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Okay, apparently I'm horrible at math because I cannot figure out this problem that's on a summative assignment we have to do. Could someone explain it to me?

Basically, it comes down to this:

54,032 = 1,000 x e^{r x 18}

I'm solving for r. Any help appreciated.

That is the reason why I don't have any math classes anymore.

Wait, seriously? That's too awesome. Unfortunately I still have to take them... >_>

Yep. I'm that awsm.

Well, as a 22-year-old... ;)

Quote from: SlowPokemon on April 08, 2011, 07:52:13 AMOkay, apparently I'm horrible at math because I cannot figure out this problem that's on a summative assignment we have to do. Could someone explain it to me?

Basically, it comes down to this:

54,032 = 1,000 x e^{r x 18}

I'm solving for r. Any help appreciated.

Well, you'll have to first divide 54,032 by 1000= 5,403.2
Then ln(e^{r x 18}) = ln(5,403.2)            You can put a ln on both side

ln(e^{r x 18}) = rx18 because ln(e) = 1 and when you have an exponent in a logarithm you can put it(the exponent) in front of the log.
So this bring us to
r x 18 = ln(5,430.2)
r= ln(5,403.2) /18

Exponent*

But yes, that is correct above.  That's actually one of the most simple log problems possible, so you must have not been paying attention in class :|

Quote from: KefkaticFanatic on April 09, 2011, 02:12:56 PMExponent*

But yes, that is correct above.  That's actually one of the most simple log problems possible, so you must have not been paying attention in class :|

I loved solving logs problems. Probably the only thing thing I enjoyed in my math classes, even though I sucked at it x)
Also exponent is exposant in French.

That's silly.  Mixing French and English terms like that makes it all confusinglike -.-

Quote from: KefkaticFanatic on April 09, 2011, 04:02:36 PMThat's silly.  Mixing French and English terms like that makes it all confusinglike -.-

Yeah I'm not too familiar with math English terms, i'm sorry. Hope you still understood what i wrote  :)

Quote from: SlowPokemon on April 08, 2011, 07:52:13 AMOkay, apparently I'm horrible at math because I cannot figure out this problem that's on a summative assignment we have to do. Could someone explain it to me?

Basically, it comes down to this:

54,032 = 1,000 x e^{r x 18}

I'm solving for r. Any help appreciated.

That's a simple continuously compounded interest equation. stuff i did in calc last quarter and stuff in finance!

I also remember doing that last semester, which is the reason why I don't remember it at all...

Yeh, I did it in basic algebra II.

^Same... I was a sophomore falling asleep in the back of that class because it was so easy

You speak for the majority of us xD

I feel like this is approaching the vicinity of being relevant...

I am terrible at math in french for some reason. You'd think it wouldn't be any different...and really it isn't. I'm confident actually that it was my non-francophone teacher. Her voice was monotonous and dull. Her classes made me hate Smartboards everywhere. And she had no business coaching the volleyball team while being so fat. Goodness, I hate that woman. She, and I mean this sincerely, stuffed her face while wading through her boring as ass classes. I used to be in AP math. AP!!!!! I passed the horrid strumpet's class...just barely. In fact, she single-handedly took my average and bent it over a desk and pounded it. Math is more engaging in English.

Also, logarithms aren't too difficult once you get the hang of them. Just gotta practise the problems and you'll catch on. I didn't learn much in my class--as I've mentioned. >:( HOWEVER. I believe that logs make sense after you do a few applications with'em. Now for homework help.... wanna do my Physics write-up? :S

Quote from: kirby_superstar on April 12, 2011, 01:31:18 PMI feel like this is approaching the vicinity of being relevant...

I am terrible at math in french for some reason. You'd think it wouldn't be any different...and really it isn't.

Also, logarithms aren't too difficult once you get the hang of them. Just gotta practise the problems and you'll catch on. I didn't learn much in my class--as I've mentioned. >:( HOWEVER. I believe that logs make sense after you do a few applications with'em.

I suck at both math in French and English D:
As you mentioned, logs are not that hard. I loved doing that. T'was awsm.
Also dull teachers are the reason why I failed a couple of my math classes. Didn't feel like doing my homework ;~;

Ahahaha, well, I think it was because my teacher was so boring. Normally I'd catch on. But now I've joined the masses for whom math just isn't really intelligible.
I'm horrid with homework. Ahahaha, as such, I commend the originator of this thread. >.<

The trouble I had with logarithms is that I wasn't really awake while we were learning it for the first time...

I was writing all the notes down, but that's all they were. None of it ever reached my head for a while.
After getting some help with it and actually paying attention, it wasn't too hard.

Quote from: KefkaticFanatic on April 09, 2011, 02:12:56 PMExponent*

But yes, that is correct above.  That's actually one of the most simple log problems possible, so you must have not been paying attention in class :|

Umm well that's what I thought until I asked her about it and she said that we hadn't learned any logarithms yet and that I should just substitute random numbers in for R. -_- Wat. I got some smart kid in my class to explain the log to me.

Too bad I don't have a "classroom" to get help from.

sucks to your assmar

Reviving this topic because Jub said he was having math issues. Ask if you want, Jub.

It's more of a not-getting-enough-sleep problem that prevents me from hearing anything my teacher says during fifth period.

So I just have to 1. get more sleep, 2. do the homework/study, and 3. be more organized so I can find my homework.
And if I run into anymore problems with number 2, I'll let you know.

A company produces packets of soap powder labeled "Giant Size 32 Ounces." The actual weight of soap powder in a box has a normal distribution with a mean of 33 oz. and a standard deviation of 0.8 oz. What proportion of packets are underweight (i.e., weigh less than 32 oz.)?

