve for all real values of x:
\log_2!\big(\log_3(x-1)\big) + \log_2!\big(\log_3(9-x)\big) = 1
$\log_2!\big(\log_3(x-1)\big) + \log_2!\big(\log_3(9-x)\big) = 1$
MathIsAlwaysRight
Please help with maths assignments
what even is that !
Ask my teacher bruh
got a pic just to confirm?
@thorny carbon Has your question been resolved?
No gng🥀
No
I'd like to help, but not sure what the "!" means. A factorial would have it afterwards... and am not familiar with other instances of "!"
Either way, looks like it uses the formula for sum of 2 logs with same base...
where did you get this expression from? could you screenshot from that instead?
if we ignore the !
Find all real x such that:
\log_{\log_{\log_2 x} 4}!\Big(\log_{\log_2 x} 16\Big)
;=;
\log_2!\big(\log_x 256\big)
where did you get the latex from?
lol
Do you type it yourself?
Gng it’s my assignment
screenshot, please.
Am I cooked?💔
$\log_2!\big(\log_x 256\big)$
Aayush
the f
just screenshot the thing and dont copy the latex, i hope your teacher doesnt give u homework in raw latex
OP, please consider that there are reasons people are asking for screenshots.
ngl the concept kinda cool
maths teacher feeds raw latex to students
$\log_(2!)\big(\log_3(x-1)\big) + \log_(2!)\big(\log_3(9-x)\big) = 1$
oppenheimer
My head hurts
$\log_{2!}\big(\log_3(x-1)\big) + \log_{2!}\big(\log_3(9-x)\big) = 1$
Aayush
this it?
is there something wrong with screenshotting the question?
can anyone decipher this?
Sorry I was in a hurry
is that log_{1/2}?
this is escalating
i think bro is an alien pretending to ask maths questions
tfw getting the source makes it even worse
That’s the greek letter zeta
i personally think its a scribble
is it
and what is zeta supposed to mean in this context
if you're gonna introduce random vars, I hope you can explain what they mean...
zeta is the amount of braincells i lose every second
It’s a variable name
what does it represent?
like a constant?
is simply a placeholder variable, like x, a, or t.
parametric equation moment
So are we supposed to find x in terms of zeta?
Yes
and next question, what's this? It's either tg base 2 (which makes no sense) or weirdly written log bsae 2. Or is it sth else?
$\log_{2}\big(\log_{\log_{2} x} 4\big) + \big(\log_{\log_{2} x} 16\big) = \log_{2}\big(\log_{x} 256\big)$
Find all real values of x.
oppenheimer
fuck
what did bro do
are you sure
Yes
Yeah that’s log
i'd probably do 2^ on both sides
Just be fast bro I don’t wanna get a B in math for the first time
$\log_{2}\big(\log_{\log_{\zeta/2} x} 4\big) + \log_{\log_{2} x} 16 = \log_{2}\big(\log_{x} 256\big)$
so this
$\log_z\big(\log_{\zeta}(\log_{log_{2}x}16)\big) = \log_{2}(\log_{x}256)$
Aayush
let's not make too many demands of helpers trying to help you while understanding your question, shall we
it seems quite plausible to me that this person is trying to cheat on a test
whats not the answer
this image smells AI-generated. My guess is they did this because they obviously can't send the source image directly
new sense
smelling bits
are u in a test or smth bro
!noans.
The purpose of this server is to help you learn; please don't ask for direct answers. Ask for guidance, explanations, or feedback instead.
i give up
I’m cooked
nice some company
So is it a test or not?
$2+2 = \big5$
Aayush
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honestly im starting to doubt its even solvable
it's weird anyway. the question asks for all real values of x. yet you have a fudge variable zeta in there that means nothing.
I This is Mr. Shawn. This device has been confiscated due to a violation of the electronics policy during the assessment. I am currently reviewing this chat log to determine the extent of the academic dishonesty involved. I suggest you stop messaging this account immediately.
I KNEW IT
<@&268886789983436800> well...
