#help-28
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arithmetic progression
did u get my doubt ?
umm
youll get the help
ohh
if you go to #discussion or a channel like that myabe you can ask them to help you in your help channel
but its urgent for me i have a test in 2 hrs
bro lock in
ok i will ask
Clearly Σa_i i in I =Σa_i i in J when |I|=|J| and sum of elements of I equals sum of elements of J, (by expression of arithmetic progression)
?
All need be distinct?
yeah all are distinct
You asked for |I|=|J|=3, I say it’s true in general. And they don’t need to be distinct
im not able to understand what you are saying never seen those symbols
I put it in Tex then
?
Like 1+5+8=4+3+7?
Bro he is kid
$\sum_{i \in I}a_{i}=\sum_{i \in J}a_{i}$ when $|I|=|J|$ and $\sum_{i \in I}i =\sum_{i \in J}i$
Cogwheels of the mind
no they represent the terms of ap like first term+5th term+8th term= same
I,J can have identical elements, not necessarily sets
umm
I will use example
my teacher didnt teach me this
Give me four positive integers, can be duplicated
Put up the proper question
ok wait
In an Arithmetic Progression (AP), the sum of any two numbers equidistant from the beginning and the end is constant and always equals the sum of the first and the last term
right?
Yup
Anyway, 1+7+7+8+5=4+6+2+13+3, okay, this is an example, then a1+a7+a7+a8+a5=a4+a6+a2+a13+a3
alr
So not just 3, 5 works, any n works. And not necessarily distinct
This is obvious once you plug in expression of AP
for this i am asking like here it is applicable to sum of pairs na like terms are pairs so like if i take triplets is it applicable there also?? over here 1st and last term term sum 1 pair equal to 2nd and 2nd last term another pair and so on so in my class teacher told us that there is no such property of an AP for triplets but like when i discretely like took some examples of AP and checked i found out like they are saying see i took (a1+a7+a8=a9+a4+a2) my teach told it like a trick ;like on both sides try to take the base sum same see 1+7+8=9+5=2=16 same so i am checking any such property exists
I understand now
Wait I'm working
you got it? like my doubt
but
my teacher said there is no such thing for triplets or quadruple numbers which you took
this is random na
Bro treat him like 10th class kid not college student
which you took in example
That’s why i gave him an example
i am in 11th
Your teacher is wrong
Don't worry
pls can you explain again
I didn’t give you explanation, I gave you a statement without proof. I can prove it if you want
ok i am here
In case of triplet that will not be true
a(n)=rn+s, so first equation is simply second equation multiplied by r and add |I| s
yes pls
yahh where is that like the limitation case
can u explain
that is the part i need
I better slow down, okay for a AP a(n), there exists r and s such that a(n) has an expression a(n)=rn+s, right
what is r and s
numbers
yes
Counter example. Let 1,2,3,4 be ap
Is 1+2+3 = 4+3+2?
an=a+(n-1)d
pls go ahead
Like 1,3,5,7,9… a(n)=2n-1, r=2, s=-1
Counter example completed
no like the sum should be same
over here it is not same
Got it? Any AP, there exists r and s such that a(n)=rn+s
if the sum is not same if we expand ofcourse it will not be true
Okay.
yes
5+5+5+17=4+4+15+20 for example
i leant with different variables sorry i was confused
Multiplied by r on both sides, then add n=4 many s
ok
r(5+5+5+17)+4s=r(4+4+15+20)+4s
ok
This is exactly a(5)+a(5)+a(5)+a(17)=a(4)+a(4)+a(15)+a(20)
Because for example a(5)=5r+s
Sure
(I do the whole explanation, using examples. Give a general expression in the beginning is my habit as a mathematics lover, for the sake of accuracy)
You want to prove if in ap
ax+ay+az=au+av+at then x+y+z=u+v+t?
I don't know why that feels obvious
Which holds for any n terms not just 3
but this an = rn+s
It is, that’s why i said it’s not a big deal
its confusing for me as i leant an=a+(n-1)d
2 mins
a-first term , d-common difference
then a(n)=dn+(a-d), so my r, s are your d, a-d
Oh don’t be confused, only n is variable, r and s are just numbers
Try to simplify in terms of a and d you will get the proof.
i tried but
failed
@zenith kernel
you mentioned s=1 so a-d=1 but d=2 so a=3 but ap a=1
Similar. What is your example again? 1+7+8=9+5+2?
This gives your r(1+7+8)+3s=r(9+5+2)+3s, thus a1+a7+a8=a9+a5+a2
a(n)=1+2(n-1)=2n-1
yes
2,-1
but you said a-d=s and d=r
One mistake that (y-1)d
Yeah, r=d=2, s=a-d=1-2=-1
Sure
Yeah
or only triplets
I just showed you 4
how did you think of this method
yeah like multiply by r and add 4s
Yeah n, terms then add n many s
well ig its cleared now thnx
Np
Any time, ping, DM, whatever you like
What are you studying and at what level?
Whatever i feel interested, representation theory for now. Obtaining PhD
a hit bro are u from india
Phd in maths?
oof
Yeah
What is your research topic?
i guess that answers this question
Yup
Close the help before go
Not a serious one though, just found a very very small branch, quandle theory, in order to write a thesis. And graduate, no ability to do research, so math as a hobby
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What were your subject at post graduation?
Same, Quandle theory
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how do u do htis
you've been given the rate of flow
dV/dt
for part a) if water is flowing @ 20L/min for 10 min, then can you tell me the volume that increased in the tank?
for part b) you've to solve the differential equation dV/dt = 10 for t=0 to t=10
the constant c is the volume that gets filled up in the initial 10 mins
@autumn token Has your question been resolved?
200
ok i got a = 10
b = 15
c = 200
d = 53
?
the tank gets filled up by 53 mins?
ok so its 1000 liters
minus 200
because of the first 10 minutes
and then u have 800
so then 800 / 15?
yeah
yeah
well we're working only in the 1st quadrant here. from x=0 to x=10, the graph will be a straight line passing through origin
oh wait no. lemme recheck
a=20
oj yea
c=50
because dV=15dt
the limits of the integral go from 200 to V, 10 to t
d=63.33
b=15
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for this
wldnt this method
jst disregard
the small area
between
curve and y axis
u see the small triangle
I mean thats just a graphical representation. a and b are arbitrary. You could totally have a graph that wouldnt include that bit
well
no i dont think so
no no
u cant
cos when x is 0
(0,ab)
a and b is greater than 0
its impossible
we both arrived at the same answer
,w plot x^2 - 2
but i dont see how his method is correc
No region here
but
u jst changed
the entire graph
no combination of a and b
cld result that
Their equation is for any arbitrary quadratic
not any though
cos it has a and b to be in a range
of values
for ur quadratic to work
and and b would have to be the same and opposite
as in
like
-2,2
for e.g
Where in there does it say that
not a calculus guy but they just said 0 < a < b
so there's no way a and b could be opposites if they're both positive
note that this small triangle is counted only if y-axis is also a condition for region bound.
althought im not completely sure the fact that they both have to be positive is really needed for the formula to work
thats my point
he showed a graph of
x^-2
theres no x term
hence
theyd need be opposite and equal for that to occour such as (x-2)(X+2)
so his example was wrong
again, i dont think the formula stops working when both roots are opposites
wdym
tbh it still wouldn't justify including that tiny bit
if you include the red bit, you'll also have to include the orange bit because you are not bounding by the y-axis
and then you run into the issue of that orange bit being infinite
oh. um, well the question didn't state about "find region among curve,x-axis and y-axis", but just between "find region between curve and x-axis"
so, what the question really wants is just this region
bro
without using the y-axis
In fact the formula also works for negative and positive values too
perhaps show your method?
Including the triangle is wrong tho
is it possible for you to show your work?
Youre prob getting a close answer because its small
i cant im on PC, but i basically did integral from a to 0 and the equation - integral of b to a and the equation
expaneded it out correctly
and got the answer
possibly
uh if I'm interpreting it correctly
i already showed my own way of doing it, but just to leave it as latex
$\int_a^b (x-a)(x-b) dx = \int_0^{b-a}u(u+a-b)du = \int_0^{b-a}u^2+(a-b)u du$
it sounds like you did this?
its a breeze to get the formula this way
it was the first line but limits switched arnd and signs the same
like
the a is at the top
and the b is at the top
then it's 0 to a, not a to 0
sorry
but hm
I probably will have to concede to zzz's judgment of the triangle part being small enough
once u integraet thjat
like the small triangle part
u get -a^3/3 +(a^2b)/2
so
seems small
but it did matter
as it cancelled stuff from the other integra;
one other question
how come
if u do
ok
so take this
so blue is = to k
so how wld u know the pink
equals to k asw?
K is "some number", and given that doing f(-x) is just a reflection about the y axis.
If you integrate with symetric bounds, the answer has to be the same
remembering that integrals are just an accumulation over a region:
you can if its signed area and the function is below x axis
If we are still talking about the problem revolving around the parabola, you technically can.
But if the result is negative, just like, take off the negative sign.
since we consider area to be strictly positive.
for the formula $\frac 16 (b-a)^3$
if you get a negative value is basically because you messed up the order for a and b
which isnt really a big deal.
@strange mason Has your question been resolved?
thanks
ok
yh yh
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det a,b,c,d = 8
det a,3,c,-1=8
det a,3,c,0=10
det a,3+b,c,-1+d=?
how do i start
What’s det?
determinant i think
determinant
You know the formula for a 2x2 determinant?
no
The notation certainly is strange. Are those 2x2 matrices?
yes
This is essentially a system of equations. But it requires you to know the formula for the determinant first.
is it ad-bc?
Try to translate the problem into equations to solve.
ad-bc=8
-1a-3c=8
0a-3c=10
Try to clear these a little bit then
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yo chat
how to find length and breadth when area given
of a rectangle?
like a rectangle with area 20
how to find length and breadth?
@slate hill
!original
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
Area alone isn’t enough 😭
L × B = area has infinite answers — you need one more detail
again, im not the OP
hiiii
don't hi, provide the question lol
so do you have a more specific question, as asked by like three or four helpers here?
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how can i find SK/SD, know that AB//CD, AB=3CD, M, N are the midpoints of SB, SC relatively, K = SD ∩ (AMN)
@mental pewter Has your question been resolved?
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need work power energy questions
any suggestions
/
u a jee guy?
Khan Academy?
@spice raven Has your question been resolved?
@spice raven ?
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Are there any easy ways to solve this without plugging in the value for the roots?
Context: The original question was "if x = 3 - root 5, y = root 5 - root 7, and z = root 7 - 3, then find the value of x cube + y cube + z cube". I managed to apply the identity x+y+z=0 to get to 3xyz.
But I can not go further than that, everytime I solve it; There is a new answer.
one way would be just brute force multiplying it out
and its not that bad either
its gonna have 8 terms, some of which will cancel out
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Hello helper, this is my query related to double integration Evaluate ∬(xy−y
2
)
1/2
dydx, where R is a triangle with vertices (0,0),(10,1),(1,1)
might wanna show the picture of the original question, cuz your question is kinda wack in formatting from the copypasting
$\iint \sqrt{xy-y^{2}}dydx$?
Cogwheels of the mind
(When calculate it, do it by dxdy, x first will make things easier, but I don’t know what your question is)
@proven pulsar Has your question been resolved?
There
what I want to know is why there's a 1/y there, where did it come from?
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Q16
which one is q15
hint: $2025 = 45^2$
1 divided by 0 equals Infinity
that's q17.
idk
did you not see what OP said in his message
that's why we are all asking which one q15 is
OP ticked 16
so what
that's why we asked!
so i assumed 17
people just be opening help channels then going afk
ping mods?
for what
wasting help channels?
I mean, it's not a troll question
there are enough
and it's not like they're done with the question but refused to close
so it doesn't matter
anyway, so which question is q15? the ticked one?
if so, what have you tried?
Shouldn't the ticked one be q16
that's why we're asking lol
yes most likely
i even thought q16 is done
Q16
but the tick is hiding the number
Q16
so once again: what have you tried?
lmao
let's not repeat like a broken record, shall we
but do you not get the whole thing, or what
Can anyone help Q16 the tick mark
do you wanna answer my question first?
yes
👀
You gotta cooperate with the helper to get help mate
can't help you if we don't know where you're stuck at
Volume portion
so you don't know the formula for the volume of a cuboid?
Lbh
or is there something else about the volume that bothers you?
ok, that's correct
After percentage
you are told that the tank starts out 70% full
so what is the volume of the tank? how much is 70% of that volume?
first: what is the volume of the tank?
I got it now thank you
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hold up
is there any more questions left that you don't understand/don't know how to do it?
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how do u use squeeze theorem for this
well you want to find a pair of squeezing functions obviously
but i would go polar before that anyway
yeah how i know which ones to use
like for sin its between 1 and -1
are you permitted to re-express this function in polar coords yes or no
Its wont work
ye but i wanna use squeeze for practice
Y^2 first line
they did this but i dont understand how they chose those values
Which value
0 bc the lim say so
ok so it could be anything
like it coulda been x instead of y^2?
and how did this 0 become -|x|(x^2+y^2)
if all they added was a x
what i was saying replace y^2 with x but keep the x^2+y^2 and 0
But the function contain y^2
Not x^2
i thought the middle number can be anything
But ^2
as long as its true for left and right bound
@fluid prawn Has your question been resolved?
y^2 is easier and more meaningful
you cant know if x is greater or smaller than xy^2 cuz y < 0 is possible
you cant know if x is smaller than x^2 + y^2 cuz x < 0 is also possible
starting with x gets you nowhere basically
do they choose y^2 cus its in the numerator?
they choose y^2 cuz its a good starting point
i think starting with the denominator works too for some questions it just depends on which thing is more useful
but is it cus its in the numerator and denominator
like how else i know if its a good starting point
no its cuz ^2 guarantees that its >0, we know 1 thing
and y^2 gotta be smaller than y^2 plus a positive number, we know 2 things, we can squeeze
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pluh
so the y^2 isnt even from the fraction?
i dont get it
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its in the fraction this time, but it doesnt need to. it just gotta be useful and related
the usefulness this time doesnt come from the fact that its in a fraction
Please don't occupy multiple help channels.
bro
so i can basically write x^4 in the middle if i wanted
if you can link it back to the problem sure
ok how come in this the 0 become -|x|(x^2+y^2)
shoudlnt it stay 0 forever
cus they r multiplying by 0
what
for squeeze its multiplying all sides by x in the second step
so it should be 0 on the left still?
you dont know if x is -ve or +ve, so you cant determine the inequality sign if its still 0
the accurate limit now is that behemoth
whats ve
(negati)ve and (positi)ve
Ve
my shorthands
but they r multiplying by 0
so it doesnt matter
for the left it doesnt, but for middle and right it does. so the left would ruin everything
the principle isnt to strictly "do the same thing to all 3 parts", its to "do sth to the middle and see what the new bounds are"
it gives 0<=xy^2/x^2+y^2<=x so ig its still works
wrong cuz when x = -1 ur thing fails
dont i make it x goes to 0 tho
thats the goal
but u still gotta make ur rpoof make sense
also x can approach 0 from the negative side
so ur line is false for half the x'es
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Here i don’t understand how the teacher showed us this in certain parts:
i don’t get the structure story here besides the end i do know its binomal
,rccw
Thanks🫶
Could you rephrase your question please?
german is fine as well 😄
ahh perfekt hahaha
also am freitag hat uns der mathelehrer diese seite mit uns gemacht: multiplikation/division/potenzieren/wurzelziehen bei gleicher basis.
Auf dem bild bei j) hat der lehrer das so zu uns gezeigt während der mathestunde.
Ich komme einfach nicht draus von derer struktur um es zu verstehen
do u understand now?
Ah also ist das sein Rechenweg da?
Ja genau
Verstehst du, wie er zur ersten Zeile kommt?
Er nutzt die 2. binomische Formel aus dem Kasten unten links, habt ihr die besprochen?
Ja das hatten wir schon mal am anfang
Ich erkenne es aber erst am schluss in die lösung
Okay. Wenn du dir die Klammer in j) anguckst und mit dem Kasten vergleichst, was wäre a und was wäre b?
hmm gute frage😭
Kann das sein dass a sei die 3 und dieser wurzel das b?
Ja genau, das a ist die 3 und das b ist die dritte Wurzel aus a
jetzt hast du $a^2 - 2ab + b^2$. Kommst du darauf, wie man von da aus auf die erste Zeile der Musterlösung schliessen kann?
Ladan
Nein, komme ich nd darauf. Ich weiss nicht wieso diese struktur
Dieses 3^2 - 2 mal 3* diese wurzelzahlen
Ist das eig ne regel die sich hier hereinschleicht?
Hmm okay.
Also die binomische Formel ist $(a-b)^2 = a^2 - 2 \cdot a \cdot b + b^2$.
In deinem Fall ist $a = 3$ und $b = \sqrt[3]{a}$.
Jetzt setzt du die beiden in die rechte Seite der binomischen Formel von oben ein, also:
$3^2 - 2 \cdot 3 \cdot \sqrt[3]{a} + (\sqrt[3]{a})^2$.
Ist das verständlich? Die Struktur die du beschreibst ist die selbe wie in der binomischen Formel mit a und b als Zeichen, nur dass a hier 3 ist und b die dritte Wurzel aus a.
Ladan
Ohh demfall ist das eig repetitionssache. Ich müsste demfall nochmals diese regeln sonst gucken weil ich hatte ein bisschen mühe gehabt mit dem 2^3 diesdas
Genau, du machst eigentlich genau dasselbe wie immer. Der einzige Unterschied ist dass die Wurzel etwas komplex aussieht
Okay demfall schaue ich mir in der zukunft derer thema wieder an. Danke dir!
take care and peace
Gerne, frag wieder wenn was unklar ist
you too
Mach ich gerne und danke! also ich kann dir dann pingen?
kannst du machen 👍
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okay so i need help with functions and relations one sec ill send a pic
With what would you like to start with first of all?
i think the first page looks more complicated
You mean page 22?
Ok, you need to first know what a domain, range is and how to test if a graph is a function
function if it has a repeated number correct
almost
domain refers to the allowed values of x, and range of all y values that the function/graph attains possibly
uhm not quiet
you can just do the vertical line test
ahh yea i remember that i think
you have a function if each element of the domain is assigned exactly one element of the codomain
uhh can u dumb this down a bit
english isnt my first language
why not
because it fails the vertical line test, which means an x value is being mapped to two y values
ahh yea
but we just said it must only be mapped to one y value
in easy language: all x values can only have 1 y-value
at most 1
x=0 can be mapped to y=-1 or y=1
yes thats what i mean by it cant have repeated numbers
how do i do the verticsl line test?
yes this is important too
the vertical line test is a fancy way of saying: can you find a value of x where there is more than 1 y value
so when you look at the circle, if you move along the x axis, can you find a point where there are two y-points?
you draw a vertical line simple as that
and how does that help me know if its a function or not
rather, visualize a vertical line, like take your pen
and scan through the graph
if you realize it would hit two y-values then it cannot be a function
A function must output at most one value for a given input. Say we have $f(x) = 5x$
USS-Enterprise
so for the first example
Any x you pick, you will always end up with one value
here for example, you instantly realize that your pen would beep twice since it'd hit two y-values
it would not be a function ?
However, if we look at this circle
If you pick x = 0, you get y = 1 and y = -1
But as we just said, a function can only output at most one value for a given input
blud repeating me
ok i get this one can someone help me understand this
Here we get 2 outputs
bc i didnt take it whatsoever
And that is a vertical test
You just draw an imaginary vertical line somewhere
Here it was x = 0
yes i remember it now my teacher told me ab it
And you see it intersects with the graph of whatever we are looking at twice
at y = 1 and y = -1
what is this tho
Therefore it is not a function
Well this is not about determining whether they are functions or not
wait nvm this is honors math im not honors math i dont have to do it i just needed the first one
i get it now
thank u guyssss appreciate yall
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beautiful profile picture
🫰🏻🙌🏻🙌🏻🙌🏻
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Can someone help me figure out where I messed up, the answer is supposed to be 1/8
,w tangent to 3x^2-3xy-3y^2=-33 at (-2,-3)
I’m the future, please use the ,rotate command
,rotate
sorry, will do
Sign error
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question the same formula for standard deviation and variance of grouped data can be used for ungrouped ?
not a command
Sorry
if you want, you can treat an ungrouped data set as a grouped one where every single group has frequency 1.
also opening a channel happens by sending any message into it -- ideally the one containing your question
but starting a message with a . suppresses this effect
Alright
The thing is some numbers repeat
yeah that kinda isnt an obstacle
if you really want to saddle yourself with like 17 years of extra work then you can make a freq table for each one
and then have most of the freqs be 1 but some be 2 or whatever
like tbh the whole thing with grouped vs ungrouped data. the formulas arent really that different.
Soo I could resuse it ?
"resuse"?
Yeah
Like the specific formula for standard deviate of grouped data
And variance
Can I sued it for ungrouped data
@solid mesa Has your question been resolved?
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I don't really get how this metric space is defined
as we saw in ¶15
have you seen the proof of that
it's basically an extension of that but for sequences
I get that bit
What I don't get is A_n
any sequence you want
for which the series converges
eg a_n=1/n^2
or 1/2^n
or whatever
okay, so it's $\sum_{n=1}^{\infty} \left( A_n \frac{\abs{x_n-y_n}}{1+ \abs{x_n-y_n}} \right)$
wai
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😂
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A is a given point and P is any point on a given straight line. If AQ = AP and AQ makes a constant angle with AP, find the locus of Q.
What have you tried?
i found the locus of q is straight line
Yes
now how do i give an eq for that line
let the angle be theta base =ap then y= ap sin theta
?
correct me if i am worng
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I have
h(x) = x-2/x+3
LMAO
So I’m doing -2,9
3 seconds
Show the problem again, and no, i will not indulge in the same discussion again.
Google Translate Exists, I can read it.
!xy'
Jeez… demanding
Please show the original problem, exactly as it was stated to you, with the entire original context. A picture or screenshot is best. If the original problem is not in English, then post it anyway! The additional context might still be helpful. Do your best to provide a translation.
thanks
tbh id advice not too clutter this chat cause we will have problem (again) if so.
,rccw
h(-2.9) seems to be -49, not -45. can you show how -45 is happening?
Is "Formengi" a way to say domain? So, the values that are accepted by the function as a valid input?
,w -2,9-2
I think's it means "Find the range of the function."
,w -2,9+3
Bruh is this bot acustic
"acustic"?
Ironic
use . not ,
What did you expect with that input?
and for simple calculations you can use ,calc or your brain, ideally
literal translation is "preposition", idk, wild guess from me anyways.
here we go again btw
she expects the bot to do the calculations -2.9 - 2 and -2.9 + 3, with the caveat that Wolfram Alpha doesn't understand , as a decimal separator
you need to use a point
Domain is x€r except x /€/ -3
,w (-2.9 - 2)/(-2.9 + 3)
what did you mean with "acustic" here
You know what it means
No. Look it up.
"acoustic" is something to do with sound
I HAVE TO LOOK THINGS UP CAUSE YOU CANT HELP ME PROPERLY.
!vol
Helpers are just people volunteering their time to help you. Be polite and patient.
no, i'm trying to get you to admit that you used the word "autistic" in a rather not-OK way. and then, worse, you even tried to censor it.
most incriminating question ever
internet humor
do not engage
nah fuck that noise.
"internet humor" is not an excuse for being ableist.
i'm gonna take this to #discussion so as not to clog up this channel
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,tex .exp rules
.close op gone
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Does f”(x)>0 mean positive slope or above x value
=0 is x int?
Slope is below the function
on the function plot f(x) it looks like this
hmm so when I say f”(x) >0
does that mean the slope is >0
or that f”(x) is above the x value
Would the red show f”(x)>0
like the red highlighted area since it’s above the x axis?
no
is it where the slope is increasing?
how??
Wouldn’t this be decreasing
Where the blue circle is since the slope is decreasing
the slope is always decreasing on your curve
imagine if f(x) is the position of a person
*depending on x
then f'(x) would be its speed
and f''(x) would be its acceleration
so
you can decelerate
and being still on a positive speed
Tbh I don’t think I’m following
I understand speed velocity and acceleration and what not, but I don’t think I can conceptually understand it yet
take a look at this
the table finds that f”(x) is positive in x<-1
does it have nothing to do with it being positive/negative or above the x axis?
and instead it refers to strictly the concavity of f(x)?
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Well which ones sum up to -b = 7sqrt(3)
No need
so you leave it like 7 squareroot 3y ^2
No you don't need to square anything to answer the question
bad bracketing and spacing
(7sqrt(3)*y)^2 can be simplified if you so wish
but you don't rly need to complete the square here at all
Yes
missing \] but yes
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so the answer is [y = 3\sqrt{3} \quad \text{and} \quad y = 4\sqrt{3}]
Yes
Bruh
Yes
Yes
Agreed
Yes
Yes
Yes
yeah i guess
,texitshape \replicate9{\replicate9{Yes! }\par}
クーリー
Yes
Who does this blud think he is
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WE HAVE THE SAME DECORATION
Looks like you accidentally opened the channel
if it was an accident, could u close it with .close
Probably
if not, you can ask your quesiton
Well im doing my math hw rn and its lowk hard since we still hadn't studied this lesson yet but I tried my best
I see, well, if you need help with it, you can try sending it here and someone might help
Feel free to post it
THANKS
Yes
Tree man
MathIsAlwaysRight
Alright, so $\tan(x) = \frac{\sin(x)}{\cos(x)}$
Tree man
AHH IK THIS
Try to manipulate the things you need to solve you you have sin/cos
How would you solve question 1 now?
Try dividing both terms by $\cos^2(x)$
How?
Tree man
So the question asks for the value of 6sin^2(x)+5cos^2(x), right?
Yes
Try to reshape the equation using algebra to get sin(x)/cos(x)
Because that is tan(x) and you know the value of that
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i need help with triangles hypnotuse
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I feel like this is better done with vectors 
What do you need help with?
Idk much abt vectors
,rccw
divide them
by symmetry you can assume c = 3d after you do that
also are we working with integers
I got c=3d or 3c=d
Wdym?
are a, b, c, and d integers
Oh oh yes a,b,c,d are all positive integers
Wait how
do you know what to do
No this is where im stuck i had divided already :3
the equations treat c and d identically
so it doesnt matter if you pick c = 3d or d = 3c
Oh ryt bcz there was a mod?
Ok...
ok but also
before you start minimising
you should find the relationship between |a-b| and d
sub in c = 3d here into equation 1
And do i keep the mod?
what mod are you talking about
,tex also you can just write that as
\e{gather*}{
\4{(c-d)^2}{\abs{a-b}} = 18 \
\4{(c+d)^2}{\abs{a-b}} = 72
}
Yes thts wht i was asking