If it helps, the answer is .106; I just need to see how to get there.

We just started on the unit circle in math... errr... anyone know any good tricks to help learn it?

Jub: Bah, the batteries in my graphics calculator have died. I don't remember exactly how to do it off the top of my head but there's some place where you can input the details of the distribution and find the probability that it's less than 32 (assuming you can use a graphics calculator, not that I know of any other way).

Nebbles: What bits of the unit circle are the problem? Is it converting from radians to degrees or something else?

Saria: lol idunno anything about Ben Franklin besides the kite thing

Nebbles: Memorize it.

Nebbles:

The unit circle has its centre in origo (coordinates (0,0)). Its radius is 1.
The sine of an angle between the positive x-axis and a given spot on the line of the circle is given by the Y-coordinate of the spot. The cosine is given by the X-coordinate. Note that there will always be two angles that fit each sine and cosine value.

Could have gone on for longer, but school starts in half an hour. Later today, perhaps.

We never learned the unit circle like you did, but as far as I pieced together from various things I think I understand what you need to know, tell me if it's too much or too little.

Cobraroll explained the actual circle well, but I have a suspicion you're referring to the values on the unit circle rather than the concept itself.

Firstly radian measure. I won't go into the details of what it is because you may already know. The key thing to remember is pi is equal to 180 degrees. So 2pi = 360 degrees ; pi/2 = 90 ; pi/3 = 60 ; pi/6 = 30 and pi/4 = 45. Thus the formula really is if you have something in degrees, multiply by pi/180. If you have something in radians, multiply by 180/pi. An easy trick to remembering which is which is to look at the denominator, if what you have is in radians, multiply by the one with the pi on the bottom, vice versa for degrees

Now that that's settled, let's look at the unit circle.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FHxAjE.jpg&hash=77956c9ed077666c622ae1d02de2544c807a2d1a)

Let P be a point on the unit circle of co-ordinates (x,y). Let P have an angle of θ with the x-axis. Therefore, by pythagoras, given the hypotenuse is the radius of the circle and equal to one

cosθ = x/1 = x
sinθ = y/1 = y
tanθ = y/x

Thus the co-ordinates for P can be written as (cosθ, sinθ).

Now the horrible part... how to memorise the values of the co-ordinates when θ is equal to various numbers.

Personally, since I wasn't taught this way, I'll teach you my way and how to convert it to the unit circle.

If θ is equal to pi/4, then the other angle has to be pi/4 because the angles in a triangle must add up to pi (180). Thus the triangle is isoceles because the two base angles are equal. Let one of the smaller sides equal one, the other side must also equal one since opposite sides of an isoceles triangle are equal. Now what about the hypotenuse? well by pythagoras the hypotenuse = square root of 1^2 + 1^2. The hypotenuse = square root of 2.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FMhhqb.jpg&hash=a91c9f13776a02d8cdc938659cb442f57592ce3d)

But the hypotenuse of the unit circle isn't the square root of 2, it's 1. Therefore we have to make the hypotenuse of this triangle 1. Look at the bottom left triangle. All the sides have been divided by the square root of 2. This is fine since I just let the two sides equal one, the ratio and pythagoras and everything still holds if I divide it by root 2. Except now we have the two co-ordinates that define the point for the unit circle.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2Fb2L7J.jpg&hash=53e5ce2038b2b1e0cf4750b0fd3aba59ee7d0d9f)

Now we can use trigonometry! We found earlier that cosθ = x, sinθ = y, tanθ = y/x. If we substitute the values we have on the triangle

sin(pi/4) = 1/root 2 ; cos(pi/4) = 1/root 2 ; tan(pi/4) = 1/root 2 divided by 1/root 2 = 1

The other two values, pi/3 and pi/6 I have shown on the triangles below. For pi/6, you can just swap the values, as long as you know which side of the triangle represents x and which represents y you'll be fine.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FrvEH3.jpg&hash=d10bc8728bd580b5b1955b391e464e903172486e)

Now, this is only for the first quadrant. For the other three you'll be pleased to know it's just these exact same triangles mirrored. For example, in the second quadrant, the x value will be negative, but the y value will be positive. So cosθ is negative, sinθ is positive, and tanθ is negative.

The trick to remembering the angles, I find, is to remember it's the same angle, but taken from the x axis. So for the third quadrant,
(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FjwLJf.jpg&hash=593ce380ed31561a35ac7ee3634b361e825c0e70)

In that sense if we have an angle of θ in the first quadrant, the equivalent angles are:
Second Quadrant: pi - θ
Third Quadrant: pi + θ
Fourth Quadrant: 2pi - θ

Hope that helps.

Anyone know something about Laurent series?

Because I still don't have a clue.

^In a couple of years, I might be able to help you. Hope you're patient!

Would be, but the deadline is this Friday.

Qew: Geez, thanks! XD That should help, because we have to memorize all the values and fill in the circle on Friday.

lol yep there's a quiz I might flunk

Quote from: JaMaHa on October 05, 2011, 11:43:04 AMWould be, but the deadline is this Friday.

I would try google or wikipedia :/ I haven't done anything with series in a long time and my books don't have anything on the Laurent series.

I've Googled, read through the chapter in Advanced Engineering Mathematics a few times, read through the lecture slides.

I know in principle what it is and how it's supposed to work but I just can't figure out how to calculate the coefficients.

http://people.ucsc.edu/~lewis/Math103/convergence.pdf

http://math.furman.edu/~dcs/courses/math39/lectures/lecture-38.pdf

here are some examples. I'm not sure what you mean by coefficients but worked through examples usually help if you can't figure out how to use a theorem.