HI MR SHAWN
its supposed to be solved in terms of zeta
normally then I'd expect the question to say something to that effect, but given that the question did not, I'm starting to agree with plante.
hi mr shawn, this is the moderation team of the mathematics discord. this account has been timed out for a week, they will be unable to send messages on the server for that duration. thank you for bringing this to our attention
I gotta admit this is pretty funny way to end a trolling session
Im making this an album
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@delicate dust can we have this as a sticker plsssss
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I need help with question b
see this convo from last week about quartiles
this was between you and me specifically
that's 25% of the sample size, yes
idk what to do with it 😭
well, let's go from the low end of the time axis
if we take just the first bin (24 patients), is that enough to cover the 26 lowest waiting times? y/n
no
right
if we take the entire next bin as well, is that not enough, exactly enough, or too much?
too much
2/28
right
the second bin's interval on the time axis is 30 < t ≤ 40
the core assumption behind a histogram is that we assume the data points within each bin are approximately evenly spread out
so 2/28 times by 10?
so you take the number that's-
almost but not quite
30 + 2/28 * 10
it's the number that's this fraction of the way from 30 to 40
why have to plus 30
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Let x1,x2,x3,x4 be reals in the interval (0,1/2]. Prove that $\frac{x_1 x_2 x_3 x_4}{(1-x_1)(1-x_2)(1-x_3)(1-x_4)} \leq \frac{x_1^4 + x_2^4 + x_3^4 + x_4^4}{(1-x_1)^4+(1-x_2)^4 + (1-x_3)^4 + (1-x_4)^4}$
skul
CherryMan
what's your quesion
this one
doesnt matter really
grade 5
holy lies
you need to send the inequality to its own message and try using \$\$ instead of \$
I would do a sub $a_i = \frac{x_i}{1-x_i}$
right am gm gives us $$s \leq \frac{1}{4} \sum \frac{x_i^4}{(1-x_i)^4}$$
CherryMan
wtf is this
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Is this also abee server
hope that we wont have to expand (x-1)^4
then did you have any ideas
Well the RHS is a weighted mean of a_i^4
So I was thinking about Jensen
But I don't have the time to think about this problem anymore unfortunately
Leaving it to other helpers
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examine the continuity of a function
this is on my math course and i have 0 clue what to do can someone help?
Well we can find the continuity at x = 0 and x = 1
because there is a 1 and 0? what if there are different numbers like 3 and 1
well you need an equation just below and just above that point to know the continuity
and we have the equation for just below and just above x = 0, 1
you want to consider continuity on the entire domain of f. we know that the pieces that make up f are themselves continuous (they're polynomials), so the only places of concern for discontinuity are the places where you've "glued" the functions together. in this case, those numbers are 0 and 1
for x = 3, we only have x>=1
do you know how to check if a function is continuous at a point?
no
no
I'm unsure why you're attempting this question then TBH
what is this class called?
Alright have you been taught this before and you just don't know it?
is this a standard calculus course? continuity can only be taught after limits are introduced
my professor is awful, shes rambled on about limits but never bothered to explain much hence why i am here
Alright that makes way more sense then
okay do you know what continuity means?
that something goes on and on
then what does it mean when something is discontinuous?
that its got an end or a break
does it make sense that the function needs to be defined at a point for it to be continuous at a point?
yes by "both of the points", you're probably referring to the left and right hand limits
okay and what do you know about limits?
they can end at 0, orr some can just not lead to anything like -1n^2 if i remember correctly
more generally, a limit is the value that a function "tends to" or "approaches"
for example, the limit as x -> 1 of x^2
as you consider x = 0.9, x = 0.99, x = 0.999, etc, you see that as you consider x values that approach 1 from the left side, your output values approach 1 too
similarly as you consider x = 1.1, x = 1.01, x = 1.001, etc, you see that as you consider x values that approach 1 from the right side, your output values also approach 1
what this means is that the left hand limit is 1
and this is called the right hand limit
and they are both 1 right?
