#help-39
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🔥
how does this happen
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how do I solve this?
You dont need to do all the algebra
me neither
So you know FTC?
no
,w (d/dx (1+cos^2 x)/(cos^7 x)) - (sin2x + 2tan x)/(cos^6 x + 6 cos^2 x + 4)
Fundemental theorem of calc
yea
So you just need to differentiate the answers to see if you get a desired form
But not in totality
💀
Ykwim
cannot I solve the integration somehow?
You could but it looks like a pain
Easier to eliminate possible answers
You know its not (4) because derivative of ln(u) gives du/u will give you wrong coefficients
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$1^2 + 5^2 + 9^2 +..... + (77)^2 = ?$
Prathmesh
how to calculate this?
rhe numbers being squared, are they in AP with step size 4?
$\sum_{k=1}^{19} (4k-3)^2$
Ann
Ann
yea
should be doable then
unless you're about to tell me this method is explicitly forbidden
nahh nahh it's completely fine 😭
do you see how to continue
I just wasn't able to figure this out
yea I can solve ahead
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Common difference
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Which one?
The bottom two
What did you try?
(0,14) and 0
I mean how did you get that?
I found the derivative, got critical points, and plugged in test points
Substitute
(0,14) and (0,14] are both incorrect
No im on my last attempt
ah crap
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why in a partial order relation instead of asking for symmetric property we ask for the antisymmetry property (is almost the same compared to an equivalence relation with that distinction)
we ask for transitivity
and antisymmetry
in an order you dont want to have two elements a,b such that a is less than b and b is less than a
that makes no sense
if you can compare a and b, you only want one of a<b, a=b or a>b
antisymmetry excludes that we can have a<b and a>b
what about total order how does it differ from partial order
A total order is a partial order where you must have EXACTLY one of a < b, a = b or a > b
Vs partial order when you need to have at most one of these
Meaning in a partial order, it's possible some elements don't interact at all
Imagine the order defined by "a is a direct ancestor of b"
Well, two siblings are not put in relation by this order
So it's not total
Yeah
Btw, depending on people, partial order can either just mean "order" or "order that isn't total"
So depending on who you ask, total orders are in particular partial orders
well in my intro to math class they only mention order, so i am assuming is partial and not total, would need to check the definition from the reader pdf
i was just trying to find out what totality was because it was mentioned by a helper to me the other day
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$f(x) = x^3 e^x$, find the 2025th derivative of f(x) evaluated at 0
Bakoles
Any ideas? Supposedly an easy problem for my math teacher
have you learnt leibniz rule?
Is it in calc 1?
yes
Nah i didn't
(at least in my calc 1)
What's the rule like
I would personally use Maclaurin series, if you've learned those yet
Will study them sometime next week
But this problem was given to us at the start of the semester
What were you supposed to use to solve it 
According to her, it's a highschool math olympiad problem
eh tell her to teach olympiad technique
Have you tried calculating the 1st, 2nd and 3rd derivative?
Yes but it got messy
Can you show a picture
Simply derivate 2025 times and you should get an answer easily after plugging x = 0.
||joke||
maybe it repeats somewhere
derive it 20 times and see if it has symmetry 🤩
(semi-joke)
Mmm lemme try that
consider this + the fact that e^x is its own derivative + the fact that x^3 has easy to calculate derivatives
Nah she tripping
Olympiad problems don’t have calculus
They do actually
isnt this leibniz rule?
sure
op said they didnt learn leibniz rule yet
Generally any high school Olympiad tbh
does op know product rule
I mean like IMO
all roads lead to rome
Not just IMO
Ye
I've tried calculating the derivatives and there's a pattern
Are you sure it ended up messy?
Can you send a photo of your work @fathom scaffold ?
I gtg tho sorry
IMO allows the use of calculus and complex analysis but none of the problems require it
I mean it's just a third degree polynomial no?
But it's a lot of addition
This isn't true..
I googled it :/
Yeah
Oh, so google is never wrong now huh?