Oh and nebbles, good luck on the test! If you remember the two triangles it'll be easy. For the second triangle all you have to remember is "2, 1, root(3)". Since you know the angles you should know if you have a large angle it will correspond to a large side so the pi/6 is opposite the 1 since it's the smallest, pi/2 (the right angle) is opposite the 2 and pi/3 is opposite root(3).

JaMaHa, is this by any chance what you're looking for?
http://www.khanacademy.org/video/maclauren-and-taylor-series-intuition?playlist=Calculus

Not sure how a Maclaurin series is related to a Laurent series, but it might be of help. Perhaps.

My dad is OBSESSED with Khan academy. -.-

Khan Academy. <3
http://patrickjmt.com/ is good too though.

^We use Khan Academy for math sometimes. >:D

hehe I admit I watched the video out of curiousity. Not quite as glamorous as I thought, it reminds me of newton's method.

Nonetheless Khan academy is badass! *joins with Mashi and Saria*

*Kicks you out.*

*Kicks self out to join Qew*

Also, guys, you should all convince your schools to get edmodo because it's super coll.

Quote from: Mashi on October 07, 2011, 03:41:57 PM*Kicks self out to join Qew because I love him and I'm yag.*

Fixed. /Trollface

YAG
noun /yag/ 

A synthetic crystal of yttrium aluminum garnet, used in certain lasers and as an imitation diamond in jewelry

Okay.

^You think too hard. It's not what I mean. Look at the letters of yag. /Your homework

gay
adjective /gā/ 
gayer, comparative; gayest, superlative

Lighthearted and carefree
- Nan had a gay disposition and a very pretty face

Characterized by cheerfulness or pleasure
- we had a gay old time

Brightly colored; showy; brilliant
- a gay profusion of purple and pink sweet peas

gay/gā/

Adjective:   
(of a person, esp. a man) Homosexual.

Noun:   
A homosexual, esp. a man.

Synonyms:   
adjective.  merry - cheerful - jolly - joyful - blithe - mirthful
noun.  pansy - fairy - queen - raver - fagot - pederast - poof

Pansy? Fairy? /Fagot/? THOSE are synonyms for gay?

That's just insulting. You're gay, not a fucking wimp/fairy/whatever. How tasteless.

Pederast is a new word for me.
I don't think I'm ever going to use it though.
Or rather, I hope not.

I just copy/pasted it. Don't call me gay. Imma girl, Nebbles.

No, no, I know that. I know you didn't define it. I'm just referring in general to the definition. Not you, Saria.

I don't see what's wrong with the definition.  It's not as if gay is frequently used with a positive connotation.  If one wants to be formal in referring a person who enjoys the romantic relations with another of the same gender, the word homosexual would be correct to use.
The word gay, however, is usually used as an insult, to my knowledge, though its usage has declined lately where I live.  It would only be natural for the word to be given negative synonyms.

Think of it like you would with the words sex and fornicate (Thanks to Ruto for that word!); both can be considered synonyms to each other, but their meanings are not interchangeable and cannot always be used in the same context.  In a similar manner, the same goes for the words homosexual and gay.

But anyway, Oxford is great, get out. :(

EDIT: The longer I stay here, the worse my grammar becomes.
:(

...you know what, no. I'm not getting into a debate about this. I'm done.

Quote from: Mashi on October 07, 2011, 07:13:40 PMI don't see what's wrong with the definition.  It's not as if gay is frequently used with a positive connotation.  If wants to be formal in referring a person who enjoys the romantic relations with another of the same gender, the word homosexual would be correct to use.
The word gay, however, is usually used as an insult, to my knowledge, though its usage has declined lately where I live.  It would only be natural for the word to be given negative synonyms.

Think of it like you would with the words sex and fornicate (Thanks to Ruto for that word!); both can be considered synonyms to each other, but their meanings are not interchangeable and cannot always be used in the same context.  In a similar manner, the same goes for the words homosexual and gay.

But anyway, Oxford is great, get out. :(

Why were you talking to Ruto, batch.

Euphemisms, meh.

Jub stop distracting me, my phone keeps freezing your avatar on the frame where it zooms in on her legs and her skirt is flying up. >:(

The alternative was this:

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fdl7.glitter-graphics.net%2Fpub%2F687%2F687617zlc2t6r9e3.gif&hash=3a9db47628734afd5b298baaf25f3cea404ffee2)

Or this:
(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fsungem.animeblogger.net%2Fwp-content%2Fimages%2Fsuzumiya%2Fsuzumiya-ep03-02.gif&hash=44c4a18484993bb0c2a47d14aa352502f6fab990)

You and your Mikuruness.

You're making it more awkward than it already is. D:

Fine then, you take Mikuru!

Nou.

But I'm Koizumi now! D:

And you should be Imouto!!! :D Because she's a paragon of adorableness.

NO I'M TEH ONLY PARAGON OF ADORABLENESS. SHE IS OLDER THAN ME BY ONE YEAR AND I AM IN 7TH GRADE WHILE SHE IS IN 6TH.

No but if you were Imouto then there would only be one paragon of adorableness! And you wouldn't have to worry about the age difference!

I NEED HALP!

What do many geologists think is the driving force of plate tectonics?

Has to be a paragraph. Is it subduction or gravity? ???

I'm sure you can understand this: http://en.wikipedia.org/wiki/Plate_tectonics#Driving_forces_of_plate_motion

WIKIPEDIA IS HARD. D:< I hate teh science teacher! He can't teach! >:(

How the hell can it be gravity -.-

Everything says gravity when I looked it up. And obviously I would finish one homework in 6 hours. Yeesh. =_=

Although subduction is believed to be the strongest force driving plate motions, it cannot be the only force since there are plates such as the North American Plate which are moving, yet are nowhere being subducted.

