#help-36
1 messages · Page 239 of 1
wdym
We don’t multiply by k because a is fixed. You only multiply things you’re choosing, and here we’re only choosing b and c.
oh
Yea
You understand it now?
We fix a = k first. So a is not a choice anymore, it’s already chosen.
Once a = k:
• b has 100-k choices
• c has 100-k choices
Since b and c are chosen independently, we multiply:
(100-k)(100-k) = (100-k)^2
glad to help you bro❤️
so how does addtion rule apply
ty
Addition rule applies because we split the problem into cases based on a.
Each value of a gives a separate case:
• Case a=1: (100-1)^2 triples
• Case a=2: (100-2)^2 triples
• …
• Case a=99: (100-99)^2 triples
These cases cannot overlap (a triple can’t have two different values of a), so we add them:
|S| = (99)^2 + (98)^2 + \cdots + (1)^2
That’s exactly the addition principle:
total = sum of disjoint cases.
Multiplication is for choices made together; addition is for different cases. Different values of a are different cases.
i dont get it
Think of it like this.
We are grouping triples by the value of a.
• Group 1: all triples where a=1
• Group 2: all triples where a=2
• …
• Group 99: all triples where a=99
A triple can only belong to one group, because a can’t be two numbers at once.
So the groups do not overlap.
When you want the total number of items in separate non-overlapping groups, you add the sizes of the groups.
That’s the addition rule.
Inside each group:
• b has 100-k choices
• c has 100-k choices
→ (100-k)^2 triples in that group.
Total = add all groups:
(99)^2 + (98)^2 + … + (1)^2
okay thanks
no problem
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A school sent students to compete in an academic olympiad in $11$ differents subjects, each consist of $5$ students. Given that for any $2$ different subjects, there exists a student compete in both subjects. Prove that there exists a student who compete in at least $4$ different subjects.
Copter
i dont really know how to think for this problem😓
but the solution is probably by contradiction; assume all students compete in at most 3 subjects?
It's probably easiest to do this by contradiction
Suppose that every student competes in at most 3 subjects
Hmm
It's more convenient in this case to use the language of graphs
Represent each subject by a distinct vertex
i know nothing about graph theory, sorry ;-;
between each pair of vertices draw (at least one) edge and label the edge with the person that's common to both subjects
It's ok you don't need to know any actual graph theory for this
alright
I think you're expected to use pigeonhole principle here?
Once you have this construction you can ask given some fixed person p how many edges can have the label p?
probably, either that or double counting which im not too good at😭
Oh that's neat
See if you can follow what plante is saying
okay okay
We can always do it the "traditional" way later
is this basically equivalent to the problem statement
hmmm
Ok that was phrased kinda poorly
Let's say we fix a vertex (ie. a subject) and we look at the edges incident to that vertex
the total number of edges is 11 choose 2
can there be more than 2 edges of the same colour?
This turns out to be true, but you don't know it yet
You only know that it is at least 11 choose 2
color?😭
Sorry, label
Wait why not? Suppose all students take all the subjects, that's valid given our constraints
yes but we are assuming for the sake of contradiction that each student takes at most 3 subjects
for 3 subjects you'd have a triangle so there would be 3 edges
<@&268886789983436800>
oh you meant from a fixed vertex sorry

If there are more than two edges with the same label adjacent to the same vertex what does that mean
then theres atleast 4 subjects that the student competed in
yes but we assumed at the start that each person competes in at most 3 subjects
Ok for the sake of concreteness let's fix a subject
Say English
it has some edges, at least 10, from itself to other subjects, and each edge is labelled with the name of a person, correct?
We have just reasoned that of these edges, there can be no more than 2 with the same label
Just to make sure do you follow everything up to this point
wait what were you pointing towards😭
Ok so here's the important part: how many possible labels are there?
55 total?
In total yes but among the edges incident to English?
5
So you have >=10 edges, each edge receives a label out of 5 possible labels, and no label is used more than twice. What does this tell you?
