#help-33
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If there is some more context to it (maybe at the beginning of the page?), send it all
I'd prefer you to share your thoughts and then we'll see why you say each answer is what you say it is.
the other three questions are so vaguely worded that they raise more questions than they ask
What have you tried so far?
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Hi guys... Anyone mind helping me out?
!da2a
Asking the actual question right away is more likely to get responses.
Asking "Can I ask...?" or "Does anyone know about...?" doesn't give people enough information to decide whether they can help, and answering can feel like a promise to help with the actual question, which they might find themselves unable to.
Okay, remember that acceleration, velocity and position are all the antiderivative of the previous.
Yeah
As such, a moment of instantaneous rest is just when velocity equals 0.
Now we know that the acceleration is
a(t) = 36 - 6t
v(t) ?
What about velocity
<@&268886789983436800>
thanks
@smoky fractal
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Hi shouldn't the bit in yellow be -3y/x
no
the integrating factor is $e^{\int p(x) \dd{x}}$, not $e^{\int p(x)y \dd{x}}$
Civil Service Pigeon
this should be clear if you consider how the integrating factor helps you force a form related to the product rule
a y in the exponent would mess with this
[note that p(x) is the "coefficient" of y in a sense]
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can someone help me understand this problem?
Im confused on how to find the value for c
C is the rightward shift
C represents the horizontal shifts
in the parent function: f(x) = cosx , its peak is on the y axis
what do you see in this graph?
uh lmk if im wrong or smth lmao this is my kinda first time helping
To find $C$, look at the x-coordinate of any maximum point on the graph. In a $y = \cos(x)$ function, the peak is normally at $x=0$. If the peak has moved, that movement is your $C$.
Ajay
What you've said is correct
so like the peak would be at the values 0 and 2pi?
Not quite—if the peaks were at 0 and 2pi, then C would be 0
take a look at the grid lines between 0 and pi/2
i meant at the x-cordinate of 0 and 2pi
still no
oh
Notice the peak (the highest point) isn't sitting on the vertical y-axis
It's shifted slightly to the right.
There are two grid squares between 0 and pi/2. The peak is sitting exactly on that first grid line, which represents x = pi/4
If the peak was at x=0, then C would be 0. If the peak was at x=pi, then C would be pi. Since this peak is a little bit to the right of zero, we have to use that specific fraction.
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im not seeing how 3 couldnt hold given 1 and 2 hold could someone give me some hints
ah wait sorry i misread, let me rethink
oh hm
is this something that breaks only in 3 dimensions and higher
cuz you know how you can have different limits depending on which curve you approach the point at
maybe not idk
wait no what I said doesnt make sense
the limit wouldnt even exist in the first place
i posted the answer but i saw you asked for hints only so i removed it
||I think choose f(x) contradicting hypothesis 2 in here?:https://proofwiki.org/wiki/Limit_of_Composite_Function||
ye I saw lol
whoops
Eh I'll leave it as a spoiler just in case
Well the page straight up has a counterexample but if you just read where the proof does work and try to come up with the counterexample yourself then my spoilered answer could count as a hint
ok for a hint, make f(x) constant
won't g(f(x)) be constant if you do that?
yes
|| yeah, in fact, you have to have to contradict both hypotheses ||
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I got 30, i don't know the answer but i'm fairly sure it's correct? just that I have no clue how i'm meant to solve questions like it
just find the rate at which they do the work
10A + 42B = 48B
A = 6/10 B
(Trial and error)
A 6/10 * 30 = 18 Work units
B*30 = 30 Work units
which is 48 so idk
like how
yk B needs 48 days to finish
yeah
so if A did 10 days of work and B needed 42 more days to finish, that means A works 6/10 times as fast as B
yesyesyes
or A needs 80 days to do the whole job
48 * (10/6)
A works 6/10 times slower, so A needs 10/6 times more time
right
Aight, so you have B being able to finish in 48 days and A in 80 if they work individually
right
so, in 1 day, B does 1/48 of the total task, and A does 1/80th of the task
yes
or together, they are able to finish 1/48 + 1/80 of the work
yes
which is 1/30
how did you do that so quick
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for part b
i thought of using like
the formula i wrote on the write to find all the values of q
but there shld be a quicker way no?