^Kefka's Wikipedia link -.-

Gravitational force is way too weak to do much at this scale obviously.

I am totally hating World History right now. You can give a generic answer for every question.

Quote from: triforced1 on October 18, 2011, 08:10:05 PMI am totally hating World History right now. You can give a generic answer for every question.

God I miss that. APUSH is such a bitch.

Quote from: SlowPokemon on October 18, 2011, 09:05:40 PMGod I miss that. APUSH is such a bitch.

God I miss that. Corporate Finance is such a bitch (I hate WACC)

SlowPokemon, we should definitely study together!  If I'm correct, you're from Georgia, so because you started school earlier than me, you'll be ahead of me.  But I'll be willing to read ahead on topics in order to fully discuss certain events!  My class is just on the verge of entering the American Revolution.

Lol I remember my teacher making it sound like the Americans really decided to split from England to avoid paying taxes. We didn't use any textbooks for the course, only "A People's History of the United States". I don't know if people agree that it's the main reason, but it was definitely the most overlooked one. America didn't seem so virtuous after that xD

Taxes may certainly have played a role (Considering James I ignored Parliament's existence and did whatever he wished, leading to the Plymouth Colony.), but religion was the primary reason as far as Plymouth and the Bay Colony go, considering that the Pilgrims (Separatist Puritans - Puritans wishing to separate from the Anglican Church.) desired to practise their beliefs in their own church without interference of England (Because the English Act of Superiority (After Elizabeth I's revisions) only permitted the toleration of Catholics (Though, discrimination still existed, of course), so to permit a sect of Puritanism probably would have earned the Puritans the ire of the monarch (Considering Puritans didn't like the Anglican Church in the first place!).  Furthermore, James I thinly veiled his Catholic tendencies and often ignored the pleas of the Puritans for Anglican Church reforms.  He probably resented the Puritans a lot too, considering the Puritans idea of purifying the Church was getting rid of nearly everything Catholic about it (Which in all essence, was everything)!

Dont we all love the Great British Ass-Kicking of 1776

Meh. Most history is nothing but useless bullshit in my opinion.

Try saying that the next time there's a holocaust!
Although it's very cliche, that commonly distorted quote about those that don't pay attention to the past are condemned to repeat it is quite true!

In Frankenstein, (aside from the fact that Frankenstein created a monster), historical philosophies paved his way into modern science fields.  The idealistic beliefs of the creation of homunculi, alchemy, and immortality served only to augment the vast fervor Frankenstein had.  It was because of history (Because those philosophers were outdated and followed anachronistic ideas.) that the genius that was Frankenstein came to be.

If you would like a more real view, then I introduce you to Psychology.  This is merely me rationalising, but I believe that Psychology is deemed as a History subject for the particular reason that it investigates relationships with human beings, just as History does.

If you would like an actual historical example where ignorance in history has led to problems in society, I take you to current events; 9/11.  Because (ostensibly) many Americans were ignorant of Islam, they persecuted it a great deal.  Imagine all the ruckuses that could have been avoided if people just realised beforehand that Islam wasn't a terrorist religion!

Although AP courses are certainly arduous for many, so long as you try to do well, the fruits of your work will be worthwhile.  AP isn't about memorisation, it's about analytic skills.  I'm sure you've noticed that your teacher hasn't actually taught you some of the things on your quizzes, tests, and exams.  That would be because, unless your memory is absolutely perfect and you've memorised a bunch of textbooks, you're going to rely on your acumen in order to do well on the AP Exam.

Quote from: Mashi on October 19, 2011, 03:33:47 PMTry saying that the next time there's a holocaust!
Although it's very cliche, that commonly distorted quote about those that don't pay attention to the past are condemned to repeat it is quite true!

In Frankenstein, (aside from the fact that Frankenstein created a monster), historical philosophies paved his way into modern science fields.  The idealistic beliefs of the creation of homunculi, alchemy, and immortality served only to augment the vast fervor Frankenstein had.  It was because of history (Because those philosophers were outdated and followed anachronistic ideas.) that the genius that was Frankenstein came to be.

If you would like a more real view, then I introduce you to Psychology.  This is merely me rationalising, but I believe that Psychology is deemed as a History subject for the particular reason that it investigates relationships with human beings, just as History does.

If you would like an actual historical example where ignorance in history has led to problems in society, I take you to current events; 9/11.  Because (ostensibly) many Americans were ignorant of Islam, they persecuted it a great deal.  Imagine all the ruckuses that could have been avoided if people just realised beforehand that Islam wasn't a terrorist religion!

Although AP courses are certainly arduous for many, so long as you try to do well, the fruits of your work will be worthwhile.  AP isn't about memorisation, it's about analytic skills.  I'm sure you've noticed that your teacher hasn't actually taught you some of the things on your quizzes, tests, and exams.  That would be because, unless your memory is absolutely perfect and you've memorised a bunch of textbooks, you're going to rely on your acumen in order to do well on the AP Exam.

I don't like it much. And it has nothing to do with analyzing, for the most part it actually is writ memorization. Psychology is more of a science, as it has to do with current theories. In addition, it's nothing to do with an AP class; I'm doing great in all of my other AP classes. I just don't see it as being useful in any of my career interests.

I feel that Psychology can be deemed as both a scientific and historical subject.  Scientific because the perspectives deal with various scientific ideas and historical because it's based on human growth, interaction, etc.  I suppose it can be viewed more as a Science subject, but my school has it listed under History for whatever reason, so I consider it a History course too!

