#help-39
1 messages · Page 310 of 1
when you're drawing the triangle, two sides should be touching the two dotted lines
I thought two sides where touching in pic? The b side is the side length of b and then tilted is a.
How would you have done it?
these side lengths are not a and b, but this angle is 30 degrees whereas the first one was not
wow that quality 😔 but hopefully this helps you with what you have so far
I think there is an easier way
Yeah, he needs to work with it.
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How do i do this
,tex .exp rules
pi_day
write every term in terms of base 2
!show
Show your work, and if possible, explain where you are stuck.
,rotate
Sorry its kind of messy
,calc 8^(2/3) * 2^5 / 64^(1/2) / 4^2
Result:
1
yea 2^0 is right
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can someone explain how this step is made
dx 
any ideas?
they took out a 1/x so is it by parts??
yes this is by parts where u = x^-n and dv = sqrt (ax+b)
oh wait are you talking about the what they did on the last two lines?
I think They’re trying to isolate the integral so they move the non integral term
Then divide by smth maybe ?
ts was a pain last time already 
uhh were u not talking about that
ye I was talking about those. I misinterpreted your message
it is the only solutions for the textbook
Let $I_n = \int\f{dx}{x^n\sqrt{ax+b}}$.
[ (1-2n)I_n-\f{2\sqrt{ax+b}}{ax^n}=b\f{2n}{a}I_{n+1} ]
this step was clear
Ok then bring that to the other side and multiply both by x
but they did ibp somewhere so yeah
wait that can't be I_n on the right side we have x^n+1
I pulled out 1/x
oh ok
wait i am dumb
The Three Holes of Time 🙁
how can you do that
we are not allowd to do that 
we can just do that?
Well the proof starts off with an expression that holds for all n
Either way interesting technique
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.tbh it looks more like that the restriction is a consequence rather than assumption
.so the sub intuition was a bit off and rather it's an actual index shift for all n
I'm confused on what happens to the 2
in the denominator
here is the triangle
41 is hyp
I understand how they got to 81/41 but where is the 2 going
cause 41/41 + 40/41 is 81/41
you mean at the last step or what
yes
it's multiplied into the denom
ahh I see I didn't realize that once you multiply your good and don't need the /2 anymore
thanks
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Gabagoo
.solved
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@elder glen do not abuse help channels
i doubt that
…
even if it was her, ur account is ur responsibility
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How do i know in polynomial function what arrow will be the end behavior(up or down)
the right hand arrow depends on the sign of the coefficient of the highest power of x
Based on the degree of the function and the leading coefficient's sign
There's four cases, based on the combinations of positive negative sign and odd even degree
Like, imagine at negative infinity
The biggest/smallest number will be whatever has the highest power and will "overpower" the other numbers
(Like, a realllllly small number - negative infinity - to the power of 10, is a lot smaller than a realllllly smmall number to the power of 5)
So.... as the limit approaches negative infinity, it approaches whatever that value - the leading term - tends to
So. Let's say it is in fact a power of 10
10 is even
uh huh
So, any number to an even power would be (positive/negative - what do you think?)
Right
So any number means both positive and negative infinity
will go towards the same value
And that value is (likely) positive or negative infinity
But to know whether it's positive or negatiev infinity both ends go toward
Look at the sign of the leading coefficient
Let's say it's... -(x^10)
We know x^10 at infinity/negative infinity reaches up toward infinity
So, with the negative out in front, does it reach up toward infinity or negative infinity now?
An easy way to imagine the two cases with even degree are x^2 and -x^2
Both ends going down or both ends goign up
can i ask smth here or do i have to go to a proper channel
this channel is currently in use
meanwhile, to imagine the two cases with odd degree, think about a cubic
since cubic is odd its uneven right
A typical cubic looks something like this
yeah
so both ends going in opposite directions
how do i know the starting position again
wdym by starting position
like
in the middle around 0?
ts the only thing ill have too look at right? since if its odd same and even opposite
yeah
odd will opposite ends even will same ends
so how would i know it starts up/down
so positive coefficient with odd degree will have left end going down right end going up
based on the sign
like, -x^3 versus x&3
x^3
cus the sign flips it
like if the coeffecients positive or negative?