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$\dfrac{d}{dz} e^{y'''} = \sin(y') x^5 \ln(z), z = y'',$ find $y=y(x,z)$
しもた
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✅ Original question: #help-33 message
where did you get this question from
my own exercise
i wonder what are the methods would people use with this PDE
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If A-G=1/2 and G-H=2/5
A is arithmetic mean
G is geometric mean
And H is harmonic mean
Then find values of those two numbers
what two numbers
of the numbers of which we are taking the means?
$$
\begin{cases}
\frac{a+b}{2}-\sqrt{ab} = \frac{1}{2}\
\sqrt{ab}-\frac{2}{\frac{1}{a}+\frac{1}{b}}= \frac{2}{5}\
\end{cases}
$$
artemetra
this is equivalent to
$$
\begin{cases}
\frac{a+b}{2}-\sqrt{ab} = \frac{1}{2}\
\sqrt{ab}-\frac{2ab}{b+a}= \frac{2}{5}\
\end{cases}
$$
artemetra
note that you know b+a and ab as 2*A and G^2
$$
\begin{cases}
A-G = \frac{1}{2}\
G-\frac{G^2}{A}= \frac{2}{5}\
\end{cases}
$$
Yes
artemetra
which part do you need help with
What step are you on?
1. I don't know where to begin.
2. I have begun but got stuck midway.
3. I got an answer but I was told that it's wrong.
4. I got an answer and would like my work checked.
5. I have a question about someone else's work/solution.
6. I have completed the problem and don't need help anymore. Thank you.
7. None of the above
1
what does this yes refer to then
From here
ok well solve it in terms of A and G
then solve for a and b
two variables and two equation are solvable
what happened here?
nah, where did a come form
what happened after upper step
,, \frac{G}{2G+1} = \frac{2}{5}
firestepper
this is what it turns to
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right
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Renato
what have you tried
they are bijective
even + odd = odd
2 4 6 8
1 3 5 7 9
yes, either even + odd = odd or odd + even = odd
help
?
thats my progress
I mean you have to choose such a function, so why not start by choosing what f(1) and f(2) must be
you saw that exactly one of them must be even, the other will be odd
5 x 4 x ?
why 5?
.
n <= 8
close but not exactly
?
right now you chose the value of the odd number and the value of the even number
but we still don't know which of f(1) or f(2) is odd
ok... say you choose odd = 3
and even = 6
does that mean you chose f(1) = 3, f(2) = 6
or f(1) = 6, f(2) = 3?
2 x 4 x 4 x ?
now we're good
so now we assigned values to f(1) and f(2)
we can either start by choosing f(3), f(4), f(5)
or choosing f(6), f(7), f(8)
one is slightly easier
f6 f7 f8 is easier
mmh, how many ways to assign them values?
is not easy
how many choices for f(6)?
6
5
4
ok
so now, we're left with 3 unassigned values
that we need to assign to f(3), f(4), f(5)
hard
really?
2 x 4 x 4 x 6 x 5 x 4 x ?
for now yes
but this really isn't hard
say we're left with 2,5,7
do we really have a lot of choices for f(3), f(4), f(5)?
im not following
remember that f is bijective
just one way of placing each
and that we need f(3) <= f(4) <= f(5)
yeah
if we're left with 2,5,7
we have no choice but f(3) = 2, f(4) = 5, f(5) = 7
and same thing for any other triple left
how so
Result:
3840
are you sure we are not overcounting
I cant bring a counter example
Where would the overcounting happen
the ordering
which one?