yes
those two sided limits don't have to be the same btw, they could be different numbers depending on whcih side you approach your point from
but when they both exist and equal the same number, you say that the overall limit at 1 exists
does that definiiton make sense to you?
yes beccause the limit applies to both left and right sides
the limit as x -> a of f(x) exists and equals L if and only if the limit as x -> a- of f(x) exists and equals L and the limit as x -> a+ of f(x) exists and equals L
where a- and a+ refer to the left and right hand limits
this is the same thing i just descirbed but using notation
still good?
the limit at a point exists only if the left and right hand limits exist and equal the same thing
so if your function tends to -1 from the left and 1 from the right, the limit doesn't exist
ok im bacck
you say that a function f(x) is continuous at a point x = a if lim as x -> a of f(x) exists and equals f(a)
as in, your function is continuous at a if the value that it takes on is the same as what happens when you approach a from the left and right
consider this function
at x = -2, would it be continuous or discontinuous?
disconinuous
and why is that?
beccausee tthe points dont meet
yes, the left and right limits are different
the left limit is 2, the right limit is -1
and since these aren't the same thing, the limit doesn't exist at x = -2
so it can't be continuous there
does that make sense?
yes
what about at x = 3, is the function continuous or discontinuous?
continuous becccause it repeats in x=-1
i don't really understand your reasoning, what do you mean it repeats?
the line intersects the x axis twice once in 3,0 and once in -1,0
that has nothing to do with whether or not it's continuous
remember, you're continuous at a point if the limit exists there and is the same as the value that the function outputs
you said we were discontinuous at x = -2 because the limit doesn't exist there (the left and right hand limits are different)
what about the limit here at x = 3?
all good, there's two things to check when checking continuity, which is the value of the limit and the value of the function
we know f(3) = -1
and the limit as x -> 3 is 0
right?
yes
since these are different numbers, it's not continuous at x = 3
what about at x = 0?
wdym?
no sure, continuity?
no, i mean the actual value f(0)
the output that the function gives when the input is 0
youre still refering to this right?
not sure to what i am supposed to input the zero
you can read it off the graph
so 0,1
yes, so f(0) = 1
what about the limit as x -> 0?
do the left and right hand limits exist and equal the same thing?
you're looking at the graph? what do the output values approach as you get closer to x = 0 from the left side? what about the right?
if it helps, try visually tracing along the function graph
as you get closer to x = 0
we are only referring to x axisright?
well the limit is going to be what the function outputs approach as your input values approach x = 0
so the limits will involve the actual outputs of the function, but as your inputs get closer to 0 on the x-axis
so it would be =-1 on the left and 3 on the right?
i think what you're doing is looking at when the function outputs 0 or hits the x-axis, but we're concerned about what the function is doing when the inputs are close to 0
that's what these arrows are considering
as you consider inputs that move closer to x = 0 from the left, the blue arrow representing the function outputs tends to 1
on your own time btw, it might be helpful to watch a few youtube videos on limits to get caught up if you're still not understanding
this website will tell you everything you need to know, with explanations and examples:
https://tutorial.math.lamar.edu/classes/calci/limitsintro.aspx
In this chapter we introduce the concept of limits. We will discuss the interpretation/meaning of a limit, how to evaluate limits, the definition and evaluation of one-sided limits, evaluation of infinite limits, evaluation of limits at infinity, continuity and the Intermediate Value Theorem. We will also give a brief introduction to a precise ...
i have watched a lot of yt videos and i have already learned more from our conversation
that's good
so just to make sure if i want to figure out the continuity there isnt any formula i can use to figure it out right?
i need to do f(0) and f(1)
in this case
0 would be the left -
1 would be the right +
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if u have 31.999
how woulud u round it to the nearest hundreth
my brain is not working rn
@white bane Has your question been resolved?
if it's <50 it rounds to 0, >=50 rounds to 100? (for a number in [0,100])
oh wait lmao
32.00?
same logic, <.995 rounds to .99 and >=.995 rounds to 1.00
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can anyone help me solve the variance for T-30P1 in part c
3680% is not a valid probability
so something definitely went wrong somewhere
what?
no i mean, the variance
i got
was approx 36.8
if you mean variance then say variance
and i dunnow how the answer got 33.6697
mb ://
can you show YOUR work for how you got your variance
so I used two variables
first one is T = 5C + 28S + P1
this variance i got was 0.7681
then second variable was F = T - 30P1
the variance I got was 36.7681
var (T - 30P1) = Var(T) + 30^2Var(P1)
wdym?
