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gotcha
!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 dont know where to begin
the idea i have rn is
ik that i have to use
simple induction
Yeah. That's what i did.
and that S is an element of the power set of [n]
and that the summation
is adding up all the elements
in the power set
Except for the phi of course.
phi?
their factorials.
Empty set.
ah yeah
since its nonempty
so for
the example they gave
{{1}, {2}, {3}, {1,2}, {1,3}, {2,3}, {1,2,3}}
so 1/1 + 1/2 + 1/3 + 1/1x2 + 1/3x1 + 1/2x3 + 1/2x3x1
uhh
so the base case is easy
Yeah.
the IH would be the summation of [k] where Sk = [a1 a2 a3 ... ak]
and 1/S! = k
now i need to show the [k+1] holds
Yes.
uh
So, [k+1] is just [k] U {k+1}.
Open your own help channel. Refer #❓how-to-get-help
so Sk U Sk+1
Umm... why are you doing that?
i was thinking
that
for the summation
we would need
the elements that doesnt include k+1
Sk+1 already includes Sk.
This is the key point.
You know that Summation(S!) for [k+1] will have all the terms of summation(S!) for [k].
yeah
So, you write {Summation(S!) for [k+1]} as {summation(S!) for [k]} + <some extra terms>.
Then you show that those extra terms sum up to exactly 1.
Now, you can easily write those extra terms if you notice what is special about them.
would be all the summations that include k+1
Yes.
uh the power set of k+1?
All those terms which have k+1.
yeah
Umm... No. That's just k+1 and phi.
the powerset not including the empty**
you can say it this way: Power set of [k+1] - Power set of [k]
However, this notation doesn't really help us much.
Try to think about them in terms of combinations.
uhh
what's special is that its the summation of all the terms which have k+1
Yes
Think about it. All the set that are in Power set of [k] - if we just add (k+1) to them, we get almost all the terms which have (k+1).
Only one term is left. Which one?
k+1?
i did this on my whiteboard but it didnt really give me anything
like if k+1 was 3
the original power set is
{1} {2} {1 2}
and then adding in k+1
we get
{1 k+1} {2 k+1} {1 2 k+1}
so k+1 is missing?
Yes
So, after all, You have -
{S! for [k+1]} = {S! for [k]} + S! for sets in [{k+1} {1 k+1} {2 k+1} {1 2 k+1}]
mhm
i thought k+1 wasnt included
Why not?
See. You were taking {1} and {2} here for k=2.
right
Why won't you take {3} ?
and then adding k+1 (3) would give
this
oooog
wait your right mb
i get it we have to include k+1
Good.
Now write all the S! terms for those sets having {k+1}.
1/k+1 + 1/k+1 + 1/2k+2 + 1/2k+2
which is
uhh
3/k+1
and since k is 2
3/3 = 1
in the case where k is arbitrary
ik it would be k+1/k+1?
Yes
how do i derive this properly?
But you need to show it using variables.
using variables
Can't do using some values.
Let me write it out for you and it should give you some hint.
gotcha
$k + \left( \left[\frac{1}{k+1}\right] + \left[\frac{1}{(k+1) \cdot 1} + \frac{1}{(k+1) \cdot 2} + \cdots\right] + \left[\frac{1}{(k+1) \cdot (1\cdot2)} +\frac{1}{(k+1) \cdot (1\cdot3)} + \cdots\right] + \cdots \text{ so on for 3 terms taken with k+1 in S! and then 4 and so on...} + \left[\frac{1}{1\cdot 2\cdot 3\cdot 4 \cdots k \cdot k+1}\right]\right)$
damn
Gosh.
right
Open that in browser and see in bigger fonts.
lol i thought i had something there
Properly look at the expression and see if you manipulate it somehow.
Maybe factor something out.
do i have to use the IH again?
Remember - First k is S! for [k] so you can ignore that.
Kinda.
Enemagneto
uhhh
Ah. Fixed finally.
