#help-33
1 messages · Page 41 of 1
that was my first step :/
I just completed the square
and did -8/2 with the whole thing squared
which would be 16
OH WAIT
nvm I see what I did wrong
ok
new final answer
is 6(x-4)^2 - 7
is it right?
@late geode
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I am factoring polynomials, and I wanted to make sure I’m doing this one correctly. I have more lesson notes I’m fallowing but I want to just have someone check this one.
no, thats incorrect
first try to factor out 8
then do the difference of squares
Try multiplying (x-4)(x+4), and see if u get 8g^2 - 8
This is new and they passed me along in grades, so not clearly
or 3a^2+6a=3a(a+2)
Could I have a example closer to the original one? Because I’m confused with the only one g and unsure
4x-8=4(x-2)
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i have to answer true or false :
E a vectorial space
u and v both endomorphism of E, Im(u+v) = Im(u) + Im(v)
Idk what i can use about the fact that u and v are endomorphism to answer
i mean idk how to use the information i was given
@gray shale Has your question been resolved?
i see
gg
i have another one : uov = 0 <=> Im v is include inside Ker u
same problem : don't know how to use endomorphism
yes
u(v(x)) =0 implies v(x) stay in ker u right ?
True
so if y stay in image of v then y=v(x) and
for the previous reasoning you have that y=v(x) stays in ker u
its used because you can compare im v with ker u because theyr are in the same vector space
because an endomorphism ist a linear map from a vector space V to V
Ah true
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Let n integers a1,a2 ..., an be given. Prove that there exists a subset of {a1, a2, - - -, an} whose sum of elements is divisible by n. They say that we can use pigeonhole principle but don't know how
set this notation: let A a sub set of {a1, a2, - - -, an}, then $$s(A)=\sum_{a\in A}a$$ is it clear ?
everg
because there are only n possible rest from division by n ... and there is 2^n subset of {...} ...there are a least two set A and B such that the rest of division by n of S(A) and S(B) are equal
I don't get it
do you know that there are 2^n different subsets (as in, different indices) you can take ?
no
because for each number, there's 2 choices: you take it or you don't
There's n numbers so you make that choice n times. Since they're independent, you multiply them to get all the outcomes (think of it like a decision tree). Therefore there's 2x2x2x2.. = 2^n different subsets you can create
so If I take two numbers : 1,2 I can make 4 subsets ?
yes
Empty
1
2
1 2
ah ok we count the empty one yes
in this case I'd assume you don't otherwise, as the empty sum is 0 you always have a solution
yes of course
but 2^n - 1 > n still holds for any n >= 2 (and n = 1 isn't very hard to solve)
so there is more like 2^n -1
yes
ok
alright, so we have 2^n - 1 subsets
since we look at divisibility by n, it is sufficient to look at the remainder of the division by n
yes
we want to find a set such that it is 0
yes
which we call the value mod n btw
mod for modulo
yes
this means these 2^n - 1 subsets take values in [0, n-1]
ok
then by the pigeonhole principle, two of them are equal
?
2^n - 1 > n-1
you do know the pigeonhole principle right ?
ok can we say also that there exists the subset n-1 +1 which is divisible by n also
you don't have a guarantee that every number is in it
yes this exercise is an introduction to it
wdym
it might be n-1 3s and one 4. In that case you can't do (n-1) + 1 because you don't have these numbers
can't I make a subset which is (1;n-1)
yes but this set exists
doesn't mean it's a subset though
?
if you have {3, ..., 3, 4}, you can't extract {1, n-1}
oh yes mb I was thinking like (1,2,3,4) like sort mb it's me
the numbers are random
yes
this still applies though
since you have 2^n - 1 values in [0, n-1] which are n "boxes"
no I don't get it sorry
what does the pigeonhole principle say ?
if n balls are placed in k drawers, one drawer contain at least n/k balls
yes
this is the version we're using here
2^n-1 > n
we have more balls than drawers
what is n equal sorry
n is defined at the very start
oh yes i was confused with the subset
like it says more that there is more subsets than values no ?
so more drawer than balls ?
the opposite
the subsets are balls, the values are drawers
we're mapping the each subset to its sum mod n, which is a value in [0, n-1]
and there's 2^n - 1 subsets
ok
so is this clear ?
no
you don't see how the principle applies ?
yes
there's 2 subsets that have to end up in the same drawer
?
because 2^n - 1 > n so there's more balls than drawers
we ranged subset in a number ?