No
It’s just that I was pretty sure this was true beforehand
I think this is just in the us then
It's a third degree polynomial, but we want to calculate it at x=0 so only care about the terms without x
Everything should simplify
honestly its kind of gruelling without leibnitz directly or indirectly
you get a combinatorial answer
What you should do now, is calculate a couple of derivatives, then figure out the term with no factor of x
Like, what is the coefficient of that term
crazy
I dont see another way they could do this
Are you calling me crazy or my solution crazy..?
imean the options we left with crazy
Wait
I see something
The last term is of the form n!/(n-3)! i think
Where n is the degree of the derivative
Is that true?
I mean first i found that it looks like n(n-1)(n-2)
Lemme check
Since for the 5th derivative, the term is 60, and 60 is just 5!/2!
Nice
So the answer should be 2025x2024x2023?
yes
Okay thank you so much
good job 
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Let M be a square matrix of sidelength nm.
If M, when realised as an n by n block matrix of m by m matrices, is diagonal with entries A1, A2 ...
is it true that det(M) = det(A1)det(A2) ... det(An)?
Not quite finished typing out this question
Now I have
I would assume the proof would be inductive, with M = A1 the base case
Any ideas as to how to formulate this?
Fair enough. The case for n=2 is stated as fact on Wikipedia
If you want a rigorous proof you need two things
Oh interesting. This same proof would be generalisable for the inductive step (I mentioned above) I believe
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Why is (X+2)(x-3) not next to the two?
Why would it be?
Because we are making the denominator that and we must
Multiply the top by the same thing
The denominator is already that
💀
Understandable
That's not the same question though
I mean it’s the answer key for lesson 3.5 hw
for question 5
It must of been a thpo
Typo
But this is question 3
Go sleep then
Sleep
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i need help working through this
so i know that ill have some sort of generating functon, ill raise it to the power of 5 (for 5 children), and then find the coeffecient of the term raised to the 12th (for 12 toys). im not sure how to get the function in the first place tho given the limit of 3 toys
but before that, just to confirm, if there wasnt such constraint, the normal function would just be 1+x+x^2+... = 1/(1-x) (getmetric series) right? and then id do (1/(1-x))^5
then after expanding, find coeff at x^12
but since that isnt the case, how do i approach this
cap it at x^3
so change it to 3 children?
or wait
3 toys
but that answers giving 3 toys to 5 children, here theres 12 toys meaning more than 1 kid can get 3 toys
so like 4 kids can get 3 toys
but the way u said it, at most 1 kid can get 3 toys
right?
hmm
i dont see how
1 kid can get atmost 3
each one will have an x^3 term right
5 *3 = 15
yes, thats not what the problem is asking. as per the rules in the problem, 4 kids can get at most 3, ur solution states that only 1 kid can get at most 3
pls explain if im mistaken in my understanding
4 kids get at most 3 since theres 12 toys, so we if we max out 4 kids, that 4 kids with 3 toys and last kid gets no toys
so till, 2 toys each we can use function and thenneed to make cases
question says atmost 3 so a kid can get no toys
well yeah, but capping at x^3 excludes too many cases
such as the case that more than 1 kid gets 3
im sure there is a solution where it can be solved with a single function
it starts with this
yes, if i am not mistaken, then that is 1 child without respect to the constriant
coeffecint of that term yes
the coefficients represent the number of "ways" to give one child n toys, which is ofc 1
then when i multiply
for one child yeah
(1+x+x^2+x^3+x^4+...)(1+x+x^2+x^3+x^4+...)(1+x+x^2+x^3+x^4+...)(1+x+x^2+x^3+x^4+...)(1+x+x^2+x^3+x^4+...)
i look at the x^12 term
but when you expand, its different
it gets +1 in it's coefficient for each way to choose 5 powers here adding up to 12
that is, each way to choose how many ways to assign the toys
ok, so if we don't want to consider giving a child more than 3 toys, what can we do
if we dont consider the constrinat, then the solution is simply just finding the coeff of x^12 in the expanded form of (1/(1-x))^5
yes
but look at this form
ok?