Ignore me. Look at the expression.
How are you saying that?
Do you see any k factor in 1/(k+1) ?
is it 1?
EVERYTHING IS IN DENOMINATOR.
hmm
Does taking 1 as factor ever help?
right mb
1/k+1([1] + [1/1 + 1/2 + ...] + [1/2 + 1/3 + ....] + .... + [1/1x2x3x4xk])
ohh
the
parantheses
simplifies now
to k
by IH
and (1/k+1)*k
or wait
Yes
since its 1/k+1 ( 1 + k)
So that becomes 1.
which is now 1
Overall k + 1
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Use continuity to evaluate the limit.
lim
𝜃→3𝜋⁄2
sin(tan(cos(𝜃)
How do I got about solving this
$\lim_{\theta \to 3\pi/2} \sin(\tan(\cos(\theta)))$
Ann
this?
yes
well, sin, cos and tan are continuous functions (except tan at odd multiples of pi/2...)
do you know what continuity means for limits
that it will go to -infinity or positive infinite
like you can draw the graph without lifting your pencil
not quite the answer i was looking for...
continuity means that $\lim_{x \to c} f(x) = f(c)$
Ann
so the limit of that function wouldn't be continuous because of tan and the 3 is making it an odd number
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This is a lagrange function, but how he goes from this to this:
I didnt get that lambda_t+1
apparently it's a simplification from this paper: https://www.jstor.org/stable/pdf/2234070.pdf
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Can I just put these all under one sqrt?
No
I don't think you can add them you just leave them like that
Ohhh
But you can add them under certain conditions right? If they have the same something?
Sorry I am trying to remember stuff from 9 months ago
Oh its when its multiplied
They can all go under
Sorry thank you!
Yes right
No problem
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Ok this is more just making sure I did the diagram right than anything at the moment
So the question is
Draw a Venn-style diagram, which displays the relation aRb , for a∈A and b∈B, where R maps each digit to the vowel(s) which occurs in the name of the digit.
B = five vowels of the English alphabet```
Are the sets respectively. This is what I have right now for my diagram.
A B
----------------------------------------
| 0= E,O | A = a |
| 1= E,O | E = e |
| 2= O | I = i |
| 3= E | O = o |
| 4= O,U | U = u |
| 5= E,I | |
| 6= I | |
| 7= E | |
| 8= E,I | |
| 9= E,I | |
| | |
-----------------------------------------
I just want to make sure that I did the diagram properly is all really, idk if this is the right place for this or not
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No
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rearange to H
I’m not sure how to do this do I do it by integration of parts and how do I start
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help pls 🙂
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how come 6 is not a correct answer
is 36i+2j parallel to 36i-2j?
i dont rlly understand how a vector component works.
i thought the coeffficient of i is like the slope and coefficient of j is like the y-intercept?
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Hey guys. I need to help to control if my answer is correct
(picture of my calculation, it's a little a messy but hope someone can help me)
I got 19
correct
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i need help
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Can anyone confirm this is correct (turning velocity time graph to acceleration time graph) got a test with this question in 10 mins 😭
Yeah for a sketch without a scale that seems fine
Acc is positive when vel is increasing, etc
Is the part where I made the acceleration higher then normal also good?
Yeah the slope of the velocity seems higher there so that checks out
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I'm needing helpi with this exercise. I will be translating since it is in portuguese:
"If cotgx + tgx = 8, when 0 < x < π/2, so which is the value of: (sinx + cosx)² "
I did an exercise similar to that one some time ago by equaling the denominators, so that's what I tried here:
cosx/ sinx + sinx/ cosx = 8 (now multiplying cosx/sinx by cosx and sinx/cosx by sinx)
cosx² + sinx² / sinx . cosx = 8
1 / sinx . cosx = 8
have i done anything wrong until this point?
and if i'm right, how can I continue this?
the template says that the answer is 5/4 but I don't know how to get to that number
@unkempt moon
Sorry, wrong ping
<@&286206848099549185>
@slender tide Has your question been resolved?