I don't understand that question
each subset is mapped to a number, its sum modulo n
the S(A) the others were talking about
if balls are subset and number drawer we range subset in a number
are you french ?
yes
ranger se traduit pas par range
bon anglais pour un lycéen quand même
store, put in, arrange, place, but not range
oh yes arrange
a range c'est plus une portée, du style "ranging from 1 to n" pour dire dans [1, n]
oui en plus je sentais que c'était pas le bon terme, on va mettre cela sur le coup de la fatigue
tu es français aussi ?
1 seule faute gênant la compréhension à cet âge là c'est irréprochable en soi
yes
par contre niveau grammaire, fais attention à tes singuliers-pluriels
et le s à la 3e personne du singulier
ouais là dessus je sais que je fais jamais d'efforts
t'es en première ?
terminale cette année
en soi c'est quand même un bon niveau d'anglais
à partir du moment ou t'arrive à communiquer efficacement, c'est bien au dessus de la moyenne je dirais
moyen mais on arrive un peu à se faire comprendre (enfin des fois)
"equal to" notamment
to equal something
to be equal to something
pas d'entre deux
oui quand j'écris je me permets plus de fautes et je relis pas trop en me disant que la personne comprendra
mais anyways, c'est un server de maths
english is shit btw
niveau conjugaisons c'est quand même beaucoup plus simple
à parler faut l'écouter pour l'apprendre c'est sur
et niveau quel petit mot va avec quel verbe c'est pas toujours évident, mais à force on finit par en avoir une intuition
oui je parle juste dans ce serveur et lis quelques bouquin en anglais et le tour est joué
j'y arrive assez bien sans avoir un grand vocabulaire
par déduction on comprend assez bien
en vrai youtube est très utile pour, car le vocab est moindre et tu vois plus d'accents et de prononciations
c'est comme ça que je l'ai appris
oui je regarde pas mal en anglais(toute façon les contenues si tu veux en avoir des biens ya que ça)
et ça donne accès à plein de contenu de maths très qualitatif, comme 3blue1brown
ou mathologer
je l'aime bien ce type, il est marrant
et il vont assez loin dans ce qu'ils peuvent aborder
c'est ça qui rend la chose meilleur
une des masterclass de mathologer était tombé à Centrale en 2007 je crois. Formule de sommation d'Euler Maclaurin
le type explique plutot bien je trouve n'ayant pas un énorme niveau j'arrive à suivre ces vidéos, en me renseignant aussi de mon coté il aborde plutot bien le coté et est très pédagogue
je ne t'es pas demandé mais tu es de quelle année toi alors ?
quelle école
louis le grand
ah d'accord une bonne école alors, mais alors tu vas passer les concours bientôt
3 semaines
ENS et polytechnique c'est ça, ou il y en a d'autres
cette semaine là oui
va réviser qu'est ce que tu fou là 
lol
à aider un vieux clampin
tu es de 2005
2004
ou 2004
2^11 - 42 - 2
2^11 - 42 - 1
t'a lu les Douglas Adams ?
non
attends
oui c'est le livre de science fiction qui parle du nombre 42 justement
affirmatif
d'accord je vois lequel c'est oui, non pas encore lu mais il me tentait bien après en avoir entendu parler par ci par là
l'humour est très britannique
il faudra que je m'y tente alors
lit aussi 1984 un de ces 4. Un classique qui ne doit pas être inconnu
oui déjà lu, en anglais d'ailleurs très bon livre je suis friant des dystopies
je l'avais en 3e car c'était un livre de français
mais j'avais lu animal farm car ma prof d'anglais me l'avais prêté
oui pas mal aussi, j'aime bien georges orwell enfin je n'est lu que ceux-ci
si tu compte aller en prépa lis des livres de philo aussi
ça sauve des vies aux oraux de français
car actuellement je suis en PLS personnellement
j'ai lu que aldous huxlay et schopenhauer l'art d'avoir toujours raison

pourquoi tu dois faire des oraux de français
oui sartre aussi j'aime bien
les programmes sont faits par des littéraires hein
le pire c'est les coefs
regarde le poids du français à Centrale
je connais pas trop c'est beaucoup j'imagine
tu as une épreuve écrite de français aussi ?