C1+C2+...+C5 (take 5 cement bags and add their weights) doesn't follow the same distribution as 5C (take one cement bag and multiply its weight by 5)
their variances are also not the same
(even though the means are)
Ann
do you understand this yes/no
ye
$T < 30P_1 + 190$ rewrites as $$\underbrace{-29P_1 + C_1 + \dots + C_5 + S_1 + \dots + S_{28}}_{R :=} < 190$$
Ann
do you understand this also
ok
now two important properties of variance
when X and Y are independent, we have Var(X+Y) = Var(X) + Var(Y)
when X is a random variable and c is a constant, we have Var(cX) = c^2 Var(X)
do you remember and understand both of these
but i thought it was this?
again
OH, I get it now
$5C$ is \textbf{not the same} as $C_1+\dots+C_5$
Ann
right
so basically
because its 5 different samples of C, so its 5 seperate variables?
so its only times 5 not squared?
5 independent samples of C
so additivity kicks in and you get Var(C) + Var(C) + Var(C) + Var(C) + Var(C)
btw, would it be possible to ask another question? (not stat)
a.k.a. 5 Var(C)
gotcha
Please stick to one question at a time to help others follow the conversation better and prevent confusion/crossed answers. Once it has been answered, you may send your next question.
sure
so basically i finished part A, and got the coordinates of P n Q
but then i don't know how to form the equation for the area of the triangle for part B
Q(0, -16/3 * sintheta)
P(given)
think you need to make a new channel for that?
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it would help to make a sketch here
I tried that too, but I still couldn't figure out how to solve it
might be kinda slow, but I don't really see it
the area of triangle OMP is exactly half that of triangle OPQ
triangle OPQ might be easier to find the area of
I don't get it, why tho 🙁
or is OM perpendicular to PQ? (haven't solved it yet)
OM is not known perp to PQ
but PQ = 2*PM as i hope you can see
(M is the midpt of PQ)
if you draw the height from O in triangles OPM and OPQ, wherever it might land, it'll be the same for both triangles
yes
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Is this precalc?
in american terms it would probably be calculus
actually
(a) Using calculus, show that ...
They used to ask us this in elementary algebra
education is messed up where I live (Somalia)
some of the courses are way too advanced for us, while some are severely lagging
precalc is usually not calc. it includes general limits, algebra and trig
this is definitely not "elementary algebra"
"messed up" sounds about right
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How do I even approach this question 😭
The x^x ≡ 1 (mod p) part is diabolical
i don't have a clue but i would start by trying it out for small p
immediately i notice that N(p) always includes 1
also i think you can just pretend c = 1/2
well no not quite
yes quite, primes can never be squares
@rough nova Has your question been resolved?
What does this yield btw?
not sure, i hadn't done it
The problem is to show that for sufficiently large primes p, N(p) has an upper bound that is a root of p (that's how i grasp it)
yes you're showing that N(p) eventually stays below p^1/2
it feels to me like that doesn't matter but maybe it does
at any rate, oh, let's look at p-1
that is, (p-1) ^ (p-1)
when does that equal 1?
When p=1?
p can't equal 1
in mod p ofc
hmm okay
it may be helpful to make like a table or something of each p and its values of x
to be clear i don't know the answer to this or whether that will actually help
It's okay, i appreciate any ideas
x^x grows so fast, it's quite hard to calculate N(p)
I'm assuming there aren't number theory theorems about x^x
the usual nt theorems didnt work?
What's your idea?
this is an interesting problem
express x as g^k
g is some primitive root of p
hm
what's the source?