f(1) .... f(8) are all distinguishable
so it's normal for there to be ordering
ok
hardest shit I have done in a while
counting is hard
noticing it was injective as well was key
I appreciate it
ty for the help
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Can I have some help on 23,37,38. For 23 I just don’t know what to do next and for 37 and 38 I don’t know how to find the domain and range
can you write cos(x) in terms of sin(x)
I don’t know how
Like I could do a transformation but I don’t think that works for this question
Is it the square root of 3
close
its (square root of 3)/2
Ohhh yea cus we need to include the radius
sqrt(3)/2
ye
Ok for this one I feel like I am doing it wrong and I also do not know what is half of pi/3
where is pi/3
,rccw
half of 3pi/2 is just 3pi/4
swap the range and domain as it's its inverse
Oh yea besides that is it correct
wait
I think I did it in a weird way I took domains and ranges from the inverse and transformed those
are you sure its 3π/2 αηd not π/2
no worries
Are these correct now?
again domain and range swap inverse trigonometric functions give output as an angle
als in 38 how does horizontal shrink make [-1,1] -> [-1.5,1.5] you multiply -1, 1 by 1/2 -> [-0.5,0.5]
and where does 4.5pi come from 
i think you confused into where to apply factors
?
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I'm working on this problem, but I don't know what to do next. I have to get rid of the 2pi/150 somehow... but how? What's the easiest way of doing so?
Use arccos
Wth happened
That is clearly not true
Wdym
Arc cos 3/5 is not 53 degrees it is nearly 53 degrees
Its not even in degrees
Back in hs
Its in radians
Gng I forgot a dot
I got 53 as my answer, too (the problem says to round to the nearest whole second).
I was just taking a piss
Just convert it?
Oh no I was saying it to the guy who said I did not write in degree
Thats not good it should be in radians
"Here, t is entered in radians"
arccos(-3/5) in radians is approximately 2.214...
That is true
Now multiply by $150/2\pi$
Roy
Yes
But dont forget, the 2.2 value you got for arccos is not the first time
It also shouldnt be right
Huh, that's strange. I'll close this, but thanks for the help!
K
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Proof for :-
If X :=(xn) is a bounded sequence of real numbers , then every subsequence of X is bounded.
Proof :
Since X is bounded , there exists M>0 , such that |xn| ≤M for all n ∈N .
Suppose there exists a subsequence X":=(x_k) of X , such that (x_m)>M for some m ∈S.
where S is the set of all indices of sequence (x_k).
Since xn≤M , it is impossible to find a natural number n such that xn= x_m for m ∈ S.
Thus X" cannot be a subsequence of X
So , for every subsequence of X, we have it's terms≤M. So that the subsequence is bounded .
this is kinda convoluted
like no need to use a contradiction or whatever you tried towards the end
the subsequence’s terms are also bounded by M. that’s all you need to observe really
I wanted to write a fully Rigorous proof
Obviously it is quite intuitive
fully rigorous ≠ needlessly obfuscated
rule of thumb: don't do a proof by contradiction where a direct proof does the job

It's just an idea
Somebody could have come up with an easy one , no doubt
But I want to check it it's correct
Kindly help
it seems fine logically speaking
i suppose its correct but i still don’t like it
but it bears repeating that a proof by contradiction is just overkill here
Is the set S defined correctly, and m associated with it
Can u provide an easy proof
your subsequence is notated a little weirdly
i think i gave you one when you were first here with the same question, and you didn't answer clearly when i asked if it was formal enough for you
Yes , I have your proof
You argued about the indexes , that subsequence have indexes subset of set of natural numbers , something like this
@stoic saddle can u answer this.
Pls elaborate
im gonna let layla handle the rest of this
darn i was hoping you would handle the rest of this
Shes angry with me ,

a sequence (x_k) normally just looks like x_1, x_2, …
usually you write it like (x_{n_k}), so that k can still just range over 1,2,3,… but the n_k’s are the indices from the ambient sequence used for the subsequence
I thought , after all they are just numbers , so i simply used x_k
Let M>0 be a bound for X.