17 % aux écrits
contre 22% pour la physique et 34% pour les maths
ah oui c'est énorme
mais bon
Retournons en à nous tiroirs et nos parties
btw en terminale tu devrais retenir que |P(A)| = 2^|A|
ok
des fois que ça serve en dénombrement
oui bien sûr mais je voyais pas pourquoi, car dans la correction il ne nous parlait pas de ça
depuis le temps, est-ce que c'est clair qu'il y a deux parties A et B telles que S(A) = S(B) ?
44²+46²-42 = 2*2005 ok c'est bon j'ai réussi à caser mon 42
non je l'ai pas celle là comment peut on affirmer qu'il existe un S(A) = S(B)
S va envoie 2^n - 1 parties sur les mêmes n valeurs
2^n - 1 > n donc S n'est pas injective
il y a forcément deux ensembles A et B qui sont envoyés sur la même valeur
t'a pas assez de valeurs possibles pour qu'ils soient tous distincts
est ce que (3,2) = (2,3) ou c'est considéré comme un autre ensemble
on considère des ensembles d'indices
de sorte à en avoir 2^n - 1
donc {2, 3} = {3, 2} correspond à (a2, a3) (que je ne mets pas comme ensemble car à priori ils ne sont pas distincts)
d'accord
donc?
ils sont congrues pareil mod n
oui
on est enfin arrivé à la conclusion d'everg
donc si S(A)=S(B) alors on aura un sous ensemble divisible par n ?
attends depuis le temps il faut que je retrouve comment on finit l'exo

mais en attendant, j'affirme qu'on peut prendre A et B disjoints
i.e. d'intersection nulle
réfléchit à pourquoi
on peut trouver deux parties A, B tels que S(A) = S(B) et A inter B = vide
la démo d'everg marche pas à priori
oh well screw it
on considère Si = {a1, ..., ai}
terrible désillusion
ça fait n sommes
si l'une d'elle est nulle, CQFD
sinon elles prennent des valeurs dans [1, n-1]
une somme ne peut être nulle
nulle mod n
c'est juste une disjonction de cas
une disjonction de cas, comment faire ici
soit on directement une solution
et puis j'ai l'impression qu'on s'écarte du principe de dirichlet en plus non ?
soit 0 n'est pas une somme atteinte par les Si, auquel cas elles sont dans [1, n-1]
celle là elle marche tkt
ok ?
ok
principe des tiroirs
n valeurs, n-1 tiroirs
juste ce qu'il faut
d'où i et j tels que Si et Sj aient même somme
oui
essaie de conclure
non même avec ça j'arrive pas à comprendre comment faire, donc on a des ensembles qui ont au moins 1 valeurs voire plus et 2 ensembles ayant la même somme
qu'est ce que les Sk déjà j'ai surement déjà mal compris ce passage, c'est l'ensemble (a1,a2,...ak)
oui d'accord
mais avec ça je comprends pas comment conclure, ça nous sert à quoi de savoir ça
ai+1 + ... + aj = 0
en soustrayant la somme jusqu'à ai de chaque coté
d'accord oui mais là on dit que la différence de deux sommes égale fait 0 donc divisible par n ça va de soit mais ça ne montre pas que la somme même de l'ensemble est divisible par n ?
A = (ai+1, ..., aj) convient
A = 0 non car tout les termes s'annule
oui mais on pose S(A) = S(B) et ensuite on dit que l'ensemble A = S(A)-S(B) mais cela vaut 0
mais si ça vaut 0 alors c'est l'ensemble vide ?
attention aux notations là
justement tu compare des nombres et des ensembles là
mais la somme de l'ensemble est la même donc si j'associe chaque termes de deux ensembles on aura 0 donc un ensemble vide non ?
