#help-39
1 messages · Page 22 of 1
Are we assuming this triangle, or all triangles in this assignment, are right triangles?
ok, let's draw another picture. Arbitrary triangle.
label opposite sides/angles with the same letter. Angles uppercase, sides lowercase.
probably
wdym by put it together
use LoS
whats LoS
it can do sine law for me?
that is, you need a side and its opposite angle provided
no, you can do that
ok
the scientific has the trig functions
let 30 degrees be angle a
and 12.0 be side a
then
oh
a / sin a would =
c / sine c
wouldn't it
it does but you don't have angle C yet
that's easy to fix though
I solved for b since we have angle B
using law of sines
let's do your way though
find angle C first
so you can solve for c
how would we go about that
use uppercase for angles
$\frac{a}{\sin{A}} = \frac{c}{\sin{C}}$
Disorganized
np
so
12/sin(30)
gives 24
would i just go ahead and do
c/sin(70) = 24
and jsut solve
for c
yes
👍
np
i really appreciate it
you're welcome
have an amazing day or night im gunna continue this assignment
sounds good, have fun with it
Trig is one of the more interesting subjects
hell ya
i wish i could agree
but
atleast in the math units ive done so far
quadratics has been the most fun
(since it was my highest mark)
what class are you taking
college algebra?
is this college math?
when I was in school (not too long ago) trig didn't show up in hs math until precalculus
but I could see it popping up in common core II or common core III, or maybe Intermediate Algebra
the course is called Math 20-1 though
its just called math 20
it's not, I promise
i swear its just math 20
oh shit you're in Canada
whats a integrated track
it's part of the Common Core curriculum
it was designed to teach math subjects in a more sensible and useful order
I mean I guess
I see
my provinces curriculum is significantly harder than others in Canada but that means Canadian universities will bump my average up by 5-6% if i apply outside my province its quite useful icl
that's cool
high school math gives you tools to prepare for either (or it was this way in early 2000's) Calculus or Statistics
Statistics is understood to be very important in the US but still doesn't get taught enough in hs
but very few students will learn either
they just won't take the classes or won't have the opportunity in high school and never try it
my school board added Math 31 as an option class and it counts as university credit so maybe your right about highschool no longer giving you the tools
to be prepared for uni
since they only added it recently
2013 or 14 i think
i do not think i have ever been taught statistics
you will learn about statistical measures, at least
mean, median, mode, quartiles, etc.
probably something about misleading graphs
and bad samples
oh
but barely anything else about it
I didn't see stats again until undergrad
but we haven't done anything with it even since year 9
im going into computer science
I have no idea
ok
all i know is that i enjoy coding and that theres a lot of money in it
lol
and it will be much easier to accomplish now with chat gtp and shit
you should take a statistics class in college, and it should be an advanced class
or at least better than an intro stats class
I think i will
also
you need to take Linear Algebra, preferably with a programming component, but you will probably not have this opportunity right away
that context isn't usually (ever?) the way people are introduced to linear algebra
ok cool
you've already gone through uni right?
what did you go for?
that the program you take
teaches you how to use popular APIs in your programming language
don't go to a college that won't teach you how to do anything useful
I have a BA in Math and an AS in Computer Programming
whats a AS?
Associate of Science
and ba is bachelor of arts rrigh
yes
ok
ive never really understood the difference between
a BA in comp sci or a BS in comp sci
to get in
I never once thought about GPA
I never tried to get into an Ivy League school
didn't even think about it
im not try to go to an i vy league
waste of money
i wanna stay in my home city
bujr
huge scam
how high
no no no
sounds like good news
90% competitive admission average
so the cumulative average of all my classes
must be
90%
to be competitive
so i'd need a 90 in every one of my classes
to be competitive
from an academic stand point
fill that out rq
you in Calgary or Alberta or what
yeah
it doesn't use gpa
it uses your cumulative average
the average of all your averages
of the cohort of incoming applications?
say u applied with 5 classes
1 80%
1 90%
1 95%
1 60
1 79
it would be the average of those numbers
in this case
your competitive average would be
81%
(80.8)
when you say "applied with 5 classes" wdym
you pick 5 classes to apply with
only senior courses?