Then for any s in X, |s| < M.
Let Y be a subsequence of X.
Every element of Y is also an element of X.
Therefore for any s in Y, |s| < M.
It follows M is also a bound for Y.
Hence Y is bounded.
This proves all subsequences of X are bounded.
damn you could be in a circus with how stilted that proof is
Thanks
Its just a direct proof. Not necessarily particularly well written

at the end of the day, your proof could be a 2-3 liner. depends what your course expects
All elements of a subsequence are also elements of the sequence. Therefore any bound for elements of the sequence will also be a bound for elements of the subsequence.
Hence subsequences of a bounded sequence are bounded.
yea but like if you have the sequence (x_n) already, that means x_1, x_2, etc. are already there.
the sequence (x_k) is the same thing. it’s the sequence with elements x_1, x_2 etc
Yes , go on
you could, i guess, say that this sequence is not indexed over 1,2,3,4,… but that’s just awkward
that’s what this notation is for
Simply Your point is , x_nk is used in books , that's why I should use it
Maybe it's better
hm i will not say it’s “because it’s used in books”
it’s because it’s more correct i guess
I think the general idea is that a sequence is a function whose domain is N.
therefore, if suddenly you have a subsequence whose domain isn't N it may feel weird, because a subsequence is also a sequence but it's no longer indexed by all of N.
More "notationally" correct?
yea but also for this to make sense you need index the sequence (x_k) with something other than N
and that’s not typical for a sequence
Yes , we are choosing certain natural numbers indices from n , but after all they are countably infinite
you'll just be better understood if u write something like
Let $(n_k)$ be an indexing sequence for the subsequence $(x_{n_k})$
That's what we are discussing.
Or just: let (x_n_k) be a subsequence.
In books too, they have used this notation
oh and i wouldnt reuse the n
like a sequence is a function from N to R at the end of the day. and that’s what will be used for all the theorem statements and stuff
But after all it's just indices , numbers... So i just choose k
In my proof , I choose those specific numbers having index m
so if you’re using a sequence that is indexed with something else… we’ll idk i think you should just avoid it
So for a subsequence of say (x_t), i should use notation something like
(x_t_u)
i will write a proof just for fun
suppose the sequence (x_n) is bounded by M, so that |x_n| < M for all n in N. let (x_{n_k}) be a subsequence of (x_n). then for all k in N, we have |x_{n_k}| < M (this is because n_k = n for some n in N). qed
do people reuse the t there?
i mean, u can, but might slightly confuse, no?
I was giving an example sir
I would not extend this discussion further .
Things are sorted
Thank u all
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Hi, I need help understanding the proof/ trick for proving lim(1/an) = 1/a if lim(an) = a and a is non zero. I posted an extract from Abbott. I understand the tricks used for other algebraic properties, this one just feels out of nowhere.
which line is the first part that seems out of nowhere?
"The trick is to look far enough out into the sequence.."
In my mind, to find an upper bound, what makes sense is to find the smallest absolute value of bn that isn't equal to 0, because that's what makes sense to me as an upper bound, so the inequality agrees somewhat with tht notion. I just don't get why we are looking far enough to get closer to b than 0
what you said is correct, but "the smallest" element of a set only makes sense in general if the set is finite, so you have to argue why this set is finite
so you have to make some kind of argument similar to abbott's using the fact that b_n -> b and that b is nonzero
Ok that makes sense, if it was finite id be able to just pick the element and be on my way
Wait so is what abbott trying to do essentially is find a lower "bound" for members of the sequences after a certain n?
yep, that's right
getting a lower bound for the denominator gives you an upper bound for (1 / denominator)
okayy this is starting to make a bit more sense
i'm gonna sketch it out a bit and i think itll click after that properly
but thank you so much
sure, yw
just open a new channel if there's still any confusion after you review
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Need bel
Show your work, and if possible, explain where you are stuck.