A Vietnamese Math Olympiad facebook group
Yea i think you're right
i think i can bound it by sqrt(p)
but i have no idea how to get better than that, which is required
Isn’t bounding by sqrt(p) the whole problem
not really, even if you show that it's < p^(1/2), it doesnt prove that there is a c < 1/2 which also bounds it
it would have to allow c <= 1/2
Please show
Well you need N(p)<√p, not ≤
in general, x^n = 1 (mod p) iff ord(x) | n
arbitarily close to 1/2
not a proof but a heuristic
/j
there are phi(d) elements of order d mod p
x^x = 1 mod p iff the order of x mod p divides x
so we should expect this to happen with probability 1/d
assuming the elements of order d mod p are equidistributed mod d
this gives us a heuristic of [\sum_{d \mid p-1} \frac{\phi(d)}{d}] for $N(p)$
LY
which can be checked to be small since it's multiplicative
What's multiplicative? Phi?
the heuristic
since it's the sum over divisors of phi(d)/d which is multiplicative
I thought I knew English until "heuristic" and "equidistributed"
orz cooking

heuristic just means like guess/estimate
what i mean by equidistributed is that the phi(d) elements of order d mod p (between 1 and p) are like roughly equally distributed mod d
The n.o. sols of order d is bounded by phi(d) (literally just the number of integers of order d) and also p / d (number of multiples of d, as x must be a multiple of d)
basically i just mean that i'm assuming the number of elements of order d mod p divisible by d is roughly phi(d)/d
phi(d) is also bounded by d
so its bounded by both d and p/d
min of those 2 will never exceed sqrt(p)
What is d? Sorry i'm not following well
now comes the part where i screwed up and idk if it can be fixed
d is order, im counting sols per order of x
im basically grouping all the solution x by their order d and counting them by those groups
Mod p?
we now get a maximum of sqrt(p) * n.o. divisors of p-1 solutions if we sum it over all possible d's
so its actually a bit worse than bound than sqrt(p)
n.o. means non-obvious?
number of
What is n.o. 
but yeah, i screwed up and forgot about the n.o. divisors part while i was solving it. This bound is actually quite useless
wait what happens if we try to sum this?
like it should be bdd by [2\sum_{d \mid x, d \leq \sqrt{x}} d] right?
LY
yeah
actually this isnt so bad, n.o. divisors is asymptotically O(n^eps) from what i've found
so we're just very slightly over sqrt
I'm learning a lot of new words here 
From what I understand (which isn't much), we are considering the ord_p of the x's that satisfy x^x ≡ 1 (mod p). And x^x ≡ 1 (mod p) iff ord_p (x) | x.
For each d|p-1 there are ϕ(d) numbers of order d mod p so N(p) ≈ the arithmetic mean of ϕ(d)/d with all d (which is bounded by d)
Is this what you two have been saying, i'm confused 
this isn't strong enough i don't think
so that's what i initially gave as an intuition of why the statement should be true
but we're trying to see how we can actually bound it
mathisalwaysright suggested that we can bound it for each d by phi(d) or p/d but i don't think that bound is strong enough
we can get O(n^1/2+epsilon), and i bet with a bit more work we can also get O(n^1/2) but i don't think we can do O(n^1/2-epsilon)
just found this
apparently there are much better bounds, which isnt too surprising
Oh so that's where this is from
but the simplest sol of the problem starts with O(n^(1/2 + eps)) and then improves it to 4/9 + eps
the best known bound is currently 27/82 + eps in the exponent (i.e. slightly better than 1/3 + eps)
That link mentions the sum-product theorem, what's that?
In arithmetic combinatorics, the Erdős–Szemerédi theorem states that for every finite set A of integers, at least one of the sets A + A and A · A (the sets of pairwise sums and pairwise products, respectively) form a significantly larger set. More precisely, the Erdős–Szemerédi theorem states that there exist positive constants c and ε...
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✅ Original question: #help-27 message
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lmao open book 10 day exam is crazy
💀
for something openbook like this, whats stopping contestants from working with eachother?