Indeed, this tells you that there are precisely 10 edges and each label is used precisely twice
Ok, suppose now that "Bob" is one of the labels. Can you now tell me how many edges in the whole graph has this label?
3?
because theres exactly two edges so theres 3 vertices
Mhm
Ok I would explain it as follows. Say the two edges labelled Bob are English–Chinese and English–Maths. Then you also have third edge from Chinese to Maths labelled Bob, that gives 3. It is not possible to have more than 3 because that would violate our assumption that each student takes at most 3 subjects
So you know now that this is a graph with exactly (11 choose 2) edges and each label is used exactly 3 times. Can you derive a contradiction now?
then the total number of edges is 3x = 11 choose 2 = 55 but this has no integer solution?
Indeed
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Find the volume of the region enclosed here. Use the shell method only.
I'm stuck on the part where have to bound the region by pi/4
Yup
So far I made 2pi integral_0 ^1 (pi/2 -x)(tanx) dx
I know I am probably wrong on the radius part
$2\pi \int_{x=0}^{x=\sfrac\pi4} (\f\pi2-x)\tan x\dd{x}$
clumsy
alright, it's all goods now
sometimes i like to write them like that just to make sure i know what i'm doing
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Hello, could someone check if this proof looks good please?
\begin{Definition}[Divisibility]
A nonzero integer $a$ is said to \emph{divide} an integer $b$, written $a \mid b$, if $b = ak$ for some integer $k$.
\end{Definition}
\begin{Lemma}
Assume $a$ and $b$ are integers. If $a$ and $b$ are both even or both odd, then $a^2 - b^2$ is even.
\end{Lemma}
% --------------------------------------------------------------------------------
\begin{Theorem}
If $n$ is an odd integer, then there exists two integers $a$ and $b$ such that $n = a^2 - b^2$.
\end{Theorem}
\begin{proof}
Let $n$ be an odd integer.
By definition of odd integer, $n = 2k + 1$.
Let $n = a^2 - b^2$ where $a$ and $b$ are integers.
In order for $a^2 - b^2$ be odd, then $a^2 - b^2 = 2l + 1$ for some integer $l$.
By lemma 2, $a$ and $b$ cannot be both even or both odd.
So, it must mean that at least one of $a$ or $b$ is even and the other odd.
Without loss of generality, let $a = 2p$ and $b = 2q + 1$.
Then,
\begin{align*}
a^2 - b^2 &= (2p)^2 - (2q + 1)^2 \
&= 4p^2 - 4q^2 - 1 \
&= 4p^2 - 4q^2 - 2 + 1 \
&= 2(2p^2 - 2q^2 - 1) + 1 \
\end{align*}
which is odd.
Therefore, there exists two integers $a$ and $b$ such that $n = a^2 - b^2$.
\end{proof}
Mor Bras
you specify n in terms of k but never solve for k
merely show that the difference is odd
You said let n = a^2 - b^2 but didn't show that such a and b exist
it would be a more direct proof to just provide a formula for some odd number (2n + 1)
utilizing the fact that the difference of two consecutive squares is odd, and in fact this generates all odd numbers
I see, I'll try that, thanks!
@vagrant lichen Has your question been resolved?
hint || you can find two numbers in terms of k, such that the difference of their squares is 2k+1 ||
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Do you mean this?
\begin{Lemma}
If $a$ is an even integer and $b$ is an odd integer, then $a^2 - b^2$ is odd.
\end{Lemma}
\begin{proof}
Let $a = 2k$ be an even integer and $b = 2k + 1$ be an odd integer.
Then,
\begin{align*}
a^2 - b^2 &= (2k)^2 - (2k + 1)^2 \
&= 4k^2 - 4k^2 + 4k - 1 \
&= 4k - 1 \
&= 2(2k) - 1 \
\end{align*}
which is odd.
Therefore, by definition of odd integer, $a^2 - b^2$ is odd.