Are those tangents
Looks right
i get it as wrong when i input the answer
online
What about these wxy?
for a it's 130 degree 9', convert to decimal - 360 = answer
For beta = 79 degree 50' - 180 = answer
Idk the name of the symbol next to G but i think it's 44 degree 47' - 180 = answer?
Theta is the sum of interior angles - remain angles.
@tired sigil
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Find nonzero vectors $u, v, w$ such that $u \times v = u\times w$ but $v \ne w$
What I've tried: I know that $v$ and $w$ need to be two different vectors but if you take the cross product of either one with $u$ they should result in the same value...
I am not sure how to get two separate vectors that result in the same value when you take the cross product of them and another vector... I know for the dot product if the result is 0 there are two possible values in both directions of the line perpendicular to the original vector but I don't understand how this applies to cross product
(Sorry, I am just learning about the cross product)
AN
you can just plug a general v=(v1, v2, v3) and w=(w1, w2, w3) into u x v = u x w and get 3 equations by equating components for 6 unknowns in v and w.
can probably just pick v3 = w3 = 0
u×v - uxw = 0
Cross products are commutative right?
No
Not commutative
Distributive over addition
The result of the cross product of u and v is orthogonal to both and its length is proportional to the area of the parallelogram formed by u and v
oh yes that's much smarter
As long as u and v stay in the same plane and the area of their corresponding parallelogram stays the same, the cross product will stay the same
ohh nice
so just simplify down to that
and then any two vectors on the same line should work
thank you ❤️
welcome
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How do I do part b? I got (9pi - 16) / 2 but was hoping someone could check for me. Used trig sub sin^(2)(theta/2) = (1 - cos(theta) / 2
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,w 1/2 (integral of (2-sin(x/2))^2 dx from -2pi to 0) - 1/2 (integral of (2-sin(x/2))^2 dx from 0 to 2pi)
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Where I am stuck is on the definitions.
Lets take the added graph as an example. The notes mention that there are vertical asymptotes at x=-3, x=-1, x=2.
That is my confusion. I was taught (or at least, how I understood it) that if the limit taken from the left and the limit taken from the right are equal, you speak of a removable discontinuity, and not of a asymptote.
Can someone explain why x=-3 and x=-1 are counted as asymptotes if they equal when approached from the left and the right?
The limits there are not a number, you can't really say they are equal
Asymptote is where graph approaches a constant value but dosent reach it
no
just because the limits are both infinity doesnt mean that they "equal" in that sense
it really should be "if both limits are equal and finite numbers"
Ah, so to check if I understand.
Since the limit when approaching x=-3 is ∞ (and -∞ for x=-1), we call it an asymptote? since ∞ is not a finite number
yes
Yes
Why
And a removable discontinuity would be when the limit is a finite number?
For a discontinuity to be removable you would have to be able to plug it with a value for the function
A function cannot give you the value "infinity"
(at least not a real-valued function which is what you're dealing with)
removable discontinuity: you can grab a pen, put down a dot at a value, and complete the line
asymptote: You can't do that
Does my monkey brain have that right?
guys what shape is tis
That's the intuition, yes
Thanks al lot for the explanation @jagged relic @devout mauve
I feel like I understand my mistake 🙂
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10 and 16
what have you tried?
I am clueless here
ok
for 10
do you know any algebraic identities involving squares and addition
Thanks
@spark otter you arent about to spoil are you
idk
Is there a way to solve these
do you know any algebraic identities at all
Oh u mean those formulas
Yep I do know
so you know how to expand (x+y)^2 yes?