<@&286206848099549185>
@slender tide Has your question been resolved?
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im second guessing myself
but
i would just plug in 28 and solve
right
or would i do the irc at 28? or does it literally just want
at 28
yeah so plug in 28 for v
right
or are you saying solve for v
thats the same thing isnt it
given 28 is the height needed to throw, m=28 in this case as opposed to v=28, as v represents the velocity instead of height
so m(v), as a function of v, will be substituted to be 28, following which you will solve for v
as stated: 'find the ideal velocity of Romeo's throw'
yeps
if it said what is the max height if romeo throws the flowers at 28 feet per second or something
then id plug in
got it
.close
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Yes
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Need help to prove Q2c wih strong induction
@tranquil pine Has your question been resolved?
@tranquil pine Has your question been resolved?
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@obtuse pagoda Has your question been resolved?
<@&286206848099549185>
4-a+b=4+(-1)a+(-1)(-b)=4+(-1)(a-b)=4-(a-b)
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It wants which piecewise function to execute
As x approaches 0 from the left which equation do you use?
You put it in the space
^-
thats wrong
Oh it's the derivative mb, just put the derivative in the space
show
f'(x) = lim h->0 [f(x+h) - f(x)]/h
yea apply that to both functions in f(x)
so just substitute
it really doesn't like variables
so idk
um
well f'(x) = lim h->0 [(4(x+h)-6(x+h)^2)-(4x-6x^2)]/h
im not sure what im supposed to do w that
yes. this is what you put in the first box
this means x < 0
so you differentiate this piece of the function
it doesn't like that either
then it's this but with x=0 and h=x
f'(x) = lim h->0 [(4(0+x)-6(0+x)^2)-(4(0)-6(0)^2)]/x
(4x-6x^2)/x
4-6x
oh that was it
ok i got it thx
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They used the minus on the exponent to swap numerator and the denominator
(they did what is usually called reciprocal of a fraction)
fr
$${\left(\frac{a}{b}\right)}^{-1} = \frac{b}{a}$$
Alberto Z.
ye like
oh shit
oh shit

sometimes my brain malfunction
like im slow rn
and i lose 33% of skill
and therefore i didnt catch this
make it 500x and i lose all skill gg
🇮🇱 Israeli military wins and dominates whole world gg
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what does this mean
@jolly vector Has your question been resolved?
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Help I get how 16 comes from 2 but how do i know how many places to move the decimal.
represent as a fraction
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can someone help me wotht he following calculation! 2+2=?
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so i got the points (0,3) and (3,0) but idk where that what seems to be (-1.5, 0) comes from on the left
ping if you know it
substituting -1.5 for x in the first equation at x<0
yeah but in reality im not given a graph so how woudl i know to use -1.5
if the function is given let f(x)=0 and solve for x
wdym f(x) isnt = to 0 here
(-1.5,0) means that f(x)=0 at x=1.5 so if you can't tell what the value of x is from the graph or the graph is not give use the function
im sorry i really dont get it so my thing is if f(x) = 0 and f(x) = 2x +3 then 0 = 2x + 3 then x = 3/2
2(3/2) + 3=?
@shell plover Has your question been resolved?
that's pluging in your value of x to 2x + 3
also that doesn't equal 9
2 (3/2) = 3
3 + 3 = ?
use a calculator to verify
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When you used the product rule you forgot the ln on the sin
Don't forget to chain-rule the ln(sin
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Given: limit as h approaches 0 of [4(h-2)^2+8(h-2)]/h
I have identified that this is the h-gap method of dinging the derivative. I need to find f(x) and what is the value of x in question.
I am unsure of what to do.
@woven girder Has your question been resolved?
Wrong ping, sorry.
@woven girder Has your question been resolved?
Does anyone know how to find the parent function from the derivative definition?