\end{proof}
Mor Bras
this is incorrect btw
you can't let a=2k and b=2k+1
this essentially asserts that b = a+1.
which nobody said had to be the case at all.
You need k and k'
you need two different variables, whatever their names may be.
k and k' is cool
at least this is for the lemma as-written
following my hint, you can forget about the lemma
I'll reformulate the lemma
\begin{Lemma}
Assume $a$, $b$ and $k$ are integers. If $a = 2k$ is an even integer and $b = 2k + 1$ is an odd integer, then $a^2 - b^2$ is odd.
\end{Lemma}
\begin{proof}
Let $a = 2k$ be an even integer and $b = 2k + 1$ be an odd integer.
Then,
\begin{align*}
a^2 - b^2 &= (2k)^2 - (2k + 1)^2 \
&= 4k^2 - 4k^2 - 4k - 1 \
&= -4k - 1 - 1 + 1 \
&= -4k - 2 + 1 \
&= 2(-1)(2k + 1) + 1 \
\end{align*}
which is odd.
Therefore, by definition of odd integer, $a^2 - b^2$ is odd.
\end{proof}
Mor Bras
you understand that the statement of the lemma still presupposes b = a+1 right
Yes
This should be better now:
\begin{Lemma}
If $a$ is an even integer and $b$ is an odd integer, then $a^2 - b^2$ is odd.
\end{Lemma}
\begin{proof}
Let $a = 2k$ be an even integer and $b = 2m + 1$ be an odd integer.
Then,
\begin{align*}
a^2 - b^2 &= (2k)^2 - (2m + 1)^2 \
&= 4k^2 - 4m^2 - 4m - 1 \
&= 4k^2 - 4m^2 - 4m - 2 + 1 \
&= 2(2k^2 - 2m^2 - 2m - 1) + 1 \
\end{align*}
which is odd.
Therefore, by definition of odd integer, $a^2 - b^2$ is odd.
\end{proof}
But I think is something else to what Axe hinted
Mor Bras
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✅ Original question: #help-36 message
<@&286206848099549185> Does this proof looks good?
its good just maybe add a line about why 2k^2-2m^2-2m-1 is an integer
@vagrant lichen
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I thought it might be a sig fig error
is E modulus of elasticity? like youngs modulus
yes
Gpa is 10^6 no?
isn't giga x10^9?
oh ye sorry mb
hmm i have no idea tbh
@rain sentinel
u cant take GPa as 10^9
cuse pascal = n/m^2
and u have mm^2
oh right so I have to convert to m
ye
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is there any graph plotter for complex functions where I can disregard the imaginary part of the output to convert it from 4d to 3d ?
desmos 3d
and I put x and y as the real and imaginary parts ?
what does f(x+yi).imag represent
x = real number along x axis
y = real number along y axis
x+yi is how you make a complex number. f is just a function i wrote, it's f(z)=sin(z) in this case. for any number you can access its real part or imaginary part by doing .real or .imag respectively
make sure to turn complex mode on too
oh sorry you wrote disregard
then it's like this
you can also do this for absolute value plot
and this for argument plot
your options are endless 
it doesn't work for me. Is it cuz I'm on my phone?
make sure you have this
oh yes ur right it works now thanks so much !
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can someone explain me how the long bar in de morgan differs to the normal bar
what do you mean? like $\overline{A\cap B}$?
Rafilouyear2026
can you provide an example of this?
The bar means "complement of"
yes exactly
so it's the complement of (A intersection B)
over A for example
if by "bar" you mean the act of negation
Then, yeah, they are the same.
so everything outside of A and B
But you can negate blocks of logic
Everything outside of (the intersection of A and B)
Yes
vs
$\overline A \cap \overline B$
this for example
Rafilouyear2026
I can only advice you pull off the venn diagram
This means "(everything outside of A) intersected with (everything outside of B)"
the long bar
thats the same wtf
each "bar" or complement applies to the set it's under
no
elements in here are outside of A and outside of B at the same time
youll see that $\overline A \cap \overline B \neq \overline{A \cap B}$
elements in here are outside of their intersection
So they're not in (both at the same time)
This is the shit that fucks me up
ty
"I haven't eaten apples nor bananas today"
Versus "I didn't eat both Apples and bananas today"
Which can be rephrased as "Out of apples and bananas, there's at least one of them I didn't eat today"
so
top left is A
Too right is B
bottem left is not A
yeah
i get it
uhh
A and B
My pc crashed 😭
The things ones we talked about
Gimme a minute pls
yes bro
oh shit
if you think of AND and OR as two operations like add and mult.