A est non vide car j > i (spdg)
mais la somme de ses éléments vaut 0 mod n
mais supposons alors que dans l'ensemble B il y ait un ak > ai alors quand on va faire ai-ak on va avoir un nombre négatif ?
mod n
tout est dans [0, n-1]
tous les calculs sont faits mod n
potentiellement ak = 10^k, mais mod n c'est pas gênant
oui mais j'ai l'impression que dans tous les cas on se retrouvera pas avec une somme qui vaut kn et donc divisible par n, où k un entier positif mais plutot une somme qui est égale à 0 soit un ensemble vide
tous les calculs sont faits mod n depuis le début
ça c'est les valeurs prises par les sommes mod n
ah donc S(A) = S(B) mod n
oui
plutot que juste S(A) = S(B)
il était sous-entendu qu'on considérait les nombres mod n
(on peut définir rigoureusement le concept de "nombre mod n" mais ça dépasse le cadre du lycée)
vraiment plus dur ou pas ?
relation d'équivalence -> ensemble quotient -> Z / nZ
à priori ça passe depuis la terminale
les ensembles quotients c'est un des premiers trucs qu'on voit en MPSI
Z/nZ en est pas un exemple bien compliqué
bon je tacherai de regarder alors, oui j'en ai déjà entendu parler, enfin vue un peu
il y a d'ailleurs des algorithmes de récupération de données (pour la transmission de signaux légèrement corrompus par le voyage) qui se base sur cette construction, mais en allant beaucoup plus loin
mais là c'est plus accessible à un lycéen
(cf l'arithmétique dans F_256 [X], où F_256 est le corps (unique à un isomorphisme près) à 256 éléments, qui se construit, il me semble, comme ensemble quotient à partir de polynomes de Z/2Z [X])
tu trouveras les 2 premiers dans le chapitre 2
oh oui merci je vais y jeter un oeil
j'avais déjà trouver quelques ressources
je te conseille de les télécharger avant la fin de l'année si t'es intéressé
oui je comptais commencer le programme enfin faire ce que je pouvais maintenant de toute façon
mais à par la notion de groupe en soi le saut se fait bien
et donc là ya tout les chapitres de MPSI
il en fait 21 ou 22
il les met au fur et à mesure
d'où le fait de les télécharger avant la fin de l'année, avant qu'il les enlève
ainsi que les TD, DM, DS si t'es intéressé
ah d'accord donc là les MPSI ont fait 14 chapitres sur les 21
la majorité sont pas bloqués derrière le mot de passe
ok parfait oui je vais télécharger tout ça et essayer de bosser dessus
ah merde ils mettent des mots de passes pour certains cours
si tu veux un défi regarde le DM 1
le poly de transition de LLG est une mine d'or aussi
pour faire les DM il faut que je suive déjà certains chapitres
lire le chapitre 1 ne te fera que du bien
et après le DM 1 c'est juste du lycée ++
comme le concours général mais en plus dur quoi
tu les as aussi ?
ah oui donc bien énervé déjà
https://www.cpge-paradise.com/pdf2/Poly_transition_Tosel_New.PDF
Suffit de le chercher
Tosel qui est le prof des MP*1 depuis 31 ans btw
ce serait très beau d'en faire un tiers en 4 heures à ton niveau
en vrai les 4 premières questions sont juste de l'échauffement
d'accord maintenant que j'ai mon temps de référence plus qu'à charbonner, est ce finissable
tous les DS durent 4h. Jamais personne les finit, à par peut-être le majorant
j'avais eu 13/70 à ce DS
16e/42 en classement
un début d'année mémorable
mais après tkt ça devient plus normal, du style 20 ou 30 sur 50
de mémoire 1-4, 6,7, 9, 10, 11, 13, 14, 18
je dirais
la beauté du premier DS, c'est que personne a encore appris à rédiger
comme tout le monde
nan pire
regarde ses corrigés. ça vaut te montrer des choses
tu ne peux l'imaginer
d'accord je tacherais de le faire alors mais pas sûr que je réussisse à faire déjà un tier
et puis il y a penser avoir fait et avoir bien fait. Deux choses très différentes
d'où, pour toi, l'intérêt de l'autocorrection
oui c'est sur ce n'est pas la même chose
peut etre devrais je faire le poly de transition avant
espère pas le finir
not a chance
561 exercices, certains pouvant prendre plus de 2h
mais alors à quoi il me sert si je le finis pas, je dois en faire que quelques un ?