Mhm
ok
then i suggest thinking about this but with three terms
(x+y+z)^2, how will this expand?
ok then tell me: how does (x+y)^2 expand
X square + 2xy+ y square
okay
also don't put capital x
anyway ok that's good.
now then, can you expand (x + (y+z))^2 for me, and keep all (y+z) as-is?
that is, don't try any more further algebraic steps until i tell you to
i specifically put brackets around (y+z) so you should treat them as a single unit
the question is x+y+z=9 and xy+yz+zx=26 ..
forget the question
Okay:)
i am trying to teach you algebra
Okay okay
since you say you are not able to expand brackets with 3 terms (which will be sth to fix later) i am trying to take you through the "apply the 2 term thing twice" route
extremely so, i am afraid.
damn
(x + y)^2 = x^2 + 2xy + y^2
this is already known yes?
uhm
you know this identity yes or no
yes
ok
I was told those were formulas
now go CAREFULLY replace every single y in it, with (y+z).
DON'T try to expand more brackets. ONLY replacement.
like a+b whole cube a-b squares and all
for 16 just add all equations
that's helpful but we'll get to that once we're done with Q10 ig
I didn’t understand it
you did not understand my instructions?
no specifically this one
i dont know what part of "replace every single y with (y+z) and do nothing else" is unclear
hmm if u r in high school u can directly use this identity ig
sure but op said he didnt know it
and i am trying to at least teach him like
how to reconstruct it for himself
I got it know
or maybe you're a memorizer, idk.
ohh right
so can’t I use it
😭
memorize 29 trillion formulas and dont even try to understand shit. just mug up and mug up and puke it out on the big exam.
sure.
ok.
(x+y+z)^2 = [x^2 + y^2 + z^2] + 2(xy+yz+zx)
LHS and second term of RHS are known. stuff in [] is your goal. substitute known values and you're nearly there.
hmm no they actually teach it to us in high school n ask us to remember it
u cant derive everything from scratch during the main exam
remembering these is a good idea. it's like multiplication tables.
but you CAN'T go around not even knowing where these things come from
i m frm Nepal
or being UNABLE to even reason it out
ok you are from nepal and that changes what exactly
nothing
that's right\
if you try to get by with just memorization you will remain in the "suck at math" pit forever
i basically laid the entire solution out here
Alr got it
after kind of giving up on trying to take OP through like
extending the 2 term "square of a sum" formula
So you are trying to derive it
i was trying to teach OP to fish instead of giving him a fish
I mean explaining how to
Rightt
OP doesn't have the fishing gear
the xy yz zx
right
Wid 26
?
don't drop the plus signs i am begging you
nobody will understand that your spaces mean plus if you dont write plus
oh okay
xy+yz+zx is GIVEN AS 26, yes.
that's your right hand side. did you also work out what's on the left?
ohhhhh
Right
81
Yup
Sure
That's what's asked right?
Fair enough
16
yes
Write them out
What do you first observe?
42 ?
Ok so we have
3a+3b+3c+3d
?
Take 3 common
Sure
Ok so 1
Yes
Ok
So see if you were given the actual amount
He bought it for
Would you have been able to solve it?
Well assume he spent 100 rupees
And work from there
oh okay
Since you know there is an answer and the amount is not given, it should be same for any amount
So pick a random amount and solve
You'll get correct answer
Right
85
Can you show the full page
Wait lemme do it properly
Alr
Why are you Subtracting 17.5?
Well he made a loss because he earned less than he bought it for
It doesn't mean he earned in negative
Should be
20 percent gain
Yeah
okay
2nd?
uhm
it looks like geometric sequence typa
no
Well let's just focus at the numerator
okay
3+6+9+.......+2022
yes
Yeah
ohh
This means sum of multiples of 3 from 3 to 2022
ohh
Till 2022
Yupp
uhm I got the numerator
ohhh I get it
3(1+2+3+......+674)
Yupp
okay thanks a lot
Also check just in case if the ends are matching
U mean the answer
No like
Yupp
Solved
Yes
Alr
Thanks
!done
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Could anyone help me with 28 I’m stuck on finding what the failure cases are 😭
And is 27 a correct way
In the future, please use the ,rotate command.