NOT (minus), distributes over the elements and it also flips the operation
what about this
$\overline{W\cap \overline M}$?
Rafilouyear2026
refer to this.
so this flips it
and its or now
So "W Not U M not“
or
yea and you get notW and M
If i have to give you a little advice about it
this type of logic is analog to boolean algebra
oh so i can just memorize if there r 2 bars it gets normal
Not even have to memorize it
its just like - and - turns to plus
everything that doesnt have a bar, it now has
everything that does, now doesnt
If i might give you some advice
This type of logic is completely analog to boolean algebra
and in boolean algebra we use + for OR and * for AND
- is also the negation of an argument
so
-(a+b) = (-a) * (-b)
shit i understand it
you can use the obvious rules of basic arithmetics to see that - (-a) = a
yeah
They teach De Morgan Laws because in reality its a really broad concept
They appear in a LOT of fields of mathematics
oh yeah
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hii guyss, can i ask help please? ive been wondering since earlier if this is correct (image)
And another one is im not sure if which one here is appropriate for circuits in our moving lab: The term “lead” can refer to either the metal wire terminals of electronic components used for connection, or solder, a fusible metal alloy used to create permanent electrical bonds between components and circuit boards.
this was the instruction for the diagrammm: In the space provided below, draw a simple circuit that includes at least one battery, resistor, capacitor, and LED connected by conducting wires. Label each component properly.
doesnt the capacitor behave like an open circuit when charged under dc?
also, im not sure what are you actually asking?
ohh im not sure where to put it 💔
"lead" was one of the materials we had to define but im not sure which definitin should i use for itt
but the rest of the parts are fine already right?
eventually, yeah
would capacitor be facing resistor? like on the bottom line of the rectangle? 🥹
Depends on what you wanna do
My obvious guess is that this should turn the LED on as long as current flows
OHH okk
if so and if i remember correctly, for that to happen you put a resistor and capacitor in parallel to the LED
because if it isnt made that way, the capacitor will eventually cut off current
It will turn on and then fade out
Depending on the capacitor-resistor pair, slower or quicker.
thank youuu! idk much about this topic so it helpssss
being in parallel literally does the opposite, it remains on after current stops because the capacitor starts feeding the circuit itself
and then fades
anyways, hope that helped
i seeee, it would look like thiss?
thank youuuu
🥀 do you know what series and parallel is?
nnooo 😭
gimme a sec
okayy
Two resistors in each portion of a circuit
The top two are said to be in series
the bottom two are said to be in parallel
This is what i meant with resistor-capacitor combo parallel to the LED
Bro this one is rc Circuit
Rc circuit series
It is solved by how much you current pass through it
also, the resistor here is just basically a filler that we do irl to be able to tune better the circuit
If current is in steady state capacitor didn't pass any current through it
Tell me what you need help
thaknk u guysss i am currently trying to udnerstand itttt
i msggeddd
You dm me
hm, i'm not sure you can have the led alone without the resistor, isnt the resistor supposed to be in series with the branching being only the capacitor and the led?
if we're talking ideal components all current would go through the led on this setup iirc
yepp i did
this making my head spin ehheuerur
starting from an empty cap., it will split based on the resistance at t = 0, and then slowly opt out for the LED side more and more
Once you cut current then capacitor will start discharging
and the LED will fade out
you generally will use a really small capacitor, iirc the idea of this whole thing is that the LED never has a sudden peak or drop in current which is bad
dont take my word for it, im realy bad at electronics, but since youre working with relatively small V and I, the internal resistance to the LED is enough to keep it somewhat leveled.