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i was wondering whether to solve lim sin x/x=1 as x approaches 0, we could use small angle approximation on sin x?
but a friend told me this is circular since small angle approximation is defined using lim sin/x as x approaches 0
is this right?
yeah it is circular
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что такое отношение чисел?
a/b
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how do you solve $4x^3-10x^2-1=0$
Is it one variable or 2?
oh oops one
annyeong
no way of factoring it that I can see
the answer is a very long decimal
Does the question ask you to solve it a certain way?
Maybe with a graphing calculator?
wait I have seen this polynomial
there is the cubic formula. it's painful to use but it does work
hmm
can you give us a picture of the problem statement
Okay the roots are highly irrational. You need to use cubic formula
It seems likely that they mean for you to solve it with a graphing calculator, but who knows
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Something that’s always confused me is how can you multiply a function without x
For example
If f: x → y then f = f(x)/x which is not true but yet fx ≠ f(x) so then how is fg possible
g isn’t defined because in this case g can be anything
I am confused on this notation and what it means
f = f(x)/x?
right which isn’t true
so then what do they mean when they write a homomorphism like f * g
i mean
Is it just a shorter version of the same thing
f(x) * g = f * g?
I guess what I’m trying to ask here is what’s the origin of f(x) and how does it differ from f cause you also have cases like ℤ[x]
^
Defined as a homomorphism that maps x to y
then fg means the compsition
Could you elaborate I’m unfamiliar with that term
Ohhh
their composition g \circ f
Would it be then fg: x -> z?
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how do i calculate percent equations (G:350,00€ %: 5) we gotta find out what W is
i don't think anybody knows what the letters G and W stand for.
can you show the original problem?
even if it is not in english.
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Whats the domain and range of this?
The domain would be Z -> Z right
The domain is a set, it can't be "Z -> Z"
Anyway, the domain is Z, and the range is also Z
ohh ok, so what does Z -> Z really mean?
The writing "Z -> Z" means that the function takes in input values from the set Z and spits out (returns) values in the set Z
ohh
The arrow stands for "from Z to Z"
so R -> Z would mean the function takes in a real number and only spits out an integer?
Yep
thank you!
You're welcome 😊
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im confused on how im supposed to write the formula
basically you're just solving for the shaded area in terms of theta
you would do that by doing
[area of triangle] - [area of sector]
how do I know the area if I dont have the angle
yes!
except you can use r=10 for the pi*r^2
but yeah that's basically the idea just make sure to simplify
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Why is it 1/3 as the constant that spills out and not 1/9?
what's u here?
okay i just thought about that- i guess u=1/3 x
that's right
but then where does the 9 constant term come from?
ah, then try factoring out 9 from the denominator
start with 1/(x^2 +9)
factor out 9 from the denominator
i feel like i get 1/9 * 1/(x^2/9 + 1)
because dx = 3 du
with u = x/3
oooooooooooooooooooooh okay okay
does that make sense now?
thank u sm!!! yes yes
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how does someone solve the a/b part i don't even know what a binary operation is
takes two inputs
any 2 rational numbers that are non-zero
Q - rational
so do i something else after i give a number to the entire equation?
do i solve it or i just leave it like that?
what you have showed is a definition, theres no working to be done from what youve shown
oh wait so i just replace it and that's it??
wdym replace it
ill just give a number and thats it
what are you using this definition for
or are you trying to prove it maps back to the rationals
there's nothing else attached to the original question despite being homework
u just have to define it and that's it
oh when i meant nothing it's homework
alright i think i got it thanks mate
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I need help with this: A parallelogram has a height of 3 ft and a base of 8 ft. Find the area of each shape that composes the parallelogram. What is the total area of thes special quadrilateral?
8 ft x 3 ft x 3 ft x 4.25 ft.
<@&286206848099549185>
!15m
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stop opening new channels and spamming helpers
i need help but noone coming
!patience
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ok imma wait
if i dont get help in 10 mins imma be mad
A parallelogram has a height of 3 ft and a base of 8 ft. Find the area of each shape that composes the parallelogram. What is the total area of thes special quadrilateral?