if we dont want to have the option to give children more than 3 toys, how can we change the form
just stop at x^3 instead of x^12
well it wasn't really stopped at x^12 before
oh yea nvm, find coeff of x^3
we could if we wanted to but then it would be different to 1/(1-x)
the coefficient we're finding should be the total number of toys
so still coeff at x^12
yeah
how does it miss the individual sums are for respective children, we then just raise it to number of children
so we have to remove the higher powers from the children
wdym
greater than ^3 he means
so we dont even end up using 1/(1-x) then
right?
bc instead of using the series, we stop at x^3?
yeah
it is when the terms tend to infinity
ohhh so thats what u were saying heisenberg
wait so what exactly is the difference between stopping the series somewhere, vs tending towards infinity
like what does that represent
it tends to an infinite gp
but like in terms of toys and children, what does that look like?
you can say infinite toys
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this is from a math textbook. it’s in ukrainian, so i’ll translate:
“The teacher has asked to calculate the limit lim_(n → ∞) 1.
The student Basil the Confused has solved the task in this way:
…
Do you agree with Basil’s solution?”
obviously this solution is false, lim_(n → ∞) 1 = 1 ≠ 0. however i am doubtful where exactly did he go wrong. is it because lim_(n → ∞) n ⋅ 1/n = ∞ ⋅ 0 and ∞ ⋅ 0 is undefined?
lim (a + b) = lim(a) + lim(b) is true when both sequences converge to a finite limit and it's a sum of just 2 terms
I think it is more properly called indeterminate.
yeah, i forgot the right word
wolfram alpha however shows “(undefined)”,
,w infinity times zero
makes sense
you can't just substitute in every scenario
yeah that’s the point of the exercise, to try to catch basil’s error
no im saying your idea of the limit being infinity times 0
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Hello
Hello
I need help with this pls
Oh eait
Oh wait.
I think
We met before
ur the goated helper 🐐
We have
Teach gave us this
To prepare for second test
And my brain nearly exploded cause it's totally different from what we did in class
The only one that's ez is the first question it says
We need to prove that a
Is 4√2 -4
We simplify a
I see
👍
One question tho
Do we break the √72 into √12 x √6
Or
Do I break it into smth else
It depends
Usually we want to break it into the largest number of which we can take the square root
And then whatever is left
Yes
Exactly
Of course you can continue with this as well
12 = 4 * 3, 6 = 3 * 2
I did that
I got it
Okay, now we have $6 \cdot \sqrt{2} - \sqrt{2} \cdot \left(\sqrt{8} + 2 \right)$
USS-Enterprise
Now what
Sure
And
Another way is factor out sqrt(2)
Whatever you see / like
$6 \cdot \sqrt{2} - 4 - 2 \cdot \sqrt{2}$
USS-Enterprise
Right
Yes
Yes
Correct
So I want another one and for u
Second question says
Compare between the numbers 4√2 and 4
Wait let me translate smth

I think
$4 \cdot \sqrt{2} \neq 4$
We compare who is bigger and smaller?
USS-Enterprise
Since we studied that
How would we approach that?
First thing we see
If one is minus
And there is no number of those 2 minus they are both postive
We just calculate √2 and do 4-√2?
And it's obviously
Smaller than 4
So a is a negative number
Right?
I think that is what they want from us
Uh give me a second
Since there is a question
You said we are comparing 4*sqrt(2) to 4?
Why would we do 4 - sqrt(2)?
Wdym
.
If 4 - 4sqrt(2) is positive it must mean that 4 is larger than 4sqrt(2)
Because both are positive numbers
That's your reasoning right
Well yes, same thing but other way around. If that is positive then 4*sqrt(2) is larger
Yes
$a - b > 0 \implies a > b; a, b > 0$
USS-Enterprise
This by the way works for any number, not just positive ones. -2 - (-6) = -2 + 6 = 4, which is >0, means -2 is larger than -6
Yes
Ok
Another way is also just look at 4sqrt(2) and 4
one is 4 multiplied by something, the other is just 4
The only way the 4 multiplied by something is larger than 4 is if that something is larger than 1 right
And sqrt(2) > 1
Exactly
😄
Now
Question 3
We got x and y are number:
x=1/√2 and y=1/2-√2
Prove that
x-y=a/4
$x = \frac{1}{\sqrt{2}}$
USS-Enterprise
Yes
$y = \frac{1}{2 - \sqrt{2}}$
USS-Enterprise
Yes
We prove that x-y=a/4
So we should first get the underline of both x and y equal
Or
We could flip them and multiply them by (-1)
Right?
Underline?
Yes
How would we flip them
I think we scrap the flip thingy

Doesn't matter 😅
We common denominator
$x = \frac{1}{\sqrt{2}}$
USS-Enterprise
$y = \frac{1}{2 - \sqrt{2}}$
USS-Enterprise
Yes
$a = 4 \cdot \sqrt{2} - 4$
USS-Enterprise
Yes a/4
Yes.. after we simplified
USS-Enterprise
Yup
So
We can calculate each side separately
Start with a/4
$\frac{4\cdot \sqrt{2} - 4}{4}$
USS-Enterprise
Is what
USS-Enterprise
How much is this
4
3
Exactly
We can only cancel (delete)
When multiplication is the main operation
$\frac{4\cdot \sqrt{2} - 4}{4}$
USS-Enterprise
Yes
Can we change something so that multiplication becomes our main operation
On the top (numerator)
Uhm
USS-Enterprise
USS-Enterprise
Now we can't subtract
Yes
USS-Enterprise
Notice if you multiply it out you get the same thing as above
Yes
We can take like terms (in this case a), and "group" them
We did the same thing here
3a - a = a * (3-1) = a * 2 = 2a
But with sqrt(3) we get stuck on the 2nd step
Because we don't know what sqrt(3) - 1 is
Yes
USS-Enterprise
What can do on the top
4*(√2-1)?
USS-Enterprise
Notice how the main operation is now multiplication
So x-y=√2-1
USS-Enterprise
Factor out 2, we get (2 * (5-1))/2
Which is (2 * 4)/2 = 4
4
Yes
Correct
$\frac{1}{\sqrt{2}} - \frac{1}{2 - \sqrt{2}}$
USS-Enterprise
Oh
So it becomes
Rationalize?
I think
Idk how to say it in the mother america language
Ye that's an option that I thought of but
Like flip them so it becomes
-√2 - -(2-√2)
-√2 - (-2) +√2
Oh
But that would make √2
Go
No, we can't do that
Ok
That is like saying 1/2 = 2/1
😅
We can only multiply the top and bottom by some number with fractions
Oh wait I'm so srry
That's all we are allowed to do to keep it unchanged
I messed that up with the powers
Since when u flip numbers with power
The power that is -becomes +
And the opposite too
I'm so srry
Like 2^-2 =1/2^2
Oh!
Yes
But here we would have
(sqrt(2))^-1 = 1/sqrt(2)
But that doesn't really help us here
Let's rationalise then
Ok so
Multi by √2
$y = \frac{1}{2 - \sqrt{2}}$
USS-Enterprise
Ok wait
Exactly
And
This
Power 2 cancels square root
$a^2 - b^2 = (a - b) \cdot (a + b)$
USS-Enterprise
We have the (a - b)
So we just need to multiply it by (a + b)
To get a^2 - b^2
And a^2 - b^2 assures us we never end up with a root right
Yes
As you said the power 2 cancels (reverses) the square root
So we get
$\frac{\sqrt{2}}{2} - \frac{2 + \sqrt{2}}{2}$
USS-Enterprise
Yes
We have this
but the second part is in brackets
Very important
The minus is distributed to both terms
Yes
And then -2/2
But now we can't get x-y =√2-1
USS-Enterprise
USS-Enterprise
Which is not true
Give me a second to go over everything again, otherwise it means that x - y DOES NOT equal a/4
Has a mistake
Ok
Wait
Do we have to put the brackets
With no brackets we get the correct answer
√2-1=√2-1
USS-Enterprise
Hmm
The brackets must be there
No I looked over again
Changes
Did it with photomath
Everything we did is correct
Also
What does the question say
Exactly
Maybe we just needed to see if x - y = a/4
And we have showed it does not
Nope it says prove that
Teacher said
If we find prove that
It means
It must =
It says x-y and not y-x
It says a/4
Hmm
Yeah, we did it right
Maybe
It is a mistake
The teacher forgot to add brackets herself when she was making this question?
$x - y \neq \frac{a}{4}$
USS-Enterprise
I threw the entire problem into photomath
And it returns the same result we got
We will do the correction
Let me know
I am positive we are correct
Let's move on
Me too I redid it tn
It's all right
U helped alot
Ask the teacher about it tomorrow
Tysm
Cya
👋
.close
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hey there, is the hyperbola y=-2/(x+1) a continuous or non-continuous function
dont understand why some sources say its either
Probably because it's continuous on (-inf, -1) U (-1, +inf)
(which is where it's defined)
So is it technically continous or discontinuous, since theres two asymptotes
disclaimer i havent really studied calculus
There is only one vertical asymptote at x = -1
What question?
Let the function g(x) = -2/(x+1) for all x except -1, and g(-1) = 0
g is defined on R
g is not continuous
Let f(x) = -2/(x+1)
f is defined on R \ {-1}
f is continuous
doesnt y not = 0
Why would that matter?
because that is an asymptote
e^{-x^2} (a Gaussian function) also has a horizontal asymptote y=0
It's still continuous
(and defined on all of R)
so what does continuous exactly mean
A function is continuous if it's continuous at every point of its domain
A function f is continuous at a point x if f(x) equals the limit of f at x
So is this function technically not continuous
Which one
y=-2/(x+1)
First of all, that's an equation, not a function
If you want a function, you can write y(x) = -2/(x+1), so you can refer to it as the function y
Now, y is defined on (-inf, -1) U (-1, +inf)
The limit of y at any point of its domain does equal its value at that point
So y is continuous
You could say that y has a discontinuity at -1, but -1 is not part of the domain of y, so it doesn't make y discontinuous
Similarly, I could define the function h with domain (-inf, -1) U (-1, +inf), where h(x) = 1
h is obviously continuous, even if it's not defined at -1
so what would it be in simple terms
i dont understand limits tho, thats the problem
The original question was asking: Is the hyperbola y=-2/(x+1) continuous?
And the answer is yes
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Until now, experts believed that a computer program with a runtime of t \in \mathbb{N} steps requires at least \frac{t}{\lg(t)} bits of storage space. This corresponds to a nearly linear relationship between space and time. At the Association for Computing Machinery (ACM) symposium in Prague in June 2025, Williams presented his new result: Every countable problem solvable in t steps requires at most \sqrt{t} \cdot \lg(t) bits of storage space.
"The result shows that we were completely wrong with our previous intuition," Williams told Scientific American. "I thought something must be wrong, because the result is extremely unexpected."
With his proof, Williams invalidates the previous assumption about practically solvable problems. From a mathematical perspective, Williams' result differs vastly from the previously suspected relationship. Instead of the nearly linear relationship between space and time, it is now defined by the square root; as the number of steps t increases, the difference becomes increasingly apparent.
- At which t do both storage space values match?
- From which t onwards has the storage space value decreased by a factor of at least 10 due to the result?
@outer yarrow Has your question been resolved?
For Base-2 there's a solution, but it's not possible for Base-10 (as far as i know)
But every help I've gotten tells me it has to be Base-10
So I'm definitely missing something.
<@&286206848099549185>
I've been sitting at this problem for 4 hours so far
No move forward yet.
We might suspect one of the t values for 1. is 0
based on this
Jokes aside, the red graph there is not the same as the stated minimum by Williams:
at most \sqrt(t) \cdot \lg(t)
[Also, yk we have a LaTeX bot here]
(yeah sorry i'm new i don't know how to fully use and activate it yet)
but this completely throws me off
all my tries are to no avail
I'd still look at this
does the square only include t or * lg(t) as well?