lights in general are just a fancy resistor.
i rlly appreciate this guys fhfhf
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I got 5 but my textbook says its 1
The og expression is (u-v)•(u+2v)
With u = 2 v = 1 and the angle between them = 2π/3
just looks like you read your own handwriting wrong. there should be a v.v term on the right
u and v gotta be the worst letter pair
yeah u have messed up in this step
u urself got confused in bet u and v
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Can someone help me rearrange the top line to find d
sorry I don't get this, it's $\frac{d^4}{2^4}$ and $\frac{d}{2}$ right?
doctorstrangejr
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✅ Original question: #help-36 message
yes
$\frac{\frac{a}{b}}{\frac{c}{d}} = \frac{a}{b} \times \frac{d}{c}$
Varixiuqlhfbgraijbzjnqghppxnqmvw
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yo, Just started my MTH241 calculus class, wanted to get someone to check this out to make sure i dont embarrass myself before posting it to my group's discussion forum. we were told to each pick a problem I picked the second one heres what I've written so far: The second problem is a demand function rather than a cost function, so were determining the consumer behavior rather than production cost.
2a) we have the points (P,Q) as (20,900) and (60,300) so using the slope formula: m=300-900/60-20 which simplifies to -600/40 = -15 Slope
2b) For every $1 increase in price per crate, the quantity demanded is decreased by 15 crates.
2c) Plugging the point (20,900) into Q=mP+b to find the intercept we get 900=-15(20)+b, so b=1200, can now plug that into the demand function Q= -15P+1200
2d) we plug the price "40" into our demand function and get Q=-15(40)+1200=600, so at the price of $40, 600 crates are demanded.
2e) Same process as 2d), plugging this time "100" and we get Q=-300 but that doesnt make sense right? you cant have negative demand, unless people want to return crates of oranges for a refund? lol I think the right way to intrepret this would be to say that the price would be too high for consumers, so the demand would be zero.
@gentle vector Has your question been resolved?
yes your answers make sense to me
good job
@gentle vector Has your question been resolved?
As a helper, please do not give out answers that could be copied as a homework solution. Have the student work through the problem themselves and guide them along the way.
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sorry not a math question, who has a chinese learning server if anyone
Search up
i kinda dont wanna do one that you can find on the global search
Discord can let you discover servers
Well then do it
thats not how that fucking works
What's the problem with that?
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Cmon don't be lazy
blocked
💀
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Does anyone know if this symbol like a percent symbol exists or not
My teacher said it means ‘between’ but I cannot find this symbol on the internet
probably sth your teacher invented
Closed by @flint hemlock
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b/w dis shit is between
you can just assume what it means from reading the whole sentence really
aint no way im writing that in public exam
he literally did not write b/w but % with 2 dots instead if 2 circles
I should take a ss in school next time
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how do i convert a general ellipsiod to a standrad ellipsoid?
i mean i get how to do it for ellipse. consider a circle with center at the center of ellipse and find the ones which only intersect at 2 points but its way harder to think about in 3d
like i can manage after i have of ellipse at orgigin
what is the standard ellipsoid
isn't that a sphere
or is it where one of the axes = 1
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are these equal?
summing from j then i vs i then j
Help please
I get 85 to 95 in maths usually 2 exams ago i didn't even study yet got 85 now i study hard and am getting grades below 60 for 2 exams despite studying more and when I study I see solved examples first see their logic and then solve q my exam went worse than my timed sample paper every peer of mine is getting ahead I'm scared all this happened in 1 year
For finite sums, yes. For infinite I believe there are some edge cases.
is this related to fubini's theorem in some way?