d'ailleurs à t'on la correction des exercices
ça doit être quelque part en ligne
ok parfait, au pire je demanderais de l'aide sur ce serveur
apparemment ce site existe
https://cpge-paradise.com/sites.php
donc fais toi plaisir
oh oui quel bonheur
je suis pas sur qu'ils aient finis de rédiger le poly de correction lol
un bonheur inefable
mais un certain nombre d'entres eux sont corrigés sur place
(dans le poly hein, pas en prépa)
d'accord nickel ce fameux tosel ma l'air d'être un sacré matheux
ah bon

bon je vais close ce channel je pense, pourrais je te poser des questions en privée si besoin (enfin quand t'auras fini tes concours)
sure
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Closed by @rose wedge
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.reopen
How do I use the ratio or root test to show this is convergent or divergent? $$\sum_{n=1}^{\infty}\frac{e^{n}+5}{ne^{n}+5}$$
donut
I setup $$a{n}=\frac{e^{n}+5}{ne^{n}+5}$$ $$a_{n+1}=\frac{e^{n+1}+5}{\left(n+1\right)e^{n+1}+5}=\frac{e^{n}e^{1}+5}{\left(n+1\right)e^{n}e^{1}+5}$$
donut
Nothing seems to come out of it
I see no cancellations
That is for
$$\lim_{n \to \infty}{\left|\frac{e^{n}e^{1}+5}{\left(n+1\right)e^{n}e^{1}+5}\cdot\frac{ne^{n}+5}{e^{n}+5}\right|}$$
donut
@rose wedge Has your question been resolved?
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i don't get how they got the 1st line on the second picture
why did they times it by 1/2 at the end
dx can be replaced by 1/2 du
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what's the period of sin(x)
sin(x) would have a period of 2pi, but doing x/4 stretches sin(x) in the x direction by a factor of 4, so the period becomes 4*2pi=8pi
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does this just = does not exist because of the denominator I’ve used synthetic division for the numerator but the bottom doesn’t factor
Stephen
The -2 isn’t the coefficient to the leading term in the denominator
2?
Therefore the denominator can be factored
2 isn’t a answer choice on it
-12
stop just saying numbers 💀
but how do I factor it out I did the top with synthetic division so far the numerator is (x+2) (x^2-2x+4) and the denominator so far I just got (x+2)
-12 is an option 🤷♂️
just don’t know how yet
(x+2)(x+1)=x^2+3x+2
hows 2 x 1 = the 3 though
factor
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Can someone describe what combinations and permutations are and perhaps help me figure out the steps for some practice problems?
How many outfits can you make from the shirts, pants, and socks in your closet? Address this question and more as you explore methods for counting how many possible outcomes there are in various situations. Learn about factorial, permutations, and combinations, and look at how to use these ideas to find probabilities.
tysm!
.close
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heyo, i was doing one of my study sheets for a test i have and im pretty sure i went wrong somehwere
well whats the original question and what are you trying to solve
i mightve messed up finding slope or y-int
@still parrot any thoughts?
<@&286206848099549185> anybody else know what i could have done wrong or if i did at all
@cedar isle Has your question been resolved?
@cedar isle Has your question been resolved?
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I need someone who is quite familiar with the mathmatical program "Maple"
If so please respond
Sure
What do you need help with
I have set up
Now, I need to get maple to make an approximation with Eulers method
Im not sure if i first need to set up a differential equation for this set curve or what
@cerulean oxide Has your question been resolved?
@cerulean oxide Has your question been resolved?
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What exactly is this trying to say?
Everything is included but PnQnR?
or everything isnt included?
Show your work, and if possible, explain where you are stuck.
Highlited is the answer, im trying to determine if the highlighted means its included or not included.
I'd say the highlighted part is included.
This.
Just trying to figure out why that is the case
Would PUQUR just be the full 3 circles?
That's right.
In this case, it's everything that's not P, Q or R. So the only thing the three have in common must be what's being excluded.
Right...
How are you meant to wrap your head around this stuff?
No matter how much practice I do, I just can't get confident with all of this.