Anyway, if you're not analysing anything, then something probably isn't right in your class.  You're never going to be asked the dates of a war, or the names of the Native tribes in the Iroquois Confederacy (Though, these facts are certainly helpful to know in some cases.), but you will need to understand why the colonists didn't feel resentment towards Great Britain until after the French and Indian War; knowing facts such as the realisation that the colonists and Great Britain had grown more different between each other than the colonists believed, or that the colonists hated the British idea of impressment is all well and good, but it's also important to note that the Proclamation of 1763, which limited the colonists' rights to expand passed the Appalachian Mountains, caused the colonists to feel that the British policy of salutary neglect had ended, that their belief that the American land was rightfully their's was being challenged, that Great Britain was giving them an order, rather than a piece of advice or urging.  Not to mention that not being able to expand land would reduce the earnings of various colonial peoples, since there would be less land for them to crop, that many people would starve due to lack of food being produced, that colonies wouldn't be able to receive various resources they desired, etc.
Of course, this is an easy one (Since I can't think of one requiring more thought off the top of my head.), but so long as you can understand the significance of an event and what it means, then you should be good.

We should still study together though!

Quote from: Ruto on October 19, 2011, 07:11:53 AMLol I remember my teacher making it sound like the Americans really decided to split from England to avoid paying taxes. We didn't use any textbooks for the course, only "A People's History of the United States". I don't know if people agree that it's the main reason, but it was definitely the most overlooked one. America didn't seem so virtuous after that xD

lololol, the only textbook you used was goddamn Zinn?  Man that was painful to read every time we came across it.  He's so disgustingly hyperliberal with his ranting about how everything is a conspiracy against the poor etc etc wah wah wah -____-

Has anyone read the Canterbury Tales? At all? I really need help.

Quote from: Nebbles on November 02, 2011, 01:44:16 PMHas anyone read the Canterbury Tales? At all? I really need help.

Yep, 2 years ago...

But I forgot, so I am no help

ugh

i'm gonna fail this essay /crawls into corner and sobs

Quote from: Nebbles on November 02, 2011, 04:47:24 PMugh

i'm gonna fail this essay /crawls into corner and sobs

Try Sparknotes?

Which part of Canterbury Tales?  Our teacher focused mostly on the Wife of Bath :P

Did you know that if an untrained level 12 Pikachu has 28 speed, its IV for speed somewhere between 12 and 19?

Thanks to Mathematics S3, I do now.

Quote from: KefkaticFanatic on November 03, 2011, 08:16:27 AMWhich part of Canterbury Tales?  Our teacher focused mostly on the Wife of Bath :P

The satire that Chaucer used on the characters in the prologue. I got the Yeoman.

Quote from: JaMaHa on November 03, 2011, 10:04:24 AMDid you know that if an untrained level 12 Pikachu has 28 speed, its IV for speed somewhere between 12 and 19?

Thanks to Mathematics S3, I do now.

Would it have to be hasty nature?

Nature didn't affect said Pikachu's speed.

An object is thrown upwards and reaches a maximum distance of H in T seconds.  What distance does the object reach in T/4 seconds?

i spent ~5 minutes on this and is the reason i couldnt review the exam to fix the elevator question that i got wrong and waaaaaaaaah

^Remember that the object reaches its maximum distance when its velocity is zero (it turns in mid-air, and for a brief moment, it's neither going in one direction nor the other). Acceleration is constant (unless you throw it really, really high). That means that the laws of motion can be put into use. S = V₀t + 1/2 at² and all that.

It's kinda late over here now, so my mind is a bit fuzzy. I can look further into this tomorrow.

The answer needed to be in terms of H and only H, which is what really messed me up.  I found the initial velocity through substitution and making T = 4s, so uf=ui+at -> 0 = ui + -10 m/ss x 4s -> -ui = -40 m/s -> ui = 40 m/s

After that, I plugged it into the equation you stated, so d=ui x t + 1/2 a x t^2 and found that d = 320m.  After that, I did the same thing, but with the T/4 value (1s) and found that d = 35m.  But the answer wasn't a fraction of that.

Though, I just realised how inane it was to do all that.
Still have no clue how to do this though. :(

EDIT: Just remembered why I did all of that; I plugged in the value involving T into the H of the multiple choice answers and if they equaled to the T/4 value of the distance.

EDIT 2: http://i41.tinypic.com/34sik9d.png
NEVER MIND, FRIEND HELPED ME SOLVE IT.

omg i remember when i needed help with that question baby mashi is so cute
how did i even screw up such an easy question

im bumping this but im going to put a question here from this textbook that i dont know the answer to because fun fun fun

"For free electrons in a solid, at what energy is the probability that a particular state is occupied equal to a) 0.01; b) 0.99?"

Guys, what should I do for my audio design project.

It needs to be about Thanksgiving. Can involve video and/or pictures. Not strictly audio. Can be funny, serious, whatever.

Ideas?

I don't want to just ask people what they're thankful for, too overdone methinks.

Quote from: ETFROXX on November 18, 2013, 07:24:46 AMGuys, what should I do for my audio design project.

It needs to be about Thanksgiving. Can involve video and/or pictures. Not strictly audio. Can be funny, serious, whatever.

Ideas?

I don't want to just ask people what they're thankful for, too overdone methinks.

Question the ethics of Black Friday. You could technically consider it Thanksgiving-related...

Haha everybody's just like "I'm so grateful"
12 hours later
"IT'S MINE GIVE IT TO ME I GOT MY HANDS ON IT FIRST"
*Tramples everybody in their way*
Why not make a video about a turkey?  (With complete soundtrack, of course)

http://www.youtube.com/watch?v=ZSBq8geuJk0‎

IMPROVE THIS VIDEO. If you think that's possible. I'm not sure, personally.