The brackets are around the t, not the log
Heck, if you format it with LaTeX, and maybe you're ripping this off of somewhere to ironically not have the context, it's $\sqrt{t} \cdot \lg{t}$
Waes (Wires)
huh, the exercise i got wrote it exactly like that
Dann falsch umschrieben hast du es also
Base 2 seems the only reasonable base, and even then this doesn't seem right to me
In any case, I'd bring this up with a supervisor/lecturer/teacher who's given you that passage (assuming you're not self-studying this)
Habe ich auch probiert, ist aber am Ende nicht die richtige Lösung, es wird immer gesagt lg ist der Logarithmus Basis 10. Andere Schulen haben es ja durch diese Runde geschafft, also muss es irgendwie möglich sein. Nur von dem was ich weiß, sieht es nicht möglich aus. Hier ist die Aufgabe in Originalsprache.
Das sollte "12. Klasse Level" sein aber es sieht nix wie 12. Klasse aus.
Haben die ein Fehler in der Aufgabenstellung gemacht?
Um ernst zu sein, den Satz hab ich gar nicht verstanden.
Ich hab nicht die Korrelation zwischen der Aufgabe und diesem Satz gefunden.
Dass es mit dem Quadratwurzel vergleichbar ist, so lautet er vielleicht
Könntest du das vielleicht bisschen anders formulieren bitte?
sqrt(t lg (t)) ist also die "echte" Formel
Die ist der Quadratwurzel-Formel (dh. "sqrt(t)") ähnlich
Und zwar ganz gleich für irgendeinen Wert t
dh. Frage 1
Aber das ändert ja glaub ich nichts daran, das wenn ich die alte und neue Gleichung grafisch darstelle, ich keinen einzigen Schnittpunkt finde, oder?
Im Unendlichen driften die 2 Gleichungen weiter und weiter voneinander entfernt.
Tja doch
Aber es ist doch log10, oder nicht?
Bei Desmos hier ist das doch log10
Mit dem Basis B ist der x-Wert des Schnittpunkts auch gleich B
Jetzt aber stimmt was nicht für die 2e Frage 😭
Es ist alles durcheinander immer mit dieser Aufgabe 😭
Und Nachfrage für 1
Kann es sein, das mehrere Schnittpunkte da sind?
Oder ist die Range einfach nur da um zu verwirren
Bei Differentialrechnung kann mans probieren
Bin aber der Meinung, nicht so, denn x log x als x schon schneller ist
Egal was für'n Basis
oh nein DOCH DAS PASST perhaps idk
Nur ist es enorm
Die zweite Frage hat mich verwirrt. So wie ich es sehe ist dann jetzt t für die alte Gleichung geteilt durch t für die neue Gleichung ≥ 10
oder?
so sehe ichs auch
ist es zufällig 48036?
aber wir rechnen mit B = 10 oder...
Dann noch grösser
hilfe hilfe hilfe das ist
(hab kein esszett lol)
Hast du schon aus irgendwo eine Antworte, oder...
eh
was denn
Oh, du vergleichsts mitm originellen
Dann noch Achtung, weil dieser Log auch im Q.W. liegt
(gibts eine Abkurzung wie sqrt auf Deutsch
)
dh lg t . sqrt(lg(t)) darunter
ugh
boah mein gehirn ist nicht mehr am funktionieren
Mein auch nicht
würde man es anders machen?
Ich dachte mitm normalen QW
also alte gleichung ist ja
aber wie du es machst passt auch glaube ich
hiervon abgesehen
Eins weil ich noch keine Ahnung hab worum das hier geht lol
Zwei weil ich's auf Deustch versuche 
alles außer KI (KI = Plagiat)
Danach ">= 10" mal schreiben
wie kann ich es von diesem graph dann bekommen 😭
wolfram alpha noch nie wirklich viel benutzt
so ein krampf
,w solve ( t / log(t) ) / sqrt( t log(t) ) = 10
das is keine natürliche zahl
Hasts du gesehen oder...
bin ich blind?
Ich meine vor dieser Conversation
Da ist doch ein Zahl, deine Reaktion hat mir nur verwirrt 
ach, das ist gerunded???
...yeah