Simple stuff with 2 circles is not as bad
but once it gets to 3 circles, I really do not feel confident.
For some reason, im not really understanding why thats the case
im ending up just route learning the different options.
Do you mean in this particular case you sent or in general when it's three circles?
I'm definitely no expert, and perhaps someone does have a way of making this easier, but I'd say just divide the problem into several chunks. If you don't feel confident enough when it's three circles, then just go one by one following the order. In this case, maybe get a piece of paper and draw the diagram with no color. Then just start highlighting everything other than P; afterwards, everything other than Q; and then the same for R. You'll reach that solution.
I don't know if that's helpful at all, hopefully it is.
Ahh okay no this is helpful
I do understand this way. Thank you.
No problemo. Good luck, man.
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Hey it's french but in the board, there are the salaries and i need to calculate the median
Effectif = Cumultative
Effectif cumulé croissant: Cumulative increasing number (i think thats the translation)
Salaire: salary
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I need subtle hints into what I am not understanding on this problem: #help-19 message
I've done every sinusoidal graph the same way in the past. I don't see why it would be different now.
I need guidance, not the solution.
That's my answer and I've graphed it on Desmos website and everything checks out, the highs and lows are spot on.
The website says no, so I don't know what the problem is. Unless, it's looking for something else. Ahhhhh
I pasted it here because it was a link In a link
I think you just nailed it. My answer is right but let me undo the distributive property and see if the website likes it better.
No, that didn't work.
What did you try enter?
14.5cos(2pi/365(t-206)) + 63.5
let me solve it myself
But don't blow the answer for me. I just need a nudge in the right direction.
I know it's gotta be so close because I've done enough of these to understand them. But maybe I am missing a small thing.
I think it's a tricky wording. Notice in the last sentence how they put in bold lettering the word "years"?
I'm not sure though.
,w 78-63.5
One guy said my problem was inside cosine but I'm not sure he was right.
I still think it's correct.
Worst case scenario is the website has the wrong answer in the database. But that's a small chance.
Are you showing me the way it should be?
I figured it out, this was a very tricky problem. They require you using 2 different units in the cosine function.
I've never been given one like that before iirc.
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In the case of this question, is it assumed they are replaced?
I originally thought, if it was chosen at random. The final result will show 3 buttons taken out.
I based my probabilities on that only to find out that their answer was recorded when the buttons are replaced.
Is there any hint in this question that tells you that?
it’s honestly just a badly worded question - it should specify replacement or not
however since they do not give you an exact number of buttons but rather a ratio, that would imply that there is replacement
if there was no replacement, you would get different answers based on the total number of buttons
Right okay, but say they have 3 red buttons and 2 white buttons, you would assume it is not replacement?
there would really be no way to tell and it would be a bad question
if a fixed amount was given assume no replacement
you could maybe introduce something to represent the total number of buttons
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How do I start this?
Conservation of linear momentum
and given the fact that the collisions will be perfectly elastic
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Let group be defined by following axioms:
a*b is element of the group for any a and b (closure)
a*a^(-1)=e (inverse)
a*e=a (identity)
(a*b)*c=a*(b*c) (associativity)
Theorems I gotta prove:
(a*b)*c=a*b*c
a*e=e*a
a*a^(-1)=a^(-1)*a
!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
1 I guess
Looool I was only here to ping you 

(a*b)*c=a*b*c would this be even provable?
depends on what you mean by a*b*c
a priori * : G x G -> G is only a binary operation
writing a*b*c is ambiguous
In the video I've seen they used a○b○c as a notation, they started with same set of axiom as I specified above, but they also used a○e=e○a, and they were able to prove all theorems except for the (a○b)○c=a○b○c
well you drop the brackets because its value is unambiguous due to associativity
without associativity the value would depend on the order of evaluation, so dropping brackets would make it ambiguous
Cheaters to use a * e = e * a 
How would I define associativity then? they defined it as (a*b)*c=a*(b*c), does this definition imply also the (a*b)*c=a*b*c
it's not really an implication
it's a notational issue
the fact that you have associativity means a*b*c has a unique value
no matter how you decide to evaluate it
so the brackets are not needed
i think i proved this last time after proving left and right inverses exist and are the same
Assuming that the left and right inverse exist and are the same,
a*a^(-1)=a^(-1)*a
a*a*a^(-1)=a*a^(-1)*a
a*e=e*a
So proving one would also prove the other
proving left and right inverses exist and are the same proved the identity acts on both sides
but not the other way round as you've written it
oh I see
anyways, how would the left and right inverses exist and are the same be proved?