those r just imaginary
could be 12th or 11th grade
if your doing early admission u can use 11th grade marks
but if ur in 12th you use senior classes
can you use any five classes?
ok I see now
yeah
so if i wanted i could get 100% in phys ed
and use it to inflate my average
because it is an approved course
cool
you just need 5 A-'s
not use what an A- is equal to
low 90%
I was a B student and even I coulda self-selected into "low 90%"
if not i can just apply for a different course in the same school and just switch my major the next year
...probably
ye
my GPA, last I checked, was 3.6
thats like a B+?
just try to stay motivated in the key courses
that's the most important ingredient for success
of course
you're going to do well
thanks again for your help
thank you
no problem
have a good night
gn
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@vast dune Has your question been resolved?
can you clarify your question? why not just evaluate (f(x+h) - f(x))/h and plug in x=2?
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How do I do this?
This is understood.
How do I find Sum up to 2021 terms
using this
How did you get that?
did you get how that a_n is the same as in first step
a3 = 2/3 -2/4
so do you get it or should I explain
hazysleet
all the terms will cancel
don't interrupt this time, I'm writing it out
a1 = 2/1 -2/2
a2 = 2/2 -2/3
a3 = 2/3 -2/4
a4 = 2/4 - 2/5
....
a2020 = 2/2020 - 2/2021
a2021 = 2/2021 - 2/2022
do you see what terms will get cancelled and which won't
Yeah
S_n = 2(1-1/(n+1))
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Hello again, akise
How did you get that?
so a and b must not have any similar primes
Can I not do it without using combinations?
because then their g.c.d would be the prime
you can, just write the combinations, that's what combinatorics does for you
I still don't get how this comes ^
do you get this ?
Yes
and this
That's the insight to take from gcd(a,b)=1
so now your problem is just arranging four number 2,3,5,7 in 2 boxes a and b
bro wait 1<a<b my answer is wrong then ignore it
but I can tell the method
if 2 was separate and 3,5,7 together or 3 was isolated or 5 was we would know they would be smaller
you're starting to overthink
wait no i'm dumb
it doesn't matter'
it will either be in a or b anyway
@coarse sage 1st case is all of them are together
2nd case one of the primes is separated
I see 6 combinations possible
ok which
#Case 1 : Each of one number to the number power the same number as a and rest as b. That adds up to 4.
#Case 2 : Taking two numbers as a and rest as b. There are 2 cases like that.
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how to solve this question?
what is the probability that a number will appear on a single dice
and the probability that the same number will appear on a 2nd dice
@midnight haven or you can do like n(E)/n(S)
where n(E) is no. Of fav. Outcomes and n(S) is no. Of total outcomes (Sample space)
1/6?
the answer is not 1/36
A die has six sides right?
So it has 1/6 chance to get whatever the number is
Like 2
So it asks for two more dices to get the exact same number
@midnight haven Have you learned multiplication rule of probability?
yo
what should be the answer according to you?
1/36
yes, that is wrong
wrong answer on google
the answer should either be 3/28 or 1/36
different answers in different sites
Read the question carefully
The second sentence
It says
Each
Not the total
So the answer is 1/6
Chance for each die
Ye
Because if 1/36 would be the right answer then it would’ve asked the total of the three dices
Then what was the right answer even
What is prob all dices are 1? What is prob all dices are 2? … What is prob all dices are 6?
it should be
@midnight haven Has your question been resolved?
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what is C? what does that bracket mean, c is never mention before f is a function
usually C(something, something) means the vector space of all continous functions from the first set to the second
here they specify with respect to what norm they want continuity (although that doesn't matter cause all norms on R^d are equivalent anyway)
ah okay thanks
I knew C^1 and C^2 but C was not familiar with and even with the ones I knew I never had brackets following
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How do i write this as a FORMAL NEGATION? Discrete Math
"There exists a class that all teenagers hate."
this is what i have but I dont think i can write my own variables like this
@vast sluice
What have your tried?
I haven't tried anything yet, I spent 15 minutes and couldnt think of or find anything so I moved on... I emailed my professor and he said that we can't write our own variables and sent me an example:
this is a previous test question that was correct
that didnt help me that much though because the question on the practice exam (my orginial question) is asking for formal negation while this example shows something different
so basically i ended up back where i started at rewrite this as a formal negation:
"There exists a class that all teenagers hate."