!occupied . Probably also not appropriate for a help channel
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Fubini's is a bit out of my depth but the gist looks similar
Fundamentally integration is just the sum right
Sorry but I'm lost so what should I do which channel should I seek
riemann sum
#study-discussion probably
and if this is true then that means you can swap order of integration..?
they are formally the same
Yeah basically. You can interchange multiple integrals in most cases (as long as bounds dont depend on each other etc), but the infinite upper bds on the sums do make it a little different.
hold on but in integration isnt upper bd on the sum supposed to be infinite?
im trying to consolidate my understanding rn
Yes but this sum converges by definition, our "free" sum in your example might not necessarily converge
but treating the x_i’s as functions if e.g. one of the sums doesn’t converge it doesn’t make sense to write this
a more interesting question is if they are equal so long as one of them converges
wat if other doesnt
well that’s kinda part of the question. can that happen?
i can tell you that they are equal if one of them converges absolutely
so that might help you look for a counterexample
@terse folio Has your question been resolved?
It is Fubini’s theorem on the measure space Z x Z
also, consider the sequence of scaled characteristic functions $\chi_{(0,1)}, 2\chi_{(0,1/2)}, 3\chi_{(0,1/3)}, 4\chi_{(0,1/4)}, …$, which converge pointwise to 0 but whose integrals converge to 1
soup_norm
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How do I solve x²>2x
I know i asked a similar question yesterday but idk how to do it like this
find the roots and try drawing a rough sketch
x²-2x>0 first?
yes
x(x-2)>0?
yes
Roots are 0 and 2
yes
now draw a rough sketch
the most important part is knowing if it makes a smily face or a sad face
Smily!
yes!
yes!
Closed by @lusty mason
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you can test x = 100
100^2 - 2 * 100 > 0 is true
that's how you know the region lies outside the roots
the only other possibility is inside the roots
I do this too but there's another way of thinking about it
<@&268886789983436800>
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what is this question asking me to do? i dont want the answer i just want to know what the question means
-# dw, no one gives answers here!... or atleast- no one is allowed to 👍
what is a congruent triangle?
oh okay hahah
its a triangle that has the exact same angles and sides as another triangle
better to ask what congruency between traingles is ❤️
congruent and equilateral are sometimes used interchangeably
cuz english is awful
-# it doesnt matter anyways, I tried solving the question and failed
-# I concluded that (x-1) is positive and (x-5) is negative but- thats every choice 😭
great luck to keqae!
😭 oh dear
@tulip panther Has your question been resolved?
excuse my shitty ms paint work
my interpretation is that theyre asking you to find the range of x where you can have 2 triangles like this
yes!
lets think about a case where there would be 2 congruent trinagle x-1=-x^2+6x-5
im sorry i dont understand 😭
we dont want this we want something like this were i could say oh x-1 should be greater than the height of the triangle
how are the two triangles you shown congruent?
they are not
oh okay
this is what we want yes?
why is this what the question wants?
yes
no as in
2 non congruent triangles
well the question want 2 non congruent triangles
right
with the side lengths and angle shown in the original triangle
wait, is it asking for 2 non congruent triangles that are composed of exclusively the lengths
x-1
and the other one
and an angle of 30 degrees
hmmmm
im struggling to see how the base of the triangle fullfill this
we could just let is equal like this
big hmmmmmmm
i think this is just wording
like given these sides lengths and this angle find the values of x for which there are 2 non congruent triangles
@tulip panther can we agree with this?
hmm okay
yeah
now we need to draw a relationship between the x^2 term and the x-1
could say that x-1<-x^2+6x-5
...
how does this let us find 2 non congruent triangles?
well we have drawn them
and I can see here that in order for my 2 non-congruent property to hold
that $h<x-1$
Nyxzore
and that $x-1<-x^2+6x-5$
Nyxzore
thats just putting this diagram into a bounding equality
i dont use <= because ...
we would degrade into this
ohhhh
i see it
they both have the same lengths and angle
good good
they are not congruent
we can just slap the h onto the left of the 2nd inequality?