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Do you know about bernoulli trials
yeah i know it
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Guys, why can’t we use the arc length formula here?
The theta x r = (pi/2) x a
in a or b?
the b
why would the arc length help 
all you would show is the length of the arc, not the function describing it
@short orchid Has your question been resolved?
ohhhhh
thats right
thanku so much
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hi!! im having trouble understanding tensors, levi-civita symbol & kronecker delta..
what's the difference between a higher order tensor and an nxm matrix? when we use the levi-civita ε how does it actually relate to a cross product?
question im trying to do:
and an attempt at another question using the levi-civita symbol that i got a 30% on
- a matrix is just a way to represent a rank-two tensor (not to be confused with the concept of rank of a matrix from linear algebra), so just like you can refer to the elements of a matrix like A_{ij}, if you had a rank-three tensor, you would refer to its elements like A_{ijk}; nothing crazy here, just a change in number of indices
- the relationship between the levi-civita symbol and the cross product is that the kth element of the cross product, (v x w)_k, is equal to the sum over i and j of e_ijk v_i w_j; basically it lets you write the cross product in this sum form that works well with einstein notation
does that answer your questions?
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Hey Im having trouble with this question
!da2a
Asking the actual question right away is more likely to get responses.
Asking "Can I ask...?" or "Does anyone know about...?" doesn't give people enough information to decide whether they can help, and answering can feel like a promise to help with the actual question, which they might find themselves unable to.
hi OP, please lead with the question next time so that the bot pins it!
Sorry it didn't attach first time
Give me a sec
Okay nevermind it's clear from text which lines are dotted
wasnt this shared like 20 hours ago or smthing?
Alright that's good
So I know how to solve this but my triangle is apparently wrong.
can you show what you tried ?
This is the triangle I thought was correct
The two legs are both sides of the big and small triangle.
I wasn't too sure of the angle though.
Yes I can see that
So you're saying I use the green triangle?
Ohhh so the angle would be 30 as well and side lengths a,b, and a-b??
Unless I'm confused
yes the angle of between lines is 30, so YXQ is 30
you know YP
you know XZ= b, ZY = a , you can find XY
if you consider the small tile the horizondal dotted line is a diagonal so XP is a diagonal of small tile .
we assume all tiles squares, you can use diagonals of a square bisect the angles, so RPQ = PZX
I did sin30=( a-b)/sqrt(a^2+b^2)
you cannot because triangle XPY is not a right triangle
Okay nevermind
Ofc
XQY would be 90 degrees?
yes it is
no
Oh
XPY is the obtuse angle in triangle XPY
Okay I genuinly don't know what I'm doing
tell me what you did?
use this fact
and you know all angles of a square are 90
mm.. no
Oh my god
It's very funny how I keep getting different answers
Okay so just to check, given what you said PQY is right angle both PXZ and PYQ are 45 degrees. And XPY is known 30
And XZP is 90
What I'm doing
?
no
Oh my goodness that makes sense
now you cansee angle XPY
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I don't understand why mathematicians say "math doesn't care about the real world" and think that math is really abstract, real somewhat of a universal truth.
When all math is, is human made axioms that requires humans to perform (to do a calculation at all you need to understand what plus is or what the process or what "process" itself is.
its not like a computer is performing math when it runs calculations, all it does is moving atoms and regardless of whatever it's doing, "math" is human made)
So why the delusion?


this just looks like 15 year old philosopher word salad i’m not gonna lie
Not all of them, I have had great teachers and acquaintances who teach mathematics using examples of the real world. You are right.
the mathematical object R (aka the set of real numbers) doesnt care about the fact that such a thing does not exist in the real world
thats the kind of thing that is meant
but really you are overthinking a bit
but thats only because the axioms defining it don't lead it to do so right
if the person writing about the set of real numbers said R depends upon whether you feel your groceries are expensive or not
Then 'math' would be that
and I don't understand how math is leading to the ultimate truth of some sort or an abstract truth, when if such things could have been math,
how would I be so sure that the current R is not something so utterly stupid as that R and that it is the real and correct way R should have been.
whether facts about the real numbers are true is independent of whether they're useful
not whether they're "useful" or not, but the facts about them would've been True if the person/the paper talking about real numbers would've stated different axioms
sure. and?