(yeah yeah I don't know how to embed youtube okay)

Something about food or football? That's all I can think of

And Black Friday keeps getting pushed forward farther and farther. I heard some stores are actually opening during the evening on Thursday this year

Are Tariffs drawn the same way as Quotas on a Price and Quantity graph below the Domestic Supply line and above the Total Supply line labeled "Domestic Supply with Tariffs?"

Quote from: Bubbles on November 18, 2013, 05:21:25 PMSomething about food or football? That's all I can think of

And Black Friday keeps getting pushed forward farther and farther. I heard some stores are actually opening during the evening on Thursday this year

I want to do something completely different. But idk.

My idea was some funny version of the original version thanksgiving story. Idk. :(

My project! It sucks! Yay!

"and they're all like 'YAAAAAAY'"
xD it's great!

Yay! Thank you. :3

Should've been a tag at the end.

"And then they all died. Happy Thanksgiving!"

Woah woah, 1961? wut. xD

Lol fuck. SCALE THAT BACK A HUNDRED YEARS. OR TWO HUNDRED. AH FUCK.

SEE, IT SUCKS.

I think it's hilarious, leave it in.

I'll leave it in for you guys, but I'm changing it before I turn it in. :P

This was phenomenal.

So, the part where I spelled Friendship wrong, should I fix that? I don't think my teacher will care. It's /audio design/. But should I?

No, keep it!  It adds to the humour and makes it super cute.

you should also keep the other misspellings and just say it was like this on purpose for artistic effect? and if she complains there are certain limits with artistic freedom just say something along the lines of "at least it wasn't a nude lady on a wrecking ball"

This was quite fun to watch. Great job!

Quote from: Jub3r7 on November 19, 2013, 07:26:48 PMyou should also keep the other misspellings and just say it was like this on purpose for artistic effect? and if she complains there are certain limits with artistic freedom just say something along the lines of "at least it wasn't a nude lady on a wrecking ball"

this

Most of us know that colleges strongly recommend taking language classes in high school. A slightly smaller number of us know the many reasons why. And it's a safe bet that only a fraction of us can remember how to speak a second language! Learning another language requires a type of abstract thinking not often found in common curriculum. By now you may be thinking, "But what does this have to do with music?" The answer is that music lessons and classes should carry the same weight as language classes. Not only do they require the same type of abstract thinking as language classes, they can be just as challenging, and music could even be considered a language of its own. As a side benefit, it can help you learn patience.  It can take time to learn a new piece of music.

   Math and music are renowned to be heavily intertwined.  Both areas use the same part of the brain and thus practice in one can lead to a strengthening of skills in the other.  For instance, one of the important components of music is the rhythm.  It can be difficult to keep rhythm when you have a 4 on 3 or 3 on 2 beat.  It requires you to count in a different way than normal, and many younger children in music lessons learn to count from music.  Fractions are also learned when the time signature is explained.  In any given piece of music, a "fraction" will be shown on the far right.  The "numerator" is the number of beats per measure and the "denominator" is the fraction of which note gets one beat.  A 4/4 signature has 4 beats per measure and a quarter note is equal to one beat.

   Many of you who have taken language classes can understand how hard it is to understand the grammar and conjugations of the new language.  When learning music theory, especially higher level theory, it can be difficult to grasp exactly what certain things mean.  For example, a scale has 2 modes, either major or minor.  However, depending on the accidentals in the scale, the minor scale can be further divided into "natural", "harmonic", and "melodic".  It can be difficult for some people to understand the differences and implications of these three terms.  In addition, being able to "read" music may feel natural for music students, but students just learning can find "lines and dots" difficult to read, just like a bilingual Spanish-American student reading Spanish with an English-only speaker trying to learn Spanish.

   So why don't colleges accept music classes with the same weight as language classes?  Many of the top colleges in the United States require two years of language classes.  That should be changed to allow for music classes too.  When colleges ask for language classes, they want students who can learn abstract concepts, have good memorization skills, are willing to work hard, and can work outside of their comfort zone.  Music classes help improve all these and more.

   There are more than just academic benefits to music lessons too.  Playing instruments such as guitar and piano strengthen your fingers and forearms and help improve hand-eye coordination.  Playing an instrument can often be enjoyable, akin to playing a sport.  Learning a piece on an instrument can often take time and practice.  A music student who wants to excel will practice rigorously and learn to delegate their time efficiently.  They must also keep working at it if the piece is harder than they are used to.  It can also take time to develop a method for certain ornaments in musical pieces such as glissandos and appoggiaturas.  To excel at playing an instrument requires patience and devotion.  This also opens up possibilities for students who are hard of hearing or are mute.

   When college classes are asking for language courses, are they asking for things that can be filled with appropriate music classes?  I firmly believe they can and should allow music classes to fill in for language classes.


Need it to be twice as long.  Thoughts?

Quote from: NocturneOfShadow on February 04, 2014, 03:18:21 PMNeed it to be twice as long.  Thoughts?

I'm not sure how you can get it to be twice as long, but: be verbose. Other than that, I can't really think of anything... I prefer to edit while I'm writing rather than afterwards (unless there are glaring errors) because I find it helps me write in greater quantity and quality (and helps me prepare for on-demand writing prompts).
That was a very good read, though, as it is!

...write big/giant font or use longer words? I don't know, sorry. Maybe add in a little thing about music+stress management?

Tweak the margins. Teachers *never* notice  ;)

Quote from: blueflower999 on February 04, 2014, 04:28:04 PMTweak the margins. Teachers *never* notice  ;)

What if the assignment is based on number of words, though?

Then duplicate a few words randomly in the middle of paragraphs and hope that the teacher doesn't read it

Take away contractions.