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if i am asked for a probability of a lie employee being in fact A,B,C,D , do i only find the max for the blue , or take into consideration the broader bars aswel ?
i picked B assuming the dependent probability is suggesting " we dont care about the big bars, narrow it to only the blue ones"
@night rune Has your question been resolved?
so like for this question
I think you did the right answer
because if you think about it, there are 15 in fac A, 20 in fac B, 15 in fac C, and 5 in fac D. so obviously it's fac B
@night rune
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solve for x = f(y):\\
$(1+log(x)) \frac{dx}{dy} - \frac{xlog(x)}{y} = 2y$
no clue
whoops
\log
note that 1 + logx is derivative of xlogx
and there is no other x
there is a sub you can do
hmm, itll require lambert W though
isnt x a function of y?
||(1 + log(x)) * dx/dy is derivative of xlog(x) wrt y||
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lambert W?? 💀
yeah, the sub will be ||u = xlogx|| and then when you solve it, youll have u = f(y) or ||xlogx = f(y)||, which requires lambert W to be solved
oh
maybe he just wanted general soln and not x=f(y)
well, then you dont need lambert w
but it was stated "find x = f(y)", so i assumed its supposed to be expressed like that
oh alr alr
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How do i find several solutions to this recursive equation?
Ok
Well, this might be an advance trick, but try transforming the sequence into another more digestible one.
I'll give you an example with the sequence you've given.
As a solution?
"Its given as a number sequence"
Generally yeah, but is there anything other givens?
K e R is a constant
Am I missing something here because I only see "y_{n+1} = a*y_n"
That's it?
oh yeah
Sorry i wrote wrong
I am completely mixing it up
I only have to write several solutions to this, ignore the other parts
And i rewrote it to the other thing in the subtask
Ok, I'll give you an example of that technique.
Ok
$y_{n+1} + \dfrac{1}{2} y_n = 0 \implies 2^{n+1} y_{n+1} + 2^n y_n = 0$
Erebus
You basically multiplies both sides by 2^(n+1) to make it look similar
Ok
Here it's easy to see the 2 powers and the terms share a common thing: the term number.
We'll just make a new sequence x_n (you can name it as you like) where x_n = 2^(n) y_n
$x_n = 2^n , y_n \implies x_{n+1} + x_{n} = 0$
Erebus
Are you processing it clearly?
Well, because it fits the nice pattern
It might seem very random in the beginning
but if you work with it for long enough you'll start seeing the patterns
But intuitively, it's because the y_n has a 1/2
and how does this correlate to the first thing you wrote?
Well, now the sequence is much simplier
It's just x_{n+1} + x_n = 0
No dealing with 1/2
It's just to make it look better and easier to handle.
I mean you could've solve it like y_n = -2y_{n+1}
and have the answer
but how does half become double
It didn't turn double, we just multiplied both sides by 2^{n+1}
And we can just do that?
Yes
But we need to remember that x_n is not what we want
This is the case for making the general formula
It's like walking walking 2 steps forward and 2 steps back
Just make a general sequence.
dependent on the first term only
Or the y_0 in your case
would this be a solution, if i divide both with 2?
I am not sure
I just need to clarify if you want
(1) the solution for the y_n NOT in a recursive form
(2) a solution for the sequence (doesn't matter if it's recursive)
(3) No general formula, just some first few terms
I see.
Like for example, if i am in debt, and the debt doubles every year. After n years i owe y_n money, then i owe the next year y_n+1=2×y_n. If we have s as startdebt, i can find the debt for some years, without finding the first few years with the formula y_n=s×2^n
and the formula y_n=s×2^n is the solution
Yes, that's true.
This is what i mean by the solution
I see.
You want the general formula then. (y_n can be made form the first term directly)
yes
But I do need to ask you, is it y_{n+1} + 1/2 y_n = 0 or y_{n+1} = 1/2 y_n
y_{n+1} + 1/2 yn = 0
Ok
and i dont have a start value
Yeah
Then I'll just make a general plan to solve the solution
Make general formula? --> Make sequence look simple
I dont get what you mean by general fomrula
Aaaah, ok
It's general, for all n
I need to make a fomula, which involves the start value?