then they wouldn't be the real numbers that im talking about
the name "real numbers" is irrelevant
how is it fine if a condition in real numbers is true if the creator of it says one thing and
It would've been a different thing that's True if the creator of it says another thing
the name "real numbers" is a convention created by humans to be able to communicate some idea of real numbers between people.
atoms didn't name themselves either
as long as people know what the creator said, who cares
I am currently talking to you in english. all of these words could have had a different meaning. does that mean that english is suddenly useless or something?
no, we agreed upon some meanings and are now working within that framework
english isnt "objectively true" or anything like that. its clearly still pretty useful
as someone who is doing a degree in math, the biggest thing i've learnt about what mathematicians mean when they talk about some "universal truth" is that it's not the facts themselves that constitute the truth but rather the implications of them
we can define X to be whatever we want it to be, sure, but what follows from it according to mathematical deduction is fundamentally true: if we let X depend on someone's grocery prices then we can deduce that, say, X is a random variable and not a constant. it just so happens though that X is not the same thing as what we defined the real numbers R to be
how do I know people have chosen THE correct mathematics?
I mean... If person a says real numbers are a sequence of 5x+3 where x is natural numbers
And person b says 3x+5
and people choose arbitrarily one or the other
we can't know that
then why is the math developed have any significance at all, other than the real world implications?
any significance at all, other than the real world implications?
sorry what?
this sounds oxymoronic
like what's the difference between the current math concepts that are taught in university such as differential geometry
And a concept such as in economics where you are trying to get the prediction of groceries prices
both have axioms
I don't see the difference
why is what the economist doing with those axioms not considered as
'math'
one is a social science the other is a natural science
so? why should natural science or the other social science be considered as math
one has a human factor the other doesn't
well words have meanings. thats just how it is
what exactly are you expecting here
if grocery prices increase because of a military conflict in an agricultural country causing supply chain shortages, what axiom is that
it's an axiom regardless. it's not really well defined but it's an axiom is it not
so why is that not considered as math
not really well defined
that's the difference
to not sidetrack too much, can you explain what kind of answer are you expecting here, exactly?
Well, to an illiterate I think it's well defined, to a highly literate mathematician it may not.
same in maths, to 20th century mathematicians, 5th century axioms don't seem well defined.
And 40th century ones would feel same for 20th century maths.
So why does it matter if it seems well defined or not
do you need actual math help?
you're just arguing semantics
#math-pedagogy or #math-discussion is better suited for your topic
lmao what
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If there were no numbers how would we count?
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possibly relevant. But also, help channels are for specific questions - you may find discussion channels like #serious-discussion to be more suitable.
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It’d be great if this could get solved, I solved the other questions I got assigned but this has too many letters and I kind of hit a pipe when calculating
Go at it one letter at a time.
I agree it'd be great if this could get solved
Show your work
There
how come should you just add the exponenets instead of distributing everything
also
thats what i thought at first
<@&286206848099549185>
Is there a minus in front of the J³ on the top right?
Well with this
This is just multiplication
And multiplication is both associative and commutative
So the brackets and ordering doesn’t matter
So you can just group each of the letters together first then add the exponents
what exponent law is this again?
That a^b a^c = a^(b+c)
Yeah it looks good
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my friend is claiming that he got this question correct on a test but it was marked wrong. is he actually right?
someone
,w d/dx x^(arctan(x))
your friend did get the correct answer (according to WA), but they haven't shown a ton of work, and their final answer doesn't even have a dy/dx
and yeetus makes a good point, because $$e^{\arctan(x) \ln(x)} = \left(e^{\ln(x)}\right)^{\arctan(x)} = x^{\arctan(x)}$$
haseeb ♥
so not fully simplified
he specified that the professor didnt say to simplify
i think most calc 1 professors dont ask to
i did it on my own and got the same answer as well
could be the dy/dx you mentioned haseeb, or incompetent TA grading lol
thanks folks
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i mean, it's a 16-point question, and at no point is the derivative actually taken, which is 😬
but also i dont know your TAs
.reopen
(by the way, I don't see the x^{arctan(x)} in the first term of the derivative. it's highly likely I just missed it, which is not unheard of.)