$h<x-1<-x^2+6x-5$
Nyxzore
exactly
and now using my knowledge of trig how can i represent h in terms of x
hint
oh oh oh oh
oh oh oh
mb king
h = sin30(insert quadratic here)
and sin30 is 0.5?
yesh
,w sin30deg
so now we have $\frac{-x^2}{2}+3x-\frac{5}{2}<x-1<-x^2+6x-5$
okay so we can just sub for h and double
?
is it not..
h = quadratic/
?
instead of less than
Nyxzore
yep
yep yep
break it into 2 seperate ineq
Nyxzore
then solve $-x^2+6x-5<2x-2$
Nyxzore
i just multiplied both sides by 2
for the first inequality i have x < 1 or x > 4
yes!
yes
should be quite doable 
Nyxzore
Nyxzore
what an awful question
i recognised it cuz ive played these games before

literally impossible during an exam setting
i really hate to break it to you
this is why i dont miss uni entrance tests
hahahahahahah
its such a nightmare
it ends tmmr
and ill never be as stressed like this on anything ever again
gl my friend
ayy wait a sec was it just a sign error for the 2nd inequality
holy silly
bruh
i think we just solved it wrong
i made a sign error on the second ineq but it doesnt change anything
100%

gng didnt trust my ahh
yes yall were on the front door
ayyy
ive been looking at the question
what was your thought process behind creating the 2 inequalities? @proud igloo
-# AND I TRIED TO SOLVE IT LMAOOO
how do you do that translucent font 😭
-# woah
@tulip panther Has your question been resolved?
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Im watching a video on indeterminate forms, he says if you can turn the fraction into 0/0 or infinity/infinity you can 'just use lhopitals rule', what do I do with either of those using lhopitals rule? The derivative of 0 is 0 in the numerator and then the derivative of 0 is 0 in the denominator so we just get 0/0 again, no?
L'Hôpital's rule ( loh-pee-TAHL), also known as Bernoulli's rule, is a mathematical theorem that allows evaluating limits of indeterminate forms using derivatives. Application (or repeated application) of the rule often converts an indeterminate form to an expression that can be easily evaluated by substitution. The rule is named after the 17th...
you're taking the derivative of the original functions in the numerator and denominator
you take the derivative before plugging in
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Hello can someone help me with question 5 because i have no idea how to solve it and if it possible can you explain me how did you do it Write the formula for f(x).
Think piecewise
you need to show what question 5 is
uhhh Write the formula for f(x).
This precalculus video tutorial provides a basic introduction on graphing piecewise functions. It contains linear functions, quadratic functions, radical functions, and rational functions. This video contains plenty examples and practice problems on how to graph piecewise functions.
Algebra Review:
https://www.youtube.com/watch?v=i6sb...
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@rain sentinel Has your question been resolved?
@rain sentinel Has your question been resolved?
You can ping helpers if you want, idk mechanics so can't help
What is B and D in the formula?
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Order of element (5,3) in Z_30×Z_12?
so here is my attempt
order 5 elements in z30
Phi(6)?
Or phi(5)?
So 4 elements?
30=2×3×5
6,12,18,24
Same for phi(3)=2
So we have 4×2=8?
instead of getting lost in formulas you can also just try and compute it
Yeah i am computing
also, think about what the operation even is
Cross
no
Internal product
no
what operation is in Z_30 and Z_12
?
no
external product is how you combine the groups
but what is the operation of the individual groups
Z_30 is a group, yes?
what is the operation in that group
+?
Can it not be ×?
5+5+...
until what
Ohh
infinitely often?
Z30 is not group under multiplication because
1
and we don't have
So it doesn't form a group am I right
Correct reason?