Ok, thank you
Wait
Let me recap
(1) Make general equation --> Make sequence or the given equation simplier
E.g. y_{n+1} + 1/2 y_n =0 --> x_{n+1} + x_n = 0 (No more x 2)
(2) You can also try manipulating the given equation
E.g. y_{n+1} + 1/2 y_n =0 --> -1/2 y_n = y_{n+1} and continue
Would this be correct? Instead of taking the n+1 i added the start value
No
Because you're asked to make a formula, specifically with
$y_{n+1} + \dfrac{1}{2} , y_n = 0$
Erebus
x and y aren't the same thing
x_n is like y_n but you applied some change to it
Not related but like
You might have a sequence
and you add 1 to every term
Then it also becomes an sequence
Ok
So we're just trying to gang up on a smaller problem instead of fighting the large one
Pardon my english.
Ok
But i dont see why we can just add xn
Erebus
Ah ok
This is like the previous example of adding 1 to every term and getting a new one, but on steriods
Are you catching up?
I just only caught up with the definition thing
But still not why we can just add 2 to both of them
Add 2 to both sides of $y_{n+1} + \dfrac{1}{2} , y_n = 0$?
Erebus
yea
You could, but there's not much use in doing so.
$y_{n+1} + \dfrac{1}{2} , y_n + 2 = 2$
Erebus
I'm not saying you can't do this, I'm just saying there's no clear plan.
Ok
Erebus
You see how the powers are of twos are muching the terms?
2^{n+1} for y_{n+1}
and 2^n for y_n
Ok, thank you
Thank you
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Is this possible? I was reviewing it, and it started to look wrong.
ραμOmeganato5
Ah, thanks. Is there anyway to rewrite it or is that the simplest way to do so?
$a^n - b^n = (a-b)(a^{n-1} + a^{n-2}b^1 + a^{n-3}b^2 + \dots + a^1b^{n-2} + b^{n-1})$
clumsy
is that better or worse, who's to say
So something like this?
yep that is correct, and you can do sum notation if you want
well
ok that isn't quite correct
this would be correct (you divided the \phi - \psi)
Ah, right,... So like this, and then it cancels out?
yar
How would the sum notation look?
clumsy
Why does the ψ not have n on top?
wdym
i understand that φ has n - k because we're counting down (a^n-1... until k), but why is ψ only raised to k?
like it is sometimes b² here?
have you used sigma notation before?
yes. k ranges from 0 to n
inclusive
so it's $\phi^{n-\blue0}\psi^{\blue0} + \phi^{n-\blue1}\psi^{\blue1} + \dots$
clumsy
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integrate
tanx * ( root 2+(root(4+cosx))) dx
$\int \tan x \cdot (\sqrt{2} + \sqrt{4 + \cos x}) dx$
1 divided by 0 equals Infinity
dexa.cld
,rccw
subs made,
y=cosx
y = 4sin^2z
1+cosz=u
@ancient pollen Has your question been resolved?
another subs used for the same integral and got diff answer,
substituitons made,
y=cosx
v= root(4+y)
z= root(2+v)
got this
,rccw
not sure which is correct
I found this problem on tiktok and the answer is so long💀
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Using exactly one multiplication, one addition, one division, and one subtraction, what is the smallest positive number you can create using the numbers 4, 5, 6, 7, and 8 once each? For instance, we can form the number ((8÷5) x 7) - (4+6)= 1.2 in this way.
Is hit nd trial the only way?
i dont think theres anything more sophisticated, but dividing by a big number seems like a good option
Get the biggest number possible in denominator and smallest possible in numerator
,calc 4/((8+6)*7 - 5)
Result:
0.043010752688172
,calc 5/((8+6)*7 - 4)
Result:
0.053191489361702
I also don't hv the answer key tho
,calc 4/((8+7)*6 - 5)
Result:
0.047058823529412
Nice!