Quote from: zoroark1264 on February 04, 2014, 04:58:45 PMTake away contractions.

That is part of being verbose, I would say, but I think that that is still quite good advice.

Did you, good sir, see what I accomplished in the above sentence, and, by extension, this sentence itself?

I was thinking of more "legitimate" stuff, but...
Yeah legitimate stuff.

Yeah BDS he needs to write an actual legitimately well thought out paper, not one of your arguments

Quote from: SlowPokemon on February 04, 2014, 06:39:00 PMYeah BDS he needs to write an actual legitimately well thought out paper, not one of your arguments

What a juicy contradiction! :-X

Quote from: SlowPokemon on February 04, 2014, 06:39:00 PMYeah BDS he needs to write an actual legitimately well thought out paper, not one of your arguments

I saw that slow had posted and I thought I was gonna get great feedback!
...Just a kind of good joke...

If you need more words then try having a better command of the English language.

Or not being terrible at school work.

I respectfully disagree, BlackDragonSlayer; verbosity is a trait common to many 19th and 20th century works and is seen as both gratuitous and archaic in today's society as far as advanced literature goes.  If it's possible to write a sentence using 5 simple words instead of 15 grandiloquent words while expressing the same idea, it's generally better to use the simpler, colloquial prose instead.  Not that all verbosity is bad, but it takes a lot of skill to use the device effectively.  It's a good idea sometimes, but I don't think it would be in NocturneOfShadow's case.


As for your essay, NocturneOfShadow, it makes many great points about the difficulty of music courses and how fruitful they can be in a similar manner to language classes, but I feel it's lacking in how music is a beneficial class by itself.  What you've written so far isn't bad at all, but like most things, it could be improved in some areas.

A few arguments you might want to make are how you'll find support for a music class in the curriculum.  People already tend to dislike classes like language classes, so would it be wise to add another class they may be distasteful of?  If music and language classes are so similar in how they teach a person, then why bother teaching both?  Why not keep the status quo (which is what occurs most often)?  Also, what do you plan to teach in these music classes?  You've noted the benefits of playing an instrument, but not everyone will be playing reasonably well after a year's worth of classes; I played the clarinet for 7 years and practised quite often and I'm not so good at it, frankly!  And if I'm the average, how many others would be like me?

Again, what you've written so far isn't bad at all, but there are definitely a lot of things you can address to lengthen it a bit and also make the discussion more cogent.  What you need to do is anticipate an opponent's argument and tear them down in your essay.  Be realistic in what you want to implement, but be resolute in doing so.



Ninja'd: I forgot to post this waaay before, whoops!!!

Quote from: Mashi on February 04, 2014, 09:06:51 PMI respectfully disagree, BlackDragonSlayer; verbosity is a trait common to many 19th and 20th century works and is seen as both gratuitous and archaic in today's society as far as advanced literature goes.  If it's possible to write a sentence using 5 simple words instead of 15 grandiloquent words while expressing the same idea, it's generally better to use the simpler, colloquial prose instead.  Not that all verbosity is bad, but it takes a lot of skill to use the device effectively.  It's a good idea sometimes, but I don't think it would be in NocturneOfShadow's case.

I was speaking of how verbosity can help one to enhance the length of an essay, all while maintaining the same meaning as the original essay (and in turn demonstrating not only your vocabulary, but also your ability to articulate your thoughts in detail- something most teachers enjoy); since Nocturne was wondering how to increase the size of his essay, I merely suggested that he do so in order to get the same meaning from his essay as he intended, especially if he could not find any more information to add.
Of course, I don't mean that he should make it sound archaic (e.g. not verbose like this (http://www.youtube.com/watch?v=g3lo90ElO9Q))- there is a way you can lengthen your sentences without sounding too archaic (which I've used in order to make essays about rather limited subjects meet required page lengths: a simple example of what I mean can be found right in this sentence- using "in order to" rather than just "to"). It also has the benefit of making your essay sound less "casual," if you put enough effort into using the correct words. Sometimes, just putting an extra word or two in has a drastic effect (in the long run) on not only the length of writing, but (usually) also the impact is has on the audience (in this case, I assume, the teacher).


...in fact, I can think of a direct example right now:

Quick edit of first paragraph

Many people know that colleges strongly recommend taking foreign language classes in high school. A slightly smaller number of people are aware of the many reasons why- and it's a safe bet that only a small fraction of people can actually remember how to speak a second language! Learning another language requires a certain type of abstract thinking not often found in common curriculum. By now you may be thinking, "But what does this have to do with music?" The simple answer is that music lessons and classes should carry the same weight as language classes. Not only do music lessons require the same type of abstract thinking as language classes, they can also be just as challenging, and in fact, music could even be considered a language of its own. As a side benefit, it can, in addition to other benefits, help you learn patience; for example, it can take time to learn a new and unfamiliar piece of music.

[close]

Quote from: blueflower999 on February 04, 2014, 04:31:50 PMThen duplicate a few words randomly in the middle of paragraphs and hope that the teacher doesn't read it

Haha, put a bunch of words in white around the title. :3

BlackDragonSlayer, that's exactly what I meant though!  He should be doing the opposite of what you're saying.  In general, teachers and professors tend to grade papers using excessive length or vocabulary lower than those that don't (there have even been studies on this!).  It's foolish to express the same idea with more words than fewer.  Language was built to express oneself succinctly and conspicuously without going at length, so it defeats the purpose of communication to express the same idea with more words; it's inefficient.  Even doing something as simple as replacing "to" with "in order to" wastes space and time.

There are times when verbosity is okay, but it takes a skilled writer to do so, and it's seldom wise to bloviate on a topic without a reason for doing so.