8 ft x 3 ft x 3 ft x 4.25 ft.
remember that people help here, they dont work here
Lol, none of us are getting paid to help, you can get mad all you want
ik im just saying
kindness often leads to quicker help
better draw a diagram in the mean time
????
You don’t even have a diagram 💀
i do
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Can’t help here when we have no idea what the figure looks like
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how would i solve this
initial velocity = 0 m/s
t isnt given
acceleration is what i would have to solve for right?
oh wait
i solve
nvm i got it chat
if i set final velocity to 18
initial to 0
it will give me the acceleration
which i can use to figure out the final velocity for the last car as it passes the railway worker
chat is this right?
Yeah you want to find its acceleration and then figure out how fast it would be going 180+75 meters from t=0
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can someone explain where the vector projection formula comes from? like for this example, why square the bottom and multiply by v?
it can be restated as v hat
v hat is v / |v|
v hat being the unit vector in the direction of v
Oh, I'm learning about this stuff rn, here's a page from my online textbook that might help
that makes so much sense
thank you very much!
i'll save this
I can dm you the full chapter's link too (it's free + online) if you're interested
yooo that's great
You can find explanations for other calc III stuff there, like cross product and etc.
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How do I know which to subtract by without seeing the graph
Or do I have to visualize it every time..
i mean, its probably the most efficient way to go about it, if you do them the wrong way round youll get negative area for said integral so just change the sign
You can probably input a random value between the intervals as x, and use that to see which function is on the bottom and which function is on the top without using the graph
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I have a really annoying thing to prove
0 and 1 are in a set
and for any two elements in the set, their average is also in it so it is inductive
i need to prove if 1/6 is in the set
<@&286206848099549185>
I think so yeah
Hmm nevermind I'm not sure if that's useful
I’m not sure about how to structure the proof too
i think it’s supposed to be structural induction
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how do I make the bottom not x so it not undefined
you cant
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✅
thx
You can, by simplifying the expression
Always do it when you can
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i ran out of submissions
but i cant see how this is wrong
dont you just integrate by component?
or did i miss something
Do they want exact answers?
Ok lemme check you number rq
go for it
i made sure to check it too
just in case
but these are the numbers I get
made it wants it in not component form
but its never marked me wrong for that before
its always been interchangeable
Is this cengage?
yes
I dont think they like <>
ok i mean as long as I did it right its fine ig
Cengage doesn't like decimal answers sometimes
Yeah ypu probably want to use fractions next time
I cant see what else would have been wrong
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<@&286206848099549185>
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oh sorry
can u help me get ready for a retake test i will send pics
are u there
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@summer snow for the same question i posted prior
now that i think about it
can i never consider fractional powers of x?
x = 2^(2.5) * 3^(1.5)
in that case when squared it'll always have a 2^5 and 3^3 guanteed right
makes sense, but which is the actual right way to express your answer?
Would it be more valid for x = 2^(2.5) * 3^(1.5) or x = 2^3 3^2
in the first case, you'd have x^2 = 2^5 * 3^3 * k
in the second case, you'd have x^2 = 2^6 * 3^4 * k where the k could absorb the extras and also get to x^2 = 2^5 * 3^3 * k
they both yield correct answers then ig, but if i was teaching someone then which way would i imply
If I were to describe all possible values of x, I might say:
$x$ equals $2^\frac{5+x}{2}\cdot 3^\frac{3+y}{2} \cdot \sqrt{k}$ for nonnegative integers $x$, $y$, and $k$.