✅ Original question: #help-39 message
i just mean that there is no "dy/dx = ..." so it's not immediately clear that derivative'ing is happening
i think they factored the exponential out to the right :)
does it have to be? he uses an weird logarithmic differentiation technique to solve
oh, that explains the double parentheses. I'm sorry to have interrupted then.
technically yes: the derivative is of the form $f'(x) e^{f(x)}$, for $f(x) = \arctan(x)\ln(x)$, so the first term is being multiplied by $e^f(x)$. but it's factored out for simplicity
haseeb ♥
ah ok
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Why are we having the -3 first in the integral, I thought we do top bottom, and -x^2-2 is on the top on this problem
,rccw
Same thing for the problem below, the -4 is being subtracted from despite the -y^2 equation being closer to the right
This is for the disc method being revolved around different axis
I hope my question makes sense
the way you do it doesnt really matter in this problem
yes, the correct way would be top - bottom
but since it gets ², it would be positive regardless
only difference being that if you did bottom - top it would be a negative argument under the ²
this way the radius is negative
but for top - bottom radius is positive
@torpid basin hope that's clear
@torpid basin Has your question been resolved?
So does it matter if my radius is is or negative in my final andwer?
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Any advice regarding 36. So I noticed two things. I integrating both parts of the given we have $|f'(a)-f'(0)|\leq am$ and also since f takes its max on the interior of the interval it means f' goes from negative to positive with 0 somewhere on (0,a) meaning f'(0) is negative. That is the only way that I see of replacing the negative sign. But then it would be f'. Also it seems that we would split up the inequality with the triangle inequality. But then how do we know the split isn't bigger than am
BigBen
@royal galleon Has your question been resolved?
<@&286206848099549185>
@royal galleon Has your question been resolved?
Your integration step is wrong
@royal galleon Has your question been resolved?
How?
You didn't show your work as usual
-# bruh piday is long gone
Blocked
<@&268886789983436800>
@royal galleon Has your question been resolved?
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If a context-free grammar generates more words than it has rules, then does it generate an infinite language (this language contains infinitely many words)?
I would like to get a hint
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For 3, howd i get it backwards
$$\ln(e^{2x}-1)=\ln((-1)\cdot(1-e^{2x}))=i\pi+\ln(1-e^{2x})$$
you seem to have an extra starting parenthesis on the second ln.
well all u need to know is that ln(-1) is js a constant which can be brought out of the ln and absorbed into the constant of integration
notyalc
is js a constant yes
Nonreal tho
it doesnt matter as long as its a constant it can be absorbed into the constant of integration
Hm
shouldnt there be abs inside the ln
Ive never been taught that
Oh yh
Wait no
Abs for definitie
Definite integral
This is indefinite
I'm not sure that's allowed in normal calc
since when is absolute value only for definite though
i mean thats the most direct way to prove that both of these antiderivatives r valid
For cambridge its like that
$\exp{x} - \exp{-x}$ isn't > 0 for all R so it'd be wrong to not put absolute value idk
ant
ugh I forgot how to do e in latex but ykwim
$$e^x-e^{-x}> 0 ,\forall x\in\mathbb{R}$$ is not true?
notyalc
Wait no actually for this chapter it does use abs
no it's false for all negative x clearly
So ig theyre the same?
if x = -1 then it'd be (1/e) - e which is negative
no like this is what u meant right
yes it's what I meant
Abs(e^2x -1)= abs(-1(1-e^2x) = 1-e^2x ?
$$|e^{2x}-1|=|(-1)\cdot(1-e^{2x})|=|1-e^{2x}|$$ yes
notyalc
For definite integrals the larger bound is ontop right?
not necessarily
So if the integral had pi/4 ontop and pi/3 on the bottom id solve normally by substituting pi/4 thingy - pi/3 thingy
the upper bound is the one you evaluate first
+- area are the same essentially?
no
like integral from b to a which sounds absurd would just be the opposite of integral from a to b
if ones negative the other is the same but positive
$$\int_{b}^{a}f(x)dx=-\int_{a}^{b}f(x)dx$$
notyalc
so if you put the bounds 'the wrong way around' then positive area would yield a negative number and viceversa
The question asking me to prove integral=negative area
can u take a pic of the qs
4
!xy
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they're not really asking for anything about area, just to show that that definite integral equals that
do u know double angle identity for sine?