That is to say, there is a myriad of 'epochs' within a time range in which grandiloquence and verbosity are to be exhibited within a realm of decency, however, it is absolutely pivotal that a proficient wordsmith perform such a task, and it is well advised to rarely ever resolve to speak of trifles without a proper rationale for integrating such things into such discourse.

I exaggerate, but are you beginning to understand what I mean?  A skilled writer compacts as much information as possible into as few words as possible.  It'll be an important quality to have when you're applying to colleges, for example, and are limited to so and so word limit.

Quote from: Mashi on February 04, 2014, 11:09:09 PMBlackDragonSlayer, that's exactly what I meant though!  He should be doing the opposite of what you're saying.  In general, teachers and professors tend to grade papers using excessive length or vocabulary lower than those that don't (there have even been studies on this!).  It's foolish to express the same idea with more words than fewer.  Language was built to express oneself succinctly and conspicuously without going at length, so it defeats the purpose of communication to express the same idea with more words; it's inefficient.  Even doing something as simple as replacing "to" with "in order to" wastes space and time.

There are times when verbosity is okay, but it takes a skilled writer to do so, and it's seldom wise to bloviate on a topic without a reason for doing so.

That is to say, there is a myriad of 'epochs' within a time range in which grandiloquence and verbosity are to be exhibited within a realm of decency, however, it is absolutely pivotal that a proficient wordsmith perform such a task, and it is well advised to rarely ever resolve to speak of trifles without a proper rationale for integrating such things into such discourse.

Oddly enough, I've been taught (and have found the effects of) the opposite: use as many words as possible without dragging on for too long. Not only does it help to reach requirements for essays, but as I said, it can also give your audience a different impression of the way you articulate your ideas (in short, making you seem more intellectual :P). Of course, dragging on for to long will likely bore your audience, but as both of us have said to certain degrees, you need to "know your limits," so-to-say.

QuoteI exaggerate, but are you beginning to understand what I mean?  A skilled writer compacts as much information as possible into as few words as possible.  It'll be an important quality to have when you're applying to colleges, for example, and are limited to so and so word limit.

I think it certainly depends on what medium you're writing in. I didn't say that you always need to write as much as is unnecessarily possible (if that makes sense), but as you said, you do need to know to be able to write in a multitude of ways (ranging from short summaries to lengthy pages). I've known (not necessarily personally) a number of people who have trouble writing in length, and in my opinion, I'm glad to have the knowledge/ability to do so.

Thanks Mashi!  I'll keep those points in mind.  That's really helpful!

Quote from: BlackDragonSlayer on February 04, 2014, 11:42:44 PMOddly enough, I've been taught (and have found the effects of) the opposite: use as many words as possible without dragging on for too long. Not only does it help to reach requirements for essays, but as I said, it can also give your audience a different impression of the way you articulate your ideas (in short, making you seem more intellectual :P).

Suddenly all of your posts make sense.

Thanks for all this mashi.
And for the rest of you, is this seriously what you do? o.O

Quote from: SlowPokemon on February 05, 2014, 01:52:15 PMSuddenly all of your posts make sense.

Spoiler

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FYwgbT16.gif&hash=4161c007e5f8120a9a421f15154d2d3acb89cdc3)

[close]

:P

Quote from: NocturneOfShadow on February 05, 2014, 01:57:34 PMThanks for all this mashi.
And for the rest of you, is this seriously what you do? o.O

... :P :P

*sigh*

:P ....

Spoiler

unfunny stupid picture

[close]

*facepalm*

:P :P :P :P :P :P :P :P

.................................................

.. :P :P :P... *eye twitch*

sarcastic comment that's supposed to be witty

...........since I made a stupid point I'm going to pass it off as a joke or reference for you imbeciles ::)

:P :P :P

merely

... :P

Quote from: SlowPokemon on February 05, 2014, 02:27:04 PM... :P :P

*sigh*

:P ....

Spoiler

unfunny stupid picture

[close]

*facepalm*

:P :P :P :P :P :P :P :P

.................................................

.. :P :P :P... *eye twitch*

sarcastic comment that's supposed to be witty

...........since I made a stupid point I'm going to pass it off as a joke or reference for you imbeciles ::)

:P :P :P

merely

... :P

This is the definition of a verbal caricature.


Though, I must say...

Quote...........since I made a stupid point I'm going to pass it off as a joke or reference for you imbeciles ::)

You seem not to notice that the "stupid" point was a joke all along, which is apparently why is seemed "stupid" to you (or possible some other reasons...). Especially so in this case:

Quote from: BlackDragonSlayer on February 04, 2014, 11:42:44 PM(in short, making you seem more intellectual :P).

Quote from: NocturneOfShadow on February 05, 2014, 01:57:34 PMAnd for the rest of you, is this seriously what you do? o.O

Lol nope, not me. What I really do, is take any electronic devices and put them in my closet so they don't distract me, and just sit at my desk with my head in my hands trying to think of more things I could possibly add in. When I'm writing my *really long* draft, I think "quantity over quality", then I take out all the useless/bad stuff once I'm done so that it's just "quanity of quality". Then I revise and turn it in. :P

Quote from: BlackDragonSlayer on February 05, 2014, 03:02:25 PMThough, I must say...You seem not to notice that the "stupid" point was a joke all along, which is apparently why is seemed "stupid" to you (or possible some other reasons...). Especially so in this case:

...Sometimes I wonder whether you have a brain...

Quote from: Clanker37 on February 05, 2014, 04:27:51 PM...Sometimes I wonder whether you have a brain...

*sigh*

It's futile. I give up.

The Dragon slayