#help-33
1 messages · Page 28 of 1
So I understand 1 = 2 and the 0 equal to the power, but how do you determine what 1111 is? Since theres no 0 to determine the power
2 to the power of -1 is .5 though?
wait
you misinterpreted what i said
It's (2 to the power) - 1
because when you added one it became the one with the zeros after it
which is 2 to a power
It's 430am here so I'll get to the point
Try to understand this
Then note how this is essentially the same as your sum
I will say you’ve been a TON of help, and that picture helps. Thank you very much!
No worries at all
I've been waiting for my question to be answered so this has passed the time lol
Feel free to pm if you have any problems!
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hi
a. Gavin has nickels, dimes, and quarters in the ratio of 8 : 1 : 2. If 30 of Gavin's coins are
quarters, how many nickels and dimes does Gavin have?
this is my question
hi
ik this question is ez but im in gr7
Gavin has nickels, dimes, and quarters in the ratio of 8 : 1 : 2. If 30 of Gavin's coins are
quarters, how many nickels and dimes does Gavin have?
this is my question
.close
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How would I do question 11?
,rotate
rotated my image and skedaddled😢
@still temple Has your question been resolved?
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!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'm told it's wrong
4. I got an answer and would like my work checked
5. I have a question about someone else's worked solution
6. None of the above
5
Well I answered it
it's just im not sure if it's right
which is why I want someone else to solve it
Show your work
I ended up getting a quadratic
but I don't have my work saved anywhere
I can start from the beginning ig
wait
Alright I'll just show you how I (and anyone else probably) would solve it
Did you forget to mention 0 as an extremum point?
The rest is fine yeah
can I ask another question or do I have to start in a new channel?
You can
Yes
Yes
I got one more sorry
That doesn't seem like how average velocity is generally calculated
It should be $\frac{\int_0^3v(t)dt}{3}$
A Lonely Bean
Which is 90, in this case
Right, and simplify the fraction
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f'(x) = e^-x + (x+2) * (-e^-x)
For the second derivation I should need u' * v + u * v' ?
So u = e^-x + (x+2) and v = (-e^-x) ?
rather u = (x+2)
The way you set up your equation is more like
$\frac{d}{dx}[(e^{-x}+(x+2))\cdot (-e^{-x})]$
Frosst
My school never explaiend this thing with d/dx . Where is the difference between yours and mine?
Pretty much the same
Just a notation difference and it’s easier to express certain things with each notation
Leibniz vs Lagrange
for (x+2) * (-e^-x) you can use it
Frosst
This is your question right?
yeah f''(x)
$\frac{d}{dx}[e^{-x}]+\frac{d}{dx}[(x+2)\cdot (-e^{-x})]$
Frosst
Split it up like this
Ah so basically split it into two functions
The second part will need product rule
-e^-x + product rule
Yep
so u = (x+2) and v= -e^-x
Yep
You can even expand it first
$\frac{d}{dx}[e^{-x}]+\frac{d}{dx}[-xe^{-x}] + \frac{d}{dx}[-2e^{-x}]$
Frosst
but this is also possible right?
Yes
And second question for extrem values of f= (x+2) * e^-x
I need to do f'(x) = 0 with term of zero product?
f'(x) = e^-x + (x+2) * (-e^-x) = 0 ?
Yes
so I move on like this e^-x = 0 no solution ?
In my book they rewrite f'(x) = e^-x + (x+2) * (-e^-x) to ==> - 1+x / e^x
What?
then it makes sense for me because 1+x = 0
I don't understand this step : f'(x) = e^-x + (x+2) * (-e^-x) simplified to ==> - 1+x / e^x
Change the negative indicies into fraction
I am so confused with this step
Change e^-x to a fraction
= 1/e^x
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I don’t understand how sin(theta/2) can be in quadrant 2
Wouldn’t half of an angle still be in the same quadrant?
Right OK
That makes sense
But how do you find out if unknown size half angle is or is not in same quadrant?
it is if it's between 90 and -90, it's not if not
if you don't know the angle, you surely don't know what half of it is 😄
Your question doesn't really make sense, we have to know about something
Do you just type this into calculator to see if it’s between 90 and -90?
cos(x) = sqrt(5)/5?
Sin is negative on the 2nd and 3rd quadrant, there is a theta satisfying that in each of those
Half of any angle in the 2nd is definitely in the first quadrant
Half of any angle in the 3rd is definitely in the 2nd
Think about it in terms of inequalities
Oh I thought the angle starts at where I draw the triangle.
No, we are always talking about the angle starting from the positive side of the x-axis
We always start every angle at 0/2pi?
We start at 0, we go counter clockwise, always
Ohhhh
I was thinking the triangle was the angle
How we get theta
From the angle of the triangle
Do you know how to use the unit circle? I find it very useful when thinking about these
But it’s a combination of quadrants (90 degrees each) leading up to it too
Yes.. I just forgot when drawing the triangles but now I understand. If I drew it correctly theta would not be so small and inside the triangle only
Theta must include all prior quadrants, unless it’s a full cycle 360 degrees then it can restart again at 0
I’m always seeing theta being drawn inside the triangle, never highlighting all prior quadrants too
Is theta supposed to be drawn like that? Smaller inside the triangle
I will show you an example
Think of it like this
yellow is theta
yep or as in your second image
I always see it illustrated like this
But I guess it’s implied prior quadrants are included if you understand how theta and the unit circle works
What about reverse?
Theta never goes in this direction? For problems that give -3/pi or something..
That is a negative theta yeah
It’s OK to do that for negative?
Sure, and notice you can also add 2pi to it to get a positive angle, going the other way around
https://www.desmos.com/calculator/kxy8odj8q3 you can mess around with this if you'd like
orange is how I like to think about theta
play with alpha on the left to change the angle
In the unit circle the nice thing is that the side of the triangle on the x axis is cos and the side on the y axis is sin
Thanks. That’s quite interesting, What is the “a” slider representing on this graph?
a is theta, desmos doesn't like me using theta so I had to change the name
you can also increase the limit to see why we can always subtract or add 2pi to angles
it just starts over
Infinite 2pi cycle
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Also very interesting, worth watching!
polar graphs are fun to mess around with 😄
Yeah, watched this a while back, very interesting
I will be learning this next
How r can be a negative value with polar
But I don’t know if I will need to use or understand this for Calculus 1
It depends on how you define your polar coordinates. I don't allow mine to have negative r
However, you lose a bit of the beauty of polar plots when you do so, the cool flower like curves all use that 😄
When plotting negative r you just add pi/2 to theta btw
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Hello
well
if you consider 1/x divided by ln2 then it'd be 1/x times the reciprocal of ln2
which would end up being 1/x times 1/ln2= 1/x*ln2
1/ln2 yes
But what about
1 / 1/x ?
Then its 1 times
Reciprocal of 1/x which is x/1 no?
OH
This is opposite
exactly
yes
yes it is
,calc (1/3) / ln2
The following error occured while calculating:
Error: Undefined symbol ln2
,calc 1 / (3/log(2))
Ah okay , thats why it cannot be
1 * ln2/3
Result:
0.23104906018665
,calc (1/3) / log(2)
Result:
0.48089834696299
Because this is not the same
Ah yeah!
Thank u very much guys for clearing my confusion!
So for these fractions they gotta be in order
Unlike multiplication
i guess? don't understand your statement though
Oh like
(1/3) / ln2
U do 1/3 first
Then divide by ln2
Cant just do 1 over 3/ln2
Gotta divide in their respective orders
yes yes
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Can someone help me with this Descartes rule of signs question? I’m confused as to why it’s not a).
@gilded iron Has your question been resolved?
<@&286206848099549185> pls help
ok step one collect like terms
wdym they all differ by a power of x
but I can't add or subtract any of the terms
may you clarify what you mean by collecting like terms
is this equations idk
collecting like terms is basically simplifying the equation
@gilded iron
if you don't know, it's okay
I can always for help from someone else
<@&286206848099549185>
can anyone else help
I'm still confused with this question
.close
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how do i evaluate the intergral
tan^3(x) sec^7(x)
i think u need to do u sub
if i remember correctly
also u need to sub in a trig identity for tan
thats how id do
uh how would you do intergral of 2 arctan(5y)
lmao
arctan i think there is a trick with 1
same as when u integrate ln(x)
like, u have to do integration by parts
and then one of the functions will be arctan
and one function will be 1
if that makes sense
Yup it's done easily by parts
I SUCK AT CALC 2
factor out sec(x)tan(x),
use a trig identity on tan^2(x)
then u-sub with u = sec(x)
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im not sure where to go with this without using a calculator and I want to know if its possible to do without just plugging in two small numbers on the left and right of 0
Well start with taking the log
L'Hopitalssssss
log of the entire funtion?
if i do l'hopital wont the exponent still have x on the bottom so when i plug in 0 its divding by 0?
Maybe
im not sure if i derived it right but i got 1/x((e^x) +1)((e^x)+ x)^((1-x)/x)
which still has diving by 0
@sweet pagoda Has your question been resolved?
<@&286206848099549185>
$\ln L = \lim_{x \to 0} \frac{1}{x}\ln (e^x + x)$
NEONPerseus
Now you can L'Hospital
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I can’t figure out my problem
Please don't occupy multiple help channels.
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by the way
This is my third ticket
Also sure
Graph orthocenter L(4,6), M(-3,2), N(-2,-6)
Idk what I’m doing wrong
.
Ok do you know what the definition of an orthocenter is
ok draw a diagram
sorry it's really hard to decipher your handwriting
Could you tell me how you would do it?
I don’t know where tho
try typing out your work here and explain it since your work is hard to read
you still haven't typed it
Which part do you need me to type??
@nocturne fiber
?
@main idol @nocturne fiber ```Finding Altitude of M
m=y-y/x-x
mMN=2+6/-3+2
mMN=8/1
mMN=8
M⊥=-1/8
y-2=-1/8(x+3)
y-2=-1/8x-3/8
y-16/8=-1/8x-3/8
y=-1/8x-13/8
Finding Altitude of N
mLN=6+6/4+2
mLN=12/6
mLN=2
m⊥=-1/2
y+6=-1/2(x+2)
y+6=-1/2x-1
y=-1/2x+5
System Of Equations
y=-1/2x+5
y=-1/8x-13/8
-1/8x-13/8=-1/2x+5
(-1/8x-13/8=-1/2x+5)8
-x-104=-4x+40
3x=144
x=48
y=-1/8(48)-13/8
y=-6-13/8
y=-48/8-13/8
y=-61/8```
But that's wrong
and idk why
L=(4,6)
M=(-3,2)
N=(-2,-6)
<@&286206848099549185>
Bro i luv this server
holy
This is hilarious
I figured it out before y'all helped me the tiniest bit
Great Help lmfao
God damn formatted it even for y'all
.close
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why is there this discrepancy?
why not
For the AM-GM inequality, for equality to hold, your numbers should be equal.
In this case that doesn't happen.\
$\cos^2x = 4\sec^2(x) \implies \cos^2(x) = 4$\
Which doesn't happen. So yeah.
What the hell am I doing here?
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how do i solve the problem 3sin(2x+30)=tan(2x+30)
-180<x<180
I suck at trigo so it might be wrong
oh i know why
you welcome
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Why does law of sines work on oblique triangles?
Doesn’t sin require knowing what opposite and hypotenuse are?
the "opp" and "hyp" you are talking about are nowhere to be found.
at least not on your diagram...
also did you mean obtuse triangles perhaps?
No, oblique
Acute triangle in this case
All angles smaller than 90 degrees
But that’s how sin is defined: opposite/hypotenuse
the sine of an angle as seen in a right triangle, sure.
it is, it just isn't applicable on the diagram as drawn. yet.
you're gonna need to draw some altitudes to make sine appear as a ratio.

shoo.
P(x)?
Oh I see. I’m making two right triangles out of one oblique triangle
^
and then just represent all those angles
divide some, and u get the formula
Clever!
while Ann is still drawing her diagram
not forever, no. i've seen them ask about other precalc shit here not more than a month ago.
Angles A*C = length b?
no
if i wanted to write $\angle A \cdot \angle C = b$, i would've done that. but i didn't.
Ann
Only about a week
are you going to attack my failure to put an overbar on the segment $AC$ to clarify that i was referring to its length and not the segment-per-se, or, god forbid, the product of two angles?
Ann
i chose not to place the b length-mark on the diagram in case i would need to label the lengths of AH and HC separately (even though, in the end, i ended up not needing to do so).
your misinterpretation of AC as meaning the product of two angles (something very rarely considered in geometry) feels deliberate.
This refers to where the length of b starts (angle A) and where it ends (angle B)?
you're seriously overthinking it.
Not attack, no. Just understand
AC = b means the length of the segment AC is labeled with the letter b.
nothing more nothing less
don't tell me you've never seen people write shit like "XY = 10cm" when talking about a geometric diagram.
this is much the same
I normally see variables together as multiplication. You are saying there should be an overbar for referring to length?
capital letter is like angle, and lower case is its opposite side
capital letters in geometry are used for names of points.
and when a particular point has only one angle depicted that has it as a vertex, the point's name can also refer to that angle.
(otherwise you would have to use three point-name letters to unambiguously refer to an angle)
OK
Btw, I’ve seen sin cos tan written so many times without brackets now that I’m just kinda used to it
for shame.
For things like squaring I know it comes before theta and not after
It’s messy but all too common
it comes before the parentheses too if you put them (like you should)
i.e. $\sin^2(\theta)$
Ann
this is empty set
did you post this deliberately to provoke a reaction in me @lucid hinge
possibly, my apology
i'm going to take this to DMs.
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Let's say we have n students, and k buses.
If a student has another student as a friend, they both know each other, or they don't know each other.
We have to assign students a bus so that no friends remain in one bus.
Show that number of ways to assign buses is divisible by k.
What I tried to do is
Construct a k-partite graph
I do have an algorithm for that which works given that the student who has maximum number of friends, has friends less than or equal to k
But I am having trouble counting the number of ways we can do that
All students are distinct (can't believe I said this)
@lean monolith Has your question been resolved?
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How
This is what I got
and I used u = arctan(3x)
how they get thatt
our ans r diff too
@wary bluff Has your question been resolved?
@wary bluff Yours is correct, keep going, they probably used another substitution
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wrong question
Yes
is 2^p always congurent to 0 mod 4
Closed due to the original message being deleted
what? is every number a power of two?
Isn't that the same?
yes
2^p = 2^2 * 2(p-2)
yeah yeah
Yes
x = 0 mod m is equivalent to saying x is divisible by m
every prime is bigger than 2, therefore 2^p will have at least 2 2s in it's prime factorization, 2 2s means, it's divisible by 4
Yeah i know that but okay nvm thank u
.close
How do i solve 3^(p-1) = 1 (mod 4)
thank u
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This is grade 9 math, please show steps or explanation 💖
@teal kernel Has your question been resolved?
hello?
@teal kernel Has your question been resolved?
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May I ask how do you get 210 in this Circle?
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Do numbers in the form n^p were p is prime have any special properties? (and n is natural)
They are divisible by n, and n^2
Yeah that is like logical but any fancy shmancy stuff that you wouldnt see straight away?
?
For what properties are you looking for?
35^3 has 4 divisors?
for any n or for every natural n?
for every integer
okay
i got to this point
3^(p-2) - 2 ^ (p-2) + 3^(p-3) - 2^(p-3) + .... + 3 - 2 = (k+1)^2 + k^2
i noticed that n has to be odd and substituted n = 2k+1
I know a property that (k+1)^2 + k^2 has to be a difference of cubes but idk if that means anything in this case
I also found that 3, 5 have to be solutions
idk what else
as p is odd, 3^(p-1) is a perfect square. so then 2^p has to be the sum of consecutive odd integers (it's actually easy to find sums like that). maybe an approach like this helps
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Why don’t all the solution work?
Aka why don’t I get all the solution
Solution to:
$$\sin x = a, \ a \in [-1,1]$$
is given by:
$$x = \arcsin a +2\pi n \vee x = \pi -\arcsin a + 2\pi n, \ n \in \mathbb{Z}$$
Modus
you did only arcsin(0.4) + 360
and you're missing 180 - arcsin(0.4) + 360n
this is why
Oh ok
0< or equal to 360
ok
Do u mean 360n not +180n
Since that what u wrote before
^
Ok thanks
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hello
im not sure where the 8 is coming from lol
i understand -7, but i thought it would be +5, not +8
Ya there you go
Thanks
Np:)
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Hi can anyone here help me figuring out this math problem?
I just don't know whether you have to draw continous functions or discrete
like because you can't but 4.5 t-shirts should you not draw graph between integral values
I guess, you are most likely asked to draw continous graph
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I'm stuck rn. Would appreciate a push in a direction on how to continue
Can I omit the 1/n and summation for now? Since I need it in the end?
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can i get assistance on this problem?
so i got $5 + sqrt(164)$
Harp

how ever the answer is wrong. the correct answer is nota (none of the above)
i know
Use \sqrt{164}
Show how you got your answer
ok so
the point (10, 5) is 5 units away from the x axis
and i got to point (10, 0).
now i calculated the distance between the points (10, 0) and (2, 10)
and i got $\sqrt{164}$
Harp
That's shortest path to x axis but that makes a longer path to the stable
oh*
so
do i calculate the distance from (10, 5) to (2, 10)
and thats my answer?
and i did that because they told me that he went to the x-axis and then to the point (2, 10)
Yeah but he can go anywhere on the x axis in order to minimize his total path traveled
ohhh
Nah this path want take you to the x axis
Okay here's how I think about the problem
The shortest distance between any two points is a straight line
But you need to touch the x axis then turn back
yes
But what if, instead of turning back, I kept going forward
What if I reflected the stable to the other side of the river
same distance?
ohh
Seeing the picture now?
mhm
so do i reflect by the x-axis?
Now just find the distance between this and your home coordinate
so do i just find the distance between my current point and to the reflected point?
i got the answer of 17
so the answer is E!
thank you so much@proud ice
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Is there any issues with my proof?
The question is to prove if f(x)=g(x) for all x in the rationals then f=g
The question is to prove if f(x)=g(x) for all x in the rationals then f=g
assuming continuity of f and g?
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Hey guys, so I understand the parallel axis theorm, and I also understand the second moment of area about a rectangles own centroid is 1/12 b*H^3, but I dont understand what the teacher did in this exercise. Can someone please elaborate?
@short wadi Has your question been resolved?
In fact, if I do it the way I think it works, it comes out to be 127/12a^4
I actually do understand what the teacher did now, but I still dont understand how our solutions can be different if we both did the right thing
he multiplied the second moment of area of the flange by 2. Which makes sense because there is 2flanges, however he didnt take into account the parallel axis theorm. So I would really apreciate if someone gave their opinion on this
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send through the working out you’ve done
Show your work, and if possible, explain where you are stuck.
work: -3x + 21 + 6 = -4x + 4
hol up
im holding
Do this
wdym expand?
3x + 21 + 6 = -4x + 4
Frosst
do the same with -4(x+1)
3x + 21 + 6
Ok fantastic
Why is the 3x negative here
i accidentally did that
= -4x + 4
Let’s do the brackets first
1+1 = 2
-4 * 2 = -8
This gives us 0
That means whatever you’re doing here is wrong
It was a different example
Ok what is a*b
-4x?
Frosst
Compile Error! Click the
reaction for more information.
(You may edit your message to recompile.)
Dammit it was supposed to be a + not a \cdot
Yes
i said that lmao
Ok now what’s a*c
4
What is a
yeah so its 4?
-4
-4x -4
Show your working
3x + 27 = -4x - 4
-3x
+4
27 + 4 is 31
3x is zero'd out
-4x = 3x is -1x
so its -31
but where does the 7 come from?
i dont get it at all
i get it now
but my questions is @leaden monolith why do we subtract the 27 from the -4 why dont we just add to the -4?
Show your working on paper
Every step please
Hard to see what you are struggling with when I can’t see where you’re making the mistakes
i know what i did wrong already
i canceled the -4 instead of the 27
but i dont get why we do the 27 instead of the -4 is all
And I don’t get what you’re asking here
Can you write it out
Like the math steps
what im asking is why do we subtract the 27 from both sides and not add the 4 to both sides
They both work
That’s why writing out all the working steps is good
but why do we add 4x to both sides
instead of just subtracting 3x from both
nevermind
im dumb dont answer that
it works both ways
i just did it really wrong
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@lucid hinge Has your question been resolved?
💫 c o n t e x t 💫
no context, trynna ask for people to identify possible context for my notes

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any hints for this?
i just have to prove that M and H are equally distanced from K
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anyone??
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$\frac{1}{2}\int _0^{2\pi }\left(7+cos\left(2x\right)\right)^2dx:$
spetnaz
expand it
$\frac{1}{2}\int _0^{2\pi :}\left(49+14cos\left(2x\right)+cos^2\left(2x\right)\right)dx:$
spetnaz
now break it up into a sum of integrals
use the double angle formula with cos^2(2x)
$\frac{1}{2}\left(\int _0^{2\pi ::}49dx+\int _0^{2\pi ::}14cos\left(2x\right)dx+\int _0^{2\pi ::}cos^2\left(2x\right)dx\right):$
spetnaz
Whats the double angle formula?
i know im just asking u this
yeah this is one formula
Is that good?
use this
ok so my first would be $\cos^{2}2x=1-\sin^{2}\left(2x\right)$
spetnaz
I am inputting 2x into the formula because of $cos^2(2x)$
spetnaz
well no im asking u to find cos2A in terms of cos^2(A) only, forget abt the x, we'll get there later
u already know this
and coz im asking u to use cos^2(A) only, u r gonna hve to replace the sin^2(A) with something else
for that u can use this
cos^2(A) = 1 - sin^2(A)
find sin^2(A) using this one and replcae the sin^2(A) in cos(2A) = 1 - 2sin^2(A) with that
and tell me what u get
I just looked it up and I knew it, I had to use a trig identity
so do u know what happened here
Nope
But I know it's probably some obscure formula I need to spend 10 years to memorize
thats why im asking u to do that
its not obscure
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I need to put the equation: 1 = 3sin(2θ) into cartesian form from polar
Im stuck in that, i can't seem to figure out, where "r" falls in this equation
To me it already does seem to be in cartesian
It must want you to solve for theta and then give the equations of those rays.
Heres the exact wording, it might have been a typo, because thats all i can think of
"Write the following Polar equation in terms of x and y. Be sure to
simplify!: 1 = 3sin(2θ)
I think it means what I said. Solve for theta and you can write these as y as a function of x, or x as a function of y potentially. For example, if you determine theta = theta_0 is a solution, then the ray would be represented by y = tan(theta_0)x.
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this question is about the philosophy of mathematics: is it astonishing that "so little knowledge gives us so much power?" in the field of mathematics specifically, what can make that surprising, or not surprising as well? anyfactors of the study of mathematics?
1/0
Fascinating 
Perhaps unifying topics?
If you know what I mean
Representing shapes with algebraic equations
I'm sorry, I don't think I do
If you're in for basic stuff
right
Surprising how simply these concepts connect
And the use of complex numbers in places you wouldn't expect them to be
like in the fourier transform?
Since many are still under the assumption that they're "theoretical"
right
That could be one
okay so you're talking about the link between different pieces of little knowledge?
And in quantum physics, I'm pretty sure complex numbers are used to encode positions of particles and stuff
Yup
and so then power comes from their ability to interact with other such pieces of knowledge
The link between complex numbers and coordinates in general
You could say that
so what could make it unsurprising?
Life would be a lot harder without complex numbers
Ngl this seems more like a #discussion thing

We're down to 4 vacant help channels ://
I don't see that channel
Just click it here: #discussion
oh god
There's like 15 at the bottom lol
but yes you are right
Theyre hidden
Gone
Reduced to ashes
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We consider simple and connected graphs, is graph isomorphism a equivalence relation and if so how many equivalence classes exist and what's their cardinality?
$\original$
active mental mutilation liker
its in a another language will try my best
that's fine
Consider graphs (simple, connected). Is isomorphism of the graphs a equivalence relation and if yes how many equivalence classes exist and what cardinality do they have
I know they are an equivalence relation but fail to prove their number
the cardinality of the equivalence classes?
could be of the graphs?
um cardinality of the graph?
but i guess this?
which makes more sense idk
!show
Show your work, and if possible, explain where you are stuck.
i dont have any
then how would you know they are an equivalence relation
if you say something is an equivalence relation I would expect some proof
this is the closest ive got
you posted the question on MSE already?
not mine
I specifically want to see your proof
dont have any just read it
?
eh
Graph isomorphism has been shown to be reflexive, symmetric and transitive.
Hence by definition it is an equivalence relation.
could i do it like this?
but still the problem of cardinality
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