Ik how to do it
Just why area negative
nothing is stopping an integral from being negative
negative area integrals happen a lot
So
Negative area only true when you substitute pi/4 and then minus pi/3
So basically it doesnt matter the order of the bounds you always solve the one on top first?
Alr
Thanks🙏
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so yk how to do right?
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so I have another maybe not so easy question but is there like any way to like not do this thru guesswork
yes: remainders
guesswork is required for the first answer, but as soon as you reach n = 6, one fact about cubes mod a particular positive integer may help you.
oh, sorry for interrupting.
you're good
what about this
you will find that, mod one particular number, cubes and that expression in your question will never agree.
is it 5
it is not the number I'm thinking of.
also, my apologies if that hint violated nosols.
You're very safe there
I'm currently kind of almost indefinitely clueless
what is n!+5 mod 5 for large n?
0
right
so that means it must be a multiple of 5 and the primes beforehand
which it can't be
a cube
I can't word it but it's there
thanks
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should I at least say that mod here then?
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✅ Original question: #help-39 message
5 does work here as you hvae a perfect exponential factors for each prime and it also satifies the modulus condition!
Wait i might be misinterpreting what you meant here
what do "perfect exponential factors" mean?
n = 6 gives 6! + 5 = 725 = 0 mod 5, but 725 is not a perfect cube.
oh wait yeah sorry i was thinking smth completely different!
I realize I got the wrong logic down
hmm
mod 125?
too large and probably not helpful?
the mod I'm thinking of is a single-digit number.
and cubes output values that are very limited mod that number.
close.
5 is it's own cube mod 8
what
I think you've earned the mod.
I'll give the mod to you, then you can try working out the rest.
work mod ||9||.
can you point me the direction as to how it's 9
how it went to 9
theyre suggesting you try 9
because once you reach n = 6, note that factorials all become 0 mod 9 because of the presence of the second 3 from the 6.
and cubes mod 9 are very limited (from playing with perfect powers).
Yoo gang what is Question?
725 5045
ohhh
it's always just going to be 5
wait how does that help
so you found out that your expression will always be congruent to 5 mod 9.
now consider cubes mod 9. what can they be? is 5 one of them?
1 8 0 1 8 0 1 8 0
it repeats
wow
Oh I was gonna do mod 7
I didn't know that
I guess this works too
more importantly, you now see that mod 9, there are only three possible values for cubes.
and our 5 is suspiciously missing from the list.
does that also work?
1 1 6 1 1 6...
that also works whilst done manually
oh yeah, mod 7 works too. sorry, didn't think of that.
I didn't know cubes do this
yeah I get it now
No need to apologize, either one is good
point is, perfect powers have quite interesting patterns mod certain numbers, and you gain insight from playing with them in number theory.
I can follow up w questions right I have a few
a lot of them are also kinda super different
7 and 9 both have the same unit group structure
for nth powers, any prime that is 1 mod n is a natural choice for seeing these kind of patterns
well as stated it looks like infinity + infinity + infinity
if we add the condition that a has to be between 1 and x, then your values for phi(13) and phi(4) are right
the question was written wrongit's supposed to be no. of relatively prime positive integers __<__x
oh wait I added -1
I was wondering how come the totient function was defined differently here.
Umm what is question?
here
oh
damn I just got a number wrong in my sol'n
so uh
I'll return with questions later
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I’m not sure what to do for this one
,,\sin(2x)=2\sin(x)?
Well
First homework for this part of the unit so
You started well, with the 2sin(x)cos(x)
Now bring everything to one side and factor
huh wdym to one side
nah there's a better way me thinks
Bring the 2sin(x) to the left
if i have 2sin(x) * cos(x) = 2sin(x), either 2sin(x) is 0, or cos(x) = 1
sin(2x) = 2sin(x)
2sin(x)cos(x) - 2sin(x) = 0
sin(x)(2cos(x) - 2) = 0
sin(x) = 0
x1 = 2 * pi * n
2cos(x) - 2 = 0
2*cos(x) = 2 | :2
cos(x) = 1
x2 = 2 * pi * n
well i suppose they're really the same method
Factoring is safer
!nosols
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sorry im completely lost
yeah do 2sinxcosx = 2sinx and then bring everything to one side and factorise
but if I subtract -2sinx then I would only have cosx=0
if you do 2ab - 2a do you get b?
To solve this, you need to know the formula for the sine of a double angle, apply it to sin(2x), then move 2sin(x) to the left, factor out the common factor, and you get the product of the two factors equal to 0, so you can set each one to 0 separately and solve these two equations.
yea I know the double angle formula
So many helpers 
I used a translator, sorry if something is wrong.
All are free
,rccw
I’m struggling with the factor out part because I am confused how I do not just get cosx=0
Can u first write down what u get after you factor
How u substract sinx from 2sinx cos x ?
what do you get when you do 2ab - 2a
Yep ans this
I don’t know
Point 5, third line, then move 2sin(x) to the left side to get an expression equal to 0
Huhh
SHe having trouble with 2ab-a wait gang
glav you really arne't helping at this point
Okay, I'm powerless) He need to watch a video on YouTube or something.
Ye wait glav for sec
@fading nexus go back here
I don’t think I factored correctly
that's exactly right
Would the next step be x= smth and x= smth?
So, you got a product of 2 factors equal to 0. You need to understand that for it to be true, it is enough that one of the 2 expressions gives 0, so we can sort of split this expression into 2, each of which is equal to 0.
now recall your knowledge of quadratics
remember when you did something like (x-a)(x-b) = 0, then you know x - a=0 or x-b = 0?
Or would the stuff inside the () stay the same because the two is infront of it?
well they're multiplied so you only need to divide the 2 by 2
it's like going 2ab = 0 and then ab = 0
Correct
Bravo
Would sinx=0 have an x that equals 2pi or no?
what about cosx = 1
Since it is in the domain but not included
depends if it's in the domain
[0, 2π) does not include 2π in the domain
Kk
Would it also be x=0,pi?
2 * π * n, n ∈ Z, in both cases
not Z man
)
cos pi is not 0, cos pi is -1
Also off topic love the profile
sin(x) = 0, x = pi * n, n ∈ Z
cos(x) = 1, x = 2 * pi * n, n ∈ Z
thank you!!
Now find the intersection with [0,2π) 
Am I factoring wrong?
(4x - 3)|x + a^2| + |x - 1| + 3a^2)^2 - (a + 1)(4x - 3)*|x + a^2| + |x - 1| + 3a^2) + 4 = 0
Can somebudy help me? I need "a", that's give 2 roots
use z=sin(x) to get a quadratic equation in z
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Huh
What problem ?
7
something went wrong on line 3
and by something i mean you lost a square on the 2sin(x) on line 4
yeah thats still cooked unforunately
\color[HTML]{067676}
[ 1-2\sin(x)^2=\sin(x) \implies 1-2z^2=z]
somehow you managed to factorise a 1 with a 2sin²x
they dont even share any common factors i dont know how you factorised them like that
Ig she having trouble in solving quadratic into factor
yea I’m just confused
well you have 1 - 2sin²x - sinx right now
I’m very bad at factoring or finding the greatest common factor my whole class is my teacher thinks it’s cus of covid
this you can't really factorise (unless you're just a god at it it's hard to see)
I’m not sure what my next step should be then
notice that this is a problem of a quadratic in sinx (this is a hard thing to see at the beginning don't worry if you're unsure about this)
and we know how to solve quadratics
@fading nexus you shoud first learn factorisation thing than u can do all this thing quick
duh
Easier said than done 😅 I’ve tried it just won’t click I still can’t even do stuff like long division. I got 1.5 months of school left so
I feel like I usually do but not in this situation
You woldnt know how to do the right side?
well don't worry first we need to see that it is a quadratic
I don’t really know what is up with those Zs
it's just a variable, you can take anything
but you can really replace it with anything you like
Ok
in this case we replace it with sin(x)
so we have (-2) (sinx)² + (-1) (sinx) + 1
or just -2sin²x - sinx + 1
do you agree this is a quadratic in 🟩
Like I believe you but I’m bad with vocab so I don’t think I would be able to tell you what a quadratic is
have you seen ax² + bx + c before
I’m sure I have I just don’t remember seeing it but I have a crappy memory
Do you have notes perchance
yes you should be revising and remembering what you did in other units
maths is built so that you revisit old content in new contexts
This is the work we did yesterday
so it's vital you don't forget the old content
like look at Q6, im sure you met the difference of two squares previously a² - b² = (a-b)(a+b)
but now you're using it with the trig functions because that's how maths is built on top of itself
I understand that part with like the a^2-b^2 but I don’t see how it apples to the current one
no i gave that as an example that you see the old content coming back
so here the old content that comes back is quadratics and factoring
it will be helpful to first revise those before you continue onwards
To be fair for number six that is the one literally nobody understood so my teacher tried to show us on the board
i think you copied it wrong as well lol
it's the sin²x + cos²x that becomes the 1 not the other bracket
Yea I need new glasses
My -5 prescription is some how to weak and I need a stronger one 😭
😭
I got an appoiment for next week because I also stepped on my glasses and broke them -_-
and they are barley holding on right now
Back to the problem I just don’t know how the other quadratic’s apply
I’m just completely lost with this whole part of the unit tbh I felt good ij class yesterday
But now I’m lost
Maybe take a break
Try Substitute $\without x$ for $a$ and $\cos x$ for $b$
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I could but I got a whole hour of my free left because i had a double free
I also haven’t been only staring at this problem I worked on another problem in between getting help
which maybe is not good
But Idk
Yeah, the better it's focalise in one.
if you can i'd say try look at some factorising problems and quadratic problems for now
maybe refresh your memory on what do you do in those cases
It will give you the practice to then do that's.
it'll feel good if you remember how to do them and you'll be in the right mindset for this question as well
I can usually factor with like normal numbers or stuff that just has x but when stuff with cosx and sinx get introduced I can’t
once you can see that it is indeed a quadratic you can do this to make it more clear
here we will solve for the z first then figure out later what the x should be
Different problem we are providing the identities now but im not sure what else I can do
You can think of sin(x) as just another variable
like m
It just has more letters
I try but I always get stuck when there’s both cosx and sinx in the thing I’m trying to factor
That’s a blurry photo I just realized sorry
youre trying to prove identities?
Yea
whats up with the last line ( + 2sin(x) (1-cos^2(x)) )?
that seems to have come from nowhere
without that line youre actually painstakingly close
You can extract sin x as common.
How ? I just don’t know because sinx is not inside the ()
Tbh I don’t even remember
What do you mean?
Notice that you have \without x (\text{block A}) + 2\without x (\text{block B}). Since the \sin x is multiplying on both sides of the, you can take it out as a common factor
I just don’t know how to factor it it would be smth weird like 2sinx(1-cos^2x)
And then I would get almost the right answer but wrong
Like I tired factoring but I got this which is all wrong
Why do you keep writing that 1 - cos²x out of nowhere? That's the problem 😅
Maybe the -2 is a -1?
Crap
I erased the wrong line then
Oh wait
For that one is because I factored
Like j factored 2sinxcos^2x into 2sinx(1-cos^2x)
AB + AC = A(B+C) is the correct factoring method
sin x (2 cos^2 x - 1) + 2 sin x cos^2 x
Use that.
or to be more visually visceral,
sin x * (2 cos^2 x - 1) + sin x * 2 cos^2 x
I’m lost
i still dont understand what you were doing
whoops sorry that was a mistake
Trying to find the greatest common factor
of what
2sinxcos^2x
Oh wait I think I was thinking of those variables are seperate but I should be thinking of them in one
Search between the two blocks you have adding.
just so we're on the same page, you have gotten: \$\sin 3x = \sin x (2\cos^2 x - 1) + 2\sin x \cos^2 x$
Boi || 보이
Would the factor be sinx(2cos^2x)?
How could I do that tho if it is addition?
we can factor the sinx exactly because its addition
youre missing the square from
2 cos² - 1
also it helps to be consistent -- choose one between cos x and just cos (shorthand) throughout your practice
Can I combine 2cos^2x-1 and 2cos^2x into 4cos^2x-1
why can we combine them even tho one of them does not have a -1 ?