Parantheses
Result:
0.0096153846153846
That's quite small
Indeed
oh yeah I bet that's the smallest
you can't make any smaller difference between any two numbers, or by combining numbers then subtracting
cause 1 is the smallest positive integer
and then you want to make the denominator be as large as possible, so that's that
-# cheri cheri lady going through a motion
So this has to be the ans?
I guess so. There's no other way to get a smaller (positive) numerator or a larger denominator given the constraints as far as I'm aware
-# hehe
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Hello, when I analyse whether or not a double limit exists, if I find a directional limit that does not exist, can I say that the double limit does not exist?
Yes, if from some direction the limit doesnt exist, then the full limit doesnt exist either
Along the path y = x diverges, so can I say that it does not exist?
Thanks! 
if u allow limits to + inf or -inf, then you still need to keep that option in mind
oh but its gonna be +inf from one side and -inf from other side, so ye, it doesnt exist (considering y = x)
I thought that if the limit was infinite, it did not actually exist.
depends on convention
people often write lim f(x) = +inf, even if it technically doesnt exist (diverges to inf)
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how is the derivative of x^2 + y^2 giving 2xdx
thats under the supposition that y is in reality y(x)
notice. $\dv x y^2 = 2y \cdot y'$ stands for any case in reality since you can always apply chain rule.
this is also true for every other constant btw
Also, notice, in this particular case, once you fully solve the antiderivative youll get your x^2 + y^2 term back.
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Define $\lfloor x \rfloor$ as the greatest integer not exceeding $x$. Prove that $\$ (a) $$\tau (1) + \tau (2) + \cdots + \tau (n) = \sum_{i=1}^n \lfloor \frac{n}{i} \rfloor $$ Where $\tau (k)$ is the number of divisors of $k$ $\$ (b) $$\sigma (1) + \sigma (2) + \cdots + \sigma (n) = \sum_{i=1}^n i \lfloor \frac{n}{i} \rfloor$$ Where $\sigma (k)$ is the sum of the divisors of $k$.
Copter
i need help on both of these ;-;
is it counting pairs of integers (i,j) ij ≤ n?
$$\sum_{k=1}^{n} \tau(k)$$ counts the number of ordered pairs $(i,k)$ such that $1 \le k \le n$ and $i \mid k$
a handsome russian dude
hmm
Now what if you reverse it
wdym?
Fix i
The integers $k \le n$ divisible by $i$ are
$[i,, 2i,, 3i,, \dots,, \left\lfloor \frac{n}{i} \right\rfloor i]$
a handsome russian dude
There are exactly $\left\lfloor \frac{n}{i} \right\rfloor$ such integers
a handsome russian dude
Summing over i from 1 to n, what do you get?
Same idea for (b)
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hi ineed a help
hello any1 there?
send your question
huh go ahead
!da2a
Asking the actual question right away is more likely to get responses.
Asking "Can I ask...?" or "Does anyone know about...?" doesn't give people enough information to decide whether they can help, and answering can feel like a promise to help with the actual question, which they might find themselves unable to.
ya so i am 15 years old in grade 10th and i have exams of 80 marks and since the past 5 exams in stuck in the mark bracket fo 70-72 out of 80 which is around 90-92 percent. Upon analyzing my mistakes i have come to a conclusion that i am loosing marks in non mathematical mistakes(not remembering the formula or how to do the question) but rather i loose marks in the most silliest way such as messing up a simmpe very ismpe probablity q
id like to apologize for my earlier greetings
practice practice practice
do practice exams
practice
it’s fine
when you do practice exams look at the hardest questions and spend the most time on them
the thing is that i have done 6 sample papers and im still not able to correct my mistakes
like i think i lack mindfulness but that's the only thing i focus on while doing my exam
read the question a bunch
js by reading em?
do you make specific mistakes like calculations
no calculation mistakes like for example yesterday itself i was given 2 coins are being flipped 3 times now 2^3 is 8 i read the question properly yet my stupid ass though they were flipped 2 times and i got it wrong
highlight necessary components if need be