I'm just asking
and we dont have .... ?
the word you are looking for is multiplicative inverses
which is correct
why does 5 not have a multiplicative inverse
I meant i can check many ways to discard
Multiplication identity is 1
Which is present in z30
is that supposed to be a full answer?
it isnt
Why not?
what does the existence of 1 have to do with the non existence of 5^-1
We have seen multiplication inverse not present so z_30 doesn't form group in ×
you have not shown that multiplicative inverses arent there
1/5 is not integer
thats not what multiplicative inverse means
the multiplicative inverse is another element x in the set such that 5*x=1
1/5 is not persent in z30
Z30 is group of integers
shouldn't we be looking for 5^n = 0?
whys this a channel😰
Nope
yes but wrong notation which will confuse
alr
1=31 in Z_30
so 31 is in Z_30
but 5*31=5 is not 1 mod 30
so the inverse of 5 is not 31
!occupied
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wait so we're using 1 for identity?
I am lost what kind of thing you want me to show
we're a long way
got it
By modular arithmetic
popking asked why Z_30 doesn't make a group with multiplication
dena is trying to explain
I said 1/5 is not integer
oh, mb
flawed argument
in the usual integers that would be true
in Z_30, the number 7 has an inverse but 5 doesn't
but we are not in the usual integers
we are doing modulo 30
things are different
1/7 is not an integer, but 7*13=1 mod 30
so 7^-1=13 in Z_30
thats what the expression 7^-1 means
7^-1 is whatever x satisfies 7*x=1
Ahha now i understood
What we are doing
Inverse 5 is
5x=1 mod 30
yeah so. can you explain why 5x=1 (mod 30) does not have a solution
x=inverse 5 mod 30
can you tell me what 5*x mod 30 is for x=1,2,3,4,5,6,7,8,9,10,11,....
5,10,15,20,25,30,35,40,45,50,55,60...
and mod 30 ?
30 mod 30 is?
does any of the numbers equal 1?
0
35 mod 30 is?
5
so you should have written
5,10,15,20,25,0,5,10,15,...
not what you put
you ignored the "mod 30" bit until you were asked about it a second time
0,5,15,25,0,5,10,15,25..m
.
Nope
so there you have it
5^-1 mod 30 does not exist
as you can see WA agrees with me
it also tells you the inverse of 5 mod 30 does not exist
anyway this is far removed from the original q
so we see that 5 doesnt have a multiplicative inverse
which now means that Z_30 is not a group with respect to multiplication
this answered why Z_30 is definitely meant as a group with + and not with *
I want to note that we can see this much faster by looking at 0
Yeah for + it is
0 also has no multiplicative inverse
Yeah it doesn't have
so can you now tell us
order of 5 in (Z_30,+)
and order of 3 in (Z_12,+)?
4
so in the direct product of groups, (5,3) has order...?
(6,4) elements
No idea
can you show us the definition of this in your notes?
are you ok going back into theory
you will not get any formula from us
you have to think it through
I'm not finding formula
I don't know the meaning of order of it
As u can see how i stucked
what is the zero element in Z_30 x Z_12
(5,3)+(5,3)...
first, tell me:
if some element g of a group G has order 3, then g^6 equals?
.
also yes give definition from notes
gcd of 6 and that group
I guess you are asking me in very other way ma'am
i know how we find elements and order of that element
define the order of an element
absolute nonsense
Order of group /gcd(a,a^r)
?
sorry but clearly no
diagnosis: you kinda don't know the necessary shit here
I am not okay with writing proper definition in English
do you have notes
I don't have any notes
honestly this means you don't know it
if you are not able to write the definitions of things then you don't know what those things are
Can you rewrite your question in any example form
no debate
Okay no problem it is your opinion
you dont have anything written down from your course?
if an element x has order n, then ||x^n = e.||
no material at all?
that is material
have you considered writing notes at all? it helps to
It depends on the operation
no?
so you were given this question without any lecture?
by x^n we simply mean x * x * x * ... n times for the group operation *
About the exam and notes
study.
Do you think I don't know it?
I am simply saying it depends on the operation
the notation is operation-agnostic
yeah, it's pretty general
do you really want to tell us that you have had a course during which you have not written down anything at all and you have an upcoming exam?
Bruh? This is completely ridiculous. We have an exam which have no syllabus
They only wrote syllabus until graduation
so you are going to be tested on stuff that you have not been taught?