Have you ever done factorization before? 🤔
isn’t that what we are doing?
my whole class is bad at it
So my guess is we are supposed to learn it in middle school
But Covid happened
If I’m combing the terms -2sin^2x and -2sin^2x would I get -4sin^2x
Nvm
Because I feel like I am doing this wrong
my neck broke
Sure, but that's indeed "combining like terms". I wouldn't call it "factoring" in that case (even if it would be correct)
I’m also just slow
,rccw
I don’t think my teacher would put problems with ^4
Pay attention to notation
$\cos 2x + 2x \neq \cos(2x + 2x)$
Alberto Z.
Oh yea I just forgot the ()
I don’t know if I should start with the other side instead but I would have no idea where to start with that side
I was trying to use the box so I could expand those terms then combine them but then I would get a bunch of things powered to the fourth
Would 1-8sin^2x be equal to 8cos^2x?
should be 8-8sin^2x
Question 21?
I’m trying to use a pyth idenity
Yes
Hmm try to open cos 4x into cos 2x ig
I tried but then I got a bunch of things powered to the forth so I’m trying to use the right side now
^
??
I just don’t know how to write that on my paper
Like wouldent I have to seperate the cos4x first
Umm cos 4x here u can right cos 2(2x)
Into cos2x and cos2x
?? Don't u know that cos 2x property?
Umm think 4x=2a
Like i thought i would have to make cos4x into cos2x and cos2x so they are separated then I could use the cos2x property
Now expand cos 2a
No see
I have to go but I’ll likely be back later
Ok ok
Just see this and u will get it
I don’t really understand what you mean by that 😭
Because isn’t 2a the same thing as 2x
And I can’t just think it’s something differently
For expanding cos 4x think 4x like 2y now question is cos 2y
You have to
But then I would be missing th second cos2x
Just for left side after expanding interchange 2y=4x again or y=2x
Wait
See this if this helpful
Variable is 2 is going in expansion did u get it what I mean to say ?
Or you can do long way also which u were trying but that time taking
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im so lost
Have you tried anything
Looks like bayes
Pr(some key is wrong from one press) is 1-p
Pr(some key is wrong and got a1 from one press) is (1-p)/(n-1)
Pr(any key is wrong and got a1 from one press) is (1-p)(n-1)/(n-1) = 1-p = Pr(a1 from any key other than k1)
if k1 corresponds to a1, do i start with Pr(k1|a1 cap k1|a1)?
independent so id just ^2
Condition on which impulse was chosen first, then apply bayes
they ask for probability of correct impulse
so i made k1
but theres no further info on k1
idek if picking any key takes equal chance
Each impulse is equally likely yes
are these correct then
now i know this can i say that
Pr(a1 given k1) = p
Pr(a1 and its correct) = p/n
Pr(wrong but a1) = 1-p from above?
Pr(k1) = 1/n
I think the first two are correct but on the last one, you didn't include the probability of choosing a wrong impulse
So you would have to divide by n there
(n-1)/n times (1-p)/(n-1)
say k2 got a1, the key got a 1-p chance to be wrong, it got (1-p)/(n-1) chance to be wrong and get a1. why cant i say that if n-1 keys were to attempt this mistake, the Pr would just cancel out the n-1?
1 key is chosen with probability 1/n
those n-1 keys don't all happen at once if that makes more sense
Use that $$P(I_1 | E) = \frac{P(E | I_1) \cdot P(I_1)}{P(E)}$$
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I'm sure they're aware of the bayes theorem
Oh.
now im confused whether knowing a key is wrong have any conditional ties with knowing a result is wrong
does {wrong key AND wrong print AND a1} make sense?
No whether it's wrong depends on what the intended key was
If the intended key is K1, then getting a1 is not wrong
If its any other key not equal to K1, then a1 is wrong
oh chance of wrong key is (n-1)/n
Yep indeed
i kept thinking how can wrong key probability be 1/n
Let me know if you get the right answer now
I’ll try this
Don't square the whole final probability, just the probabilities of the two independent prints
so [Pr(k1|a1)]^2 itself is wrong?
cuz idek which block is my independent print
Yes, the key is chosen once not twice so that wouldn't make sense
should it be {k1 cap k1 | a1 cap a1}
actually just 1 k1 cuz 100% the second one follows the first
That just simplifies to P(K1 | a1 cap a1)
yes
The key event happens once, the output event happens twice so you only have to combine the output events
P(K1 | a1 on both prints)
then a1 cap a1 is the thing that i can just a1^2?