,rotate
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need help guidance regarding how to approach calculus 2 with a mindset that doesnt consume time but also gets me to solve questions rather than being fixated in different types of solving methods, but i dont wanna lose out on terminologies like what is called what, which mathematcions name is prefixed to a type of equation so that i dont get confused when writing in exam, context is that, a teacher i went to taught me how to solve things but no geometrical intuition, neither in depth, just enough to pass the exam, now when i open pyqs and books i get overstimulated between terminologies.
for example, in reduceable higer order diff equation, its also called converting cauchy euler equations into linear constant coefficient ordinary differential equations using substition.
one confusion im going through is that, why in the book, the example is in series?
im super bad at math, so please be soft on me
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@bright patio Has your question been resolved?
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can somebody teach me
no
?
sup?
ello
what
hi OP, do you have a more specific math question for the channel?
inf
who is op
OP stands for Original Poster.
o ok
op is too tuff to respond
Don't open help channels without a math question
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did anyone here pick maths A aka math edexcel igcse 4MA1 when he/she was in school and if so pls dm me
this isn't a math question
if you have a math question regarding edexcel igcse 4M12EMDSAA you can just ask it
There'll most likely be someone capable of helping you with it
Okk I have a lot of doubts in alot of topics 😭
My friend needs help with some stuff
Like algebraic proof
I know i understand it isn't quite right
no one can help if you don't ask an actual math question
gojoisthegoat123
do you maybe have a specific question that you're confused with (or your friend is), so that we can run you through an example and you can then try the rest?
Ok he needs help with like the whole bok
He's asking how to study for a exam that's in 3 months
Cover the whole portions
And rn his main difficulty is algebraic proof
He doesn't understand it seems
I think that discussion is best had in #study-discussion, as mentioned by Ann.
help channels are for math questions
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I am confused by these note from my teacher, its domain and range without graphing but the terminology he uses confuses me and like how would i go about answering thse cause it doesnt make sense
which terminology words are confusing
for (d) why is he writing "square" instead of "root" 💀
I understand it now, but im not sure what VA
i said the same thing 😭
whats vertical asymptole
Thats the only part the isnt understanding now
a vertical asymptote is where the value of a function tends towards positive or negative infinity (i.e., increases or decreases without bound).
a function is never defined at its vertical asymptote.
helloooo! I'm a boy who just finished the high school this year and I wanna help, cheap, everyone at math, as much as I can!!!
So basically its an x value a function cannot use
in simple terms, yes. and in algebra that definition suffices.
thank you so much! i understand now 🙂
but, not all unusable x-values take the form of vertical asymptotes.
Wait
thats confusing can you elaborate
consider the function $f(x) = \frac{(x-3)(x+2)}{(x+2)}$. \
this function is not defined at x = -2, yet if you graph the function you will not find that the function blows up to infinity in either direction.
ʚ littledove ~ Hyposelenia ɞ
oooh
thats awful
but i understand it
so how would i solve this 😭 if it does show up
instead, what you will get is simply a "hole" at x = -2, indicating that the function is not defined there.
otherwise, the function behaves exactly like f(x) = x-3.
ooooooh
okayyy
that makes so much more sense
what do you consider "solving" a function to be?
nvm nvm
it makes way more sense
just to aid your visual intuition, here is the function graphed on Desmos and highlighted is the special point x = -2.
(if you are graphing this yourself on default Desmos settings, you will have to hover over the point to see that it is undefined. this circle will not show up normally.)
i hope i never see this
but i likely will
thank you so much
and the = with the / in it means it cannot equal that right
and why is x+3 equal to zero
I'm sorry, do you mean $\neq$?
ʚ littledove ~ Hyposelenia ɞ
yes
this means "not equal to", as in x is allowed to be anything except those specific values.
as for this, I unfortunately do not get what you mean. I don't remember using an x+3 anywhere.
like if you look at the orgininal picture
if it was used in your example question, then I assume it is in the denominator of a fraction. if so, recall what the denominator of a fraction cannot be.
it cant be x right
no. it can be x. it's just that if the denominator of a fraction is a lone x, then x cannot be a particular value.
in short, recall what number you cannot divide by.
you cannot divide by 0
exactly so. now, the denominator of a fraction is what you are dividing by. so, if you cannot divide by 0, then whatever is in the denominator cannot also be 0, since if the denominator of a fraction is 0, then you end up with a division by 0.
so any value of x that makes a denominator 0 is excluded from the domain of your function out of necessity, and the function is undefined wherever x is one of those values.