@summer snow
Or I suppose that could be simplified to just
[ x = 2^\frac{5}{2} \cdot 3^\frac{3}{2} \cdot \sqrt{k} ]
For some nonnegative integer $k$
@summer snow
u can't have fractional exponents as multiples because that would imply non integral multiplies and that usually isn't a thing unless you're working with ring theory and the like
Yeah, exactly
yeah so ig that should be it
also shouldn't it be k
k is scaled
u wouldn't sqrt(k) in anticipation that it'll be k after squaring imo
If you wanted to include it as part of the definition of $x$, you would have to take the square root, otherwise $x^2 = 864 \times 2$ (a possibile multiple of 864) wouldn't have a corresponding valid $x$ value
@summer snow
since no integer satisfies $n^2 = 2$
@summer snow
Ah, though I suppose that messes with the ability for x to be negative and still satisfy the equation
A better definition would then be $x = \pm 2^\frac{5}{2} \cdot 3^\frac{3}{2} \cdot k^\frac{1}{2}$
@summer snow
hmm okay fair enough
thanks
one more question
obviously i can just use the formula
but how about if i don't want to use the formula
I think we can intuit without the formula that B should be larger, since set A and set B both have equally evenly spaced elements, and set B has a larger range
i.e., the regularity means that the larger range causes it to by definition deviate further from the mean
so standard deviation increases with population size provided each input is distinct?
ofc with the given fact that the spacing is consistent
It's not necessarily that it increases with population size
,w standard deviation {1, 2, 3, 4, 5, 6, 7}
,w standard deviation {1, 3, 5, 7}
It seems that standard deviation generally will increase as the distance from the maximum and minimum elements increases, and as the distance between each element increases
So going from 1...7 to 1...8, our range increased, so std dev should increase
from 1...7 to 1,3,...,7, our range stayed the same, but the space between elements increased, so our std dev increased, even though we had fewer elements
A proof as to why this might be a general trend would be interesting but is outside the scope of what I'm available to do right now
no problem, yeah it does make intuitive sense, thanks so much
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i don’t know what i did wrong here. it seems rigjt to me
@broken fox Has your question been resolved?
Hi there!
Statement 4 is incorrect because something like statement one where you have m <CBE = m<1 + m<3 (For this you're saying both those angles equal up to that entire angle labeled by the letters C B and E) is not the same as saying m<1 + m<2 = m<3 + m<4 (These angles added together separately make the same angles but they do not conclusively make the exact same bigger angle like statement 1.)
Statement 5 is wrong because if you look back at the problem you can see that your statement: m<2 = m<4 was given hence was reflexive property would be incorrect
Statement 7 is wrong because m<1 and m<3 do not have an adjacent line between them that make them the same, well symmetry wise
Hope that helps and makes sense!
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I’m confused on how to do this
@timber onyx Has your question been resolved?
<@&286206848099549185>
<@&286206848099549185> hello?
Basicaly y=4(x+7)+1-1 , the input +7 with x will shift it to the left and the -1 will shift it down
the answer has it as y= 4x + 28
Huh...?
K
Thanks though
Welcome
that’s the same thing I did lol but I’ll see how he gets the 28
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Yeaa thx gg
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Stuck on this question
Hello, not quite sure what to do
what is marginal functions worksheet 9
its the worksheet the question is pulled from
is this everything you have?
I have that too
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y int?
y int is plotted here, its -3/2
how come its not 5, 0?
wdym by 5,0
did you mean (5,0)?
its fine to represent intercepts with a single numerical value
you however are either listing two values
y int means y is 0
y-intercept as the name suggests is where the y-axis is intercepted
do they not plot the x intercept
did you try evaluating this function at x=5?
yes thats a hole (5, 1)
() are NOT optional when writing a point
lol
anyway you have your answer
thats the x int
no?
bu-
your work indicates that you have a hole at (5,1)
supposedly you also reached that the function is undefined at x=5
and/or that f(x) isn't 0 when x=5
what does that tell us?
yes thats a hole (5, 1)
technically you could
IF the function is 0 when x=5,
but f(5) isn't 0
its undefined
(5,0) isn't an x-interecept becaue
f(5) isn't 0
that'd be an x intercept
no