@unreal barn Has your question been resolved?
@vast sluice
To anyone who can help: please @ me so I get the notification and respond faster
@unreal barn Has your question been resolved?
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,rotate
Easy you have to change signs to get 116
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difference means the bigger factor - smaller factor = 13
but also, not what you asked for but I'd look again at question 13
what is 10.2 rounded to the nearest whole number?
not necessarily
hm?
a and b are factors of 48, doesn't mean that they multiply to 48
for example if 2 and 3 are factors of 60, doesn't mean 2x3= 60
look for pairs that differ by 13
find one pair that differ by 13
they are in the form n and n+13, where n is a natural numer
just check with every number
1 is a factor; 1 + 13 = 14 isnt a factor
2 is a factor; 2 + 13 = 15 isnt a factor
yes
n and a number which is 13 more than n
so that their difference is 13
thats whats given here
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can anyone help me with this please
,rccw
pi is pi radian here
@midnight haven Has your question been resolved?
<@&286206848099549185>
what have you tried?
i have like no idea how to do this
i did all other questions
but idk how to do this
all ive done is changed cot into cos sin
A = pi - (B+C) so use identities to find cos(A) then expand and simplify
hmm?
do u know sum and difference identitiy
180-theta?
yeah it’s same thing basically
ok
please continue
s we know A = pi - (B+C)
so this gives us cos(pi-(B+C)) = cosB cosC
what coes cos(pi-(B+C)) equal?
think of B+C as one quantity, say x
so this is same as cos(pi-x)
-cosx?
yee
then do u know sum and difference identities
so -(cosb* cosc-sinb * sinc)?
i think so
no in -(cosBcosC - sinBsinC)
yes
so plug it back into the original
original?
cosA = cosBcosC
what i got is cosa=sinbsinc/2
plug in sinBsinC-cosBcosC into cosA
yes
so we have sinBsinC-cosBcosC = cosBcosC
we can simplify this and move everything to one side
wdym
so there are two cosBcosC terms right
so what happens when you add cosBcosC to both sides
cosa+cosbcosc=sinb-sinc?
not quite
basically let’s say sinBsinC = a and cosBcosC = b
we are left with a-b=b
yea
yep
yeah so then it’s a=2b then we can divide both sides by a
after this what happens when we substitute sinBsinC = a and cosBcosC = b back into the equation?
sinbsinc/2=cosbcosc?
yup!
thank you very much
no problem!
is this a problem from school? seems more difficult than anything i’ve ever been given for class
i was trying to solve this since yesterday lol
yea
asia
oh okay yeah im from the US
if you dont mind me asking what grade are you in
sophomore
cool! ur class seems pretty difficult. most people at my school would also struggle with such a problem
yea its like different from the us here
yeah the us doesn’t have the greatest math classes lol
same
so 1 year gap from me
but yea this question had me goin for a while thanks for helping
no problem!
yeah basically for problems like this you want to try to get rid of A
since it’s not in the final statement
then see what you can do with different identities
yea i tried to do that but i did B+C=180-A
i see
usually it is best to isolate the quantity you don’t wnat
but that makes sense because 180-A looks nicer, but 180-(B+C) is very similar
i have to study for midterms now but good luck with you math studies!
thank you!
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I'm a bit confused. Why is 3 subtracted from both sides? Why can't -8x be added to both sides
So that +3 cancels out
you can do that too
adding -8x would make it -16x
or, well not -8x added
but i get the idea
but 8x added
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Does wave particle displaces?
Need help with this concept?
I know but I didn't get any answers from the Physics server
and wdym by displaces ?
Average 14 year old
Displacement
at 14 I was failing at roller skating, this ones doing quantum mechanics 💀
What about displacement, and what does it have to do with wave particle duality
Bro I was not doing quantum mechanics it was written in my notebook that particle of medium don't move but then I got the definition of amplitude
Show the page you're asking about
I was just talking about sound wave
,ti
The current time for 𝓐𝓡𝓝𝓐𝓑 𝓟𝓐𝓛 is 05:18 AM (IST) on Mon, 09/01/2023.
?
i mean, we have zero context
I don't know what your time zone has to do with my question
The particles in a sound wave don't move, no. They just jiggle around
I mean, they move. They're jiggling
wait how does it
,ti
You haven't set your timezone! Set it using the interactive timezone picker with ,ti --set.
Means the net Displacement of a medium particle is 0?
Oof
Man
.
There might be a small displacement
But in general the particles will stay in the same general location
Okk I already asked there but I didn't get any responses that's why I asked here 🥲
But still thanks
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I keep getting 24sqrt(2) but it says it's incorrect
@abstract junco Has your question been resolved?
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I cannot figure out for the life of me how to attempt this
I know im going to need parallel axis theorem
You should just try conserving mechanical energy between the mean and extreme positions and balancing the forces when it's at the equilibrium position
Oh wait I think I misread the question
It's the larger disc that's rotating?
uh
yeah i think both are moving
im not completly sure
but i read do torque
and parallel axis theorem
Yeah if it's the larger disc that is rotating you need to balance torque
Parallel axis theorem because the moment of inertia of the smaller disc needs to be considered as well
net torque is mgsin(theta)?
for total moment of intertial i got $I = \frac{1}{2} M R^{2} + mR^{2}+ \frac{1}{2}mr^{2}$
allarkvarkk
That's dimensionally incorrect
Yup
:(
isnt there only one force?
gravity?
and torque is r crossed with F which can be rFsin(theta)?
Yeah you didn't multiply distance
Are you familiar with the energy derivative method btw
um let me search it up i might be
Well the torque will keep changing anyways so doesn't matter
NEONPerseus
$\Sigma \tau : -mgR \sin(\theta) = ( \frac{1}{2} M R^{2} + mR^{2}+ \frac{1}{2}mr^{2}) \alpha$
allarkvarkk
Yup looks good
so im going to hhave to integrate this after chaning alpha to a/r ?
Yeah
lemme try that real quick
@reef tapir
yeah?
Because then it can be integrated with theta
ohh
And later on you can write it as v/r
wait but there is no way i can get the cosine
okay ill try that
wait if i leave as angular then acceleration if $\frac{d^{2} \theta}{dt}$
allarkvarkk
I dont have a single t in here
Well you'll perform a substitution
You can write it as $\omega\frac{d\omega}{d\theta}$
NEONPerseus
Where Omega is angular velocity
oh
I hope you got why I wrote that btw
$\frac{d^2 \theta}{dt^2} = \frac{d\omega}{dt} = \frac{d\theta}{dt} \times \frac{d\omega}{d\theta}$
NEONPerseus
R(1 - cos theta)
wait let me try one thing
Yup you can try conserving the mechanical energy of the smaller disc
this is painful to simplify
Lmao keep th moment of inertia as I
$\int_0^{\omega} \omega d\omega = \int_0^{\theta} -\frac{mgR}{I}\sin \theta d\theta$
NEONPerseus
@reef tapir this should be it actually
After you integrate this write omega as v/r
You'll get that when you integrate sin I think
And when you put in 0 cos 0 becomes 1
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Hello I am looking for help in finding a way to find the volume of a wine bottle (solid of revolution)
I found functions that fits the curve of each of the parts of a wine bottle I used desmos to automatically find the curve and found the equations for it. After that I made them into piecewise functions and put them each into the Disc integration formula (wolfram alpha for calculating). The volume I got after using the disc integration formula was too big. Does anyone know why this is the case? Is there any other way to find the solid of revolution of this wine bottle? I am doing this for my math exploration project.
@latent mortar Has your question been resolved?
wdym too big? like compared to a real bottle?
how do you know it's "too big" ?
yes
soeme of it is multiplied by 10^8
whats the scale?
1072.23 + (4.22402 * 10^8) + 54.5657 + (8.56419 * 10^8) = 1,278,822,126.7957
I aligned the wine bottle image (in the x-axis) to around 29cm
Do you guys know why it is very big
I am sort of confused
@latent mortar Has your question been resolved?