well
try shoving a bunch of a and a^-1 and (a^-1)^-1s together
if i tell you the calculation it'd give it away immediately
Oh I didnt try the (a^(-1))^(-1)
@knotty trellis Has your question been resolved?
well I found out that if (a^(-1))^(-1)=a, then a*a^(-1)=a^(-1)*a, but then I got stuck
I gtg, I will return to this later
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thx for help snow
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I'm integrating a problem, how can I verify if my values for A,B,C and D are correct?
Substituting the values you got for A B C D into the decomposed partial fractions and see if you get the original fraction
This one?
okay
Fractions aren't matching. Got something wrong.
Thanks @open cargo 👍
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how do i solve this integral problems?
Consider substituting for 9 - x^2, works out really well
eh?
how?
You will see
it looks like a IBP
ikr?
It looked like to me as well
But after sub it becomes -1/2 * (9 - t)sqrt(t)
Which can be done with simple power rule for integration
\begin{gather*}
t = 9 - x^2 \
\dd{t} = -2x\dd{x} \
\int{x^3\sqrt{9-x^2}}\dd{x} = -\frac12\int{x^2\sqrt{9-x^2}}\cdot{(-2x\dd{x})} = \ = -\frac12\int(9-t)\sqrt{t}\dd{t}
\end{gather*}
A Lonely Bean
what does gather mean
Use that when you just wanna have a collection of equations centralised without alignment (I don't know why mine isn't centralised but whatever)
Right
that was a good substitution
Yup
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The question is how can i find the function of price elaticity
<@&286206848099549185>
i think the answer is diffrence in x / difference in p -4
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Hello can I get some help on this problem?
Please don't occupy multiple help channels.
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How the fuck does this question make any sense
i understand that 6 parts must equal 12 counters
so 1 part is two counters
the counters don't change so 12 + 10 + 14 = 36 counters
counters dont change so there are 36 counters in the original ratio
5+4+3 = 12
36/12 = 3
5 x 3 = 15
so isla started with 15 counters
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elp
so
ik cos of angle A is (-3/5)
so i wrote
using cosine rule
$a^2 = 7^2 + x^2 -2(7)(x) (-3/5)$
rio.
rio.
rio.
rio.
@rugged cobalt Has your question been resolved?
rio.
then quadratic forula doesnt work cus i get a neagtive sqrt
hi rio, are you still there
yes
helper: i have a solution
me: tyhanks what is it
helper: when you took the 5 over to the other side it was a mistake as it wasnt everything overr 5 so you would need to multipl,y all other terms on the right by 5 also
me: ahh yes thankyou, i have now done it corrctly and hvae came out wiht the correct answer
me: thank you so much helper!!!!
helper: no problem any time!

@rugged cobalt Has your question been resolved?
@rugged cobalt u good
yeah u
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which theorm tells us this last line?
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Stuck on how to start this question
@minor mural Has your question been resolved?
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How do I get the first derivitve equal to zero
I got 2x^-1/3 - 2
I set it equal to zero and divde by 2 to get x^-1/3 =1
then I multuiply by x^-1/3 to get rid of the cube root and cubed it to get x= 1
Is this right?
seems so for real x
so the crit is 1?
by crit do you mean a local extremum of this y(x) function? if so, then yes
I think so its the point where it is increasing or decreasing
Im trying to get the absolute mins and maxes on the graph
of the interval [-1,1]
<@&286206848099549185>
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Can someone help me understand the last paragraph? I don’t understand the concept of taking the mean on both sides. This whole example is confusing me. Why do we need to model this? We can just look at our savings and see if we have more or less than 100 000 SEK.
I don’t understand why they have complicated it. Why do we need a logistic regression model to see how much we got in our savings
if you are only told how much income a household makes
you do not necessarily know how much they save
so that's what the model is for
and what do you mean by not understanding taking the mean of both sides
like why in this scenario that is the mean?
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Equation 2x²+px+3=0 has roots α,β.
Express (α-β)² in terms of p
I got that αβ=3/2
and α+b=-p/2
why don't we start directly from the quadratic formula
a = U - V
b = U + V
a - b = (U - V) - (U + V) = -2V
(a-b)^2 = 4V^2
where U is the axis of symmetry and V is the distance from the axis of symmetry to each root
we have that V = sqrt(p^2 - 4(2)(3))/(4)
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So im a bit confused with those x and y equations
Because when r is equal to 2, it doesn’t work
Lets say r is 2
And theta(the angle) is equal to 30 degrees
Now we have a 30 60 90 triangle
So
The shortest side would be 1
And the other side would be sqrt of 3
But
We have to multiply that sqrt of 3 by the r
Which is 2
So we get 2*sqrt(3)
Which is not the correct value
….?
Anyone?
Just because a triangle is 30 60 90 doesnt mean its shortest side is 1
it just means that if the shortest side is x, the other leg is sqrt(3)*x and the hypotenuse is 2x
if r was 2 and the angle 30, then the opposite would be 2sin(30)=1, and the adjacent would be 2cos(30) which is just sqrt(3) anyway
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How do I get the derivitive of xSQRT(x+3)?
AustinU
yeahh that
looks like you should use the product rule because you have the product of two functions (x and sqrt(x+3))
looks like you did the derivative of sqrt(x+3) incorrectly
be more careful with your power rule
and it will probably sort out
ohh okay Ill try rq
I have SQRT(x+3)+(X)(1/2SQRT(X+3)) now
ohh its right but its not simplyfied can you show me how to do that rq>
<@&286206848099549185>
ohh alr thanks tho
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Hi i need help with this question, is the limit of cos^2(1/x^2) as x approaches 0 = 1? or is my working wrong
It is not 1
-1 ≤ cos^2(1/x) ≤ 1 is correct
but you can't square all sides of the inequality
just because a≤b≤c doesn't mean a^2≤b^2≤c^2
ahh this makes sense to me... i can imagine especially if its like -1<0.1<2
but how do i justify my working then?
How did 1/x^2 get inside the cosine?
thats for 2b, after differentiating the equation of the question
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np
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Can you help me with his problem?
what is cot(t)?
tan is tangent, cot is...
Yeah at the end
first, you didnt need to separate the cos^2 (t) into cos(t)cos(t), the other problem is when you made the common denominator
it would be sin^2(t)/sin(t)
not 2sin(t)/sin(t)
It's just that the question isn't asking you for the final answer, it's asking you for an intermediate result
#help-20 message we did
That’s multiplication
Sin(t)^2 is sin(t) x sin(t)
@desert dirge yo can I get your help on finishing this
The website is helping you with a solution step by step, so start back to cot(t) = cos(t)/sin(t)
And it should tell you exactly what to put in the rectangle
What
We did verify it
But never did that step
Alright then so what do I do next?
@spark otter so what next???
Bro are you gonna help or???
What?
Sorry I'm helping others at the same time
Alright drop me i’ll find someone else it’s all good
It’s taking me too long to figure this out
What we did was good, we need to put everything under the same denominator
Here's the denominator is gonna be sin(t)
It needs to be sin(t) + sin(t)
You mean sin(t) × sin(t) right?
Look, you wrote the answer on the first line
You literally wrote "cos(t)cot(t) + sin(t) = cos(t)×cos(t)/sin(t) + sin(t)"
They aren’t under the same fraction💀💀💀
Well, look at what they want you to do
Here
They're asking you "cos(t)cot(t) + sin(t) = cos(t)×________/sin(t) + sin(t)" and you wrote "cos(t)cot(t) + sin(t) = cos(t)×cos(t)/sin(t) + sin(t)"
So what do you put in the ___?
It's not asking about the final answer
Unless there is an input error
I get what they’re askingg
But it’s not being accepted
What did you put in?
Can't you see you need to input cos(t) in the rectangle
Don't worry
Well now, you can use what we did here right?
Bro I don’t have the work💀
Don't worry, I kept what you sent on the previous help channel