But in that example, it isnt zero no?
its x+3
the whole denominator is x+3, yes. you are dividing by x+3, and you know you cannot divide by 0. so if x + 3 happens to be 0, then you have a problem.
that is why x cannot be any value that makes x+3 = 0.
how do i know if x+3 = 0
that value happens to be x = -3, so x cannot be -3 (which is where that $\neq$ sign comes into play).
ʚ littledove ~ Hyposelenia ɞ
oh
when stating a domain, you are not asking how you would know if something will end up making the function undefined.
you are straight up defining the domain as (your valid domain), excluding any values that can cause issues like this.
so it isn't so much as "how would I know if x + 3 would end up being 0", but rather "x + 3 is in the denominator of a fraction, so it cannot be 0. what are the value(s) of x that can make this happen?". your job is then to find all values of x to exclude this way, and then exclude them.
with my example, we have (x+2) in the denominator. since we are dividing by (x+2) and we know we cannot divide by 0, we then also know that x+2 cannot result in 0, so x cannot be anything that makes x+2 be 0. and the way we find out what values of x does that is to set the denominator to 0 and solve for x using regular algebra, which I hope you are familiar by now.
I am very familiar with regular algebra.
This is making a lot of sense, its clicking
think of domain exclusions as preventative rather than curative.
as in, domain exclusions are seen rather as "this function cannot have these values and I am stating this now" rather than "oh no! someone put this value in and my function breaks! what should I do?".
(unless you are a programmer, I suppose; then, well...)
but I suppose they are ultimately two sides of the same coin. if you find out later that some values end up breaking your function, then you would note them down to exclude them next time.
either way, my point is that "how do I know when some x makes it undefined" is probably not a helpful question to ask more than "what are some of the common functions that have restricted domains so that I can exclude values of x that make them undefined".
for basic algebra, I can think of three functions off the top of my head that have restricted domains: the tangent function (x cannot be pi/2 + kpi for integer k), the square root function (or any even root, x cannot be negative), and the denominator of a fraction (x cannot be 0).
(all mentions of x assume a lone x. adjust if x is accompanied by other numbers.)
so like because we cant divide by 0 id just exlude the x=3, and like another example is we have a negative square root, which is impossible so i dont include it in my function
the first statement is correct, provided you know that you are excluding x = 3 because x = 3 makes the denominator of the fraction 0.
the second statement, I don't quite understand. if I assume you meant that if you have values of x that makes the radicand of a square root negative, you would exclude all such values, that is also correct.
So lets say inside the square root its x-5. You can’t take the square root of a negative → exclude x < 5.
Is that correct>
?*
yes
alright i understand the terminology and domain exclusions now, no further questions. thank you so much!
I'm glad to have helped!
for d on the xample
example
he stated -1 >= to 0
Which I understand
But how did he turn it into a positive one?
add 1 to both sides.
oh algebra
thanks!
i understand
have a good day!
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i have no idea how to start
hint: what would minimizing/maximizing the mean entail?
can you reword that idk what you mean
oh like avrage
uhh
it goes up
right
it goes down/up
well like the histogram can represent values in a possible interval right
yeah
like for data set A, there are 3 integers between 20 and 30
so what would the minimum be?
for that specific part
no, like if you have three integers between 20 and 30, what is the smallest possible value their sum can be?
60
yeah, so do that for each bar in data set A to get the total minimized mean of A
take the smallest possible value in each range, then multiply that by the frequency
(then divide by the total number of items for the mean ofc)
mean is just sum divided by amount
then you would do the same for B, but maximize instead of minimize