Probably your unit conversion
How many cm^3 in a liter
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Question about tangents and Pythagorean theorem:
Basically this is not that hard question, but when I use tan(15) = a/b I get the value of tan, then multiply by "b" and get the "a" value. But when I try the same with pythagoream theorem I get totally different answer? I'm doing this from 3 hours already so my brain is like melted.
What r the values
could be a rounding error? also show your results by far
that's not conclusive
then just a²+b²=c²
Yea but this dude says he's getting a different result
use the cos law for calculating a
While using trig
thats why i said "maybe" not 90°
It is
Yes
It's 90°
Bless me mr ooogwayy
Bless you
My exxams approach
Tysm
tan(15) = 0.267949192
tan(15)*2.54 (that is b) = 0,68590948
also im using c² - b² = a²
and what does the pythagorean theorem tell you
Ok
,w tan(15 degrees)*2.54
,w tan(15 degrees)
Yeah thats the answer
−3.7316
got the value of tan(15°) right but a little bit off when you multiplyed that by b
,w 2,54^2+a^2=2,72^2
Wtf
,w 3sqrt(263)/50
hmm
Thats what im getting too, on Microsoft Math calculator
The angle is straight defined its 90 degrees
not that it's not a right angle
the given angle and the given sides contradict
,w cos(15 degrees)
Lets just replace some values
,w 2.54/2.72
see
lets accept "b" and "c" are multiplied by 1 Million
most likely a rounding error or whatever
Then "b" is 2540000 and "c" is 2720000
uh alright
Why 1 mil and not 100
I get the answer 973036,.......
When I try with sin, I get 703987.802678856 which is like not even close
yeah
cos's formula doesnt tells me how to find "a" so no need to try it
but the angles are 15 degrees and 90 degrees
that doesn't mean the mathematics of geometry and trigonometry contradicts
that rather means the given values are false and doesn't construct the said triangle
the question is set up wrong
So if we say that its not straight 90 degrees triangle? How do we find "a"
cos and tan give me different values too
I mean sin
not cos
Tan gives me: 680590.948775051658
Sin gives me 703987.802678856
either im dumb, either something here is wrong
law of sines I think
Something is wrong
what do you use sin for
sin = a/c, so if i find sin(15) and multiply it by "c" which is 2720000 then I get "a"
rather 10^6 a but yes
Yes, juts I cant write this, i dont have this symbol on keyboard
Okay lets start again
it's shift + 3
I get #
nothing
wait
its ^ shitf+6
anyways
Thats what we know for now
sin, tan and Pythagorean theorem gives me different results when we accept its 90 degrees
im just dumb or?
yea
So conclusion: im just idiot
No
mayhaps
Closed by @bitter night
Use .reopen if this was a mistake.
✅
Lmao
you can't
Delete the *10^6
Im not 100% sure that the triangle is not 90 degrees... just I proved that im not smart
by the cosine law
Bro you just proved that you're smart
the triangle does not need to be a right triangle
don't need that
?
We dont.
Ok...
to find the opposite side to the angle we jus need to know the angle and the two lines that construct it, don't we?
The triangle MAY be 90 degrees, just I'm not sure
cosine rule thingo
Its not 90
He said we cant use it
You just proved it
Im always wrong .-.
$a²=b²+c²-2bc\cdot\cos(x)$
just use this
fr
this works for any triangle in any situation with no hesitation
Yeah you subtract
a^2+b^2–2abcosC
We know the angle between b and c so we can make a relationship between all three sides with only one unknown
almost
yeah we subtract sorry
Yeah i understand now
haygiya
So I just use cosine rule
Yes
and im done
true!
yup
Finally 🥹
Green diamond?
@bitter night Has your question been resolved?
I need help lol
So I just need to write answer
tan(15)*b ≈ 680590,948
law of cosine gives me ≈ 709382,338
Pythagores theorem gives me ≈973036.484
@golden bolt
oh sorry
my wrong for pinging you
<@&286206848099549185>
Explain me where im wrong, why im wrong and everything
Im not sure that this is right-angled triangle.
So law of cosine is right method
yes the figure may mislead you think that ? looks like 90,
e.g. $a^2 = b^2 + c^2 - 2bc*cos75$ so you get a, and use it again to get ?
请务必再休息一天
cos (15 should be I think)
Oh sorry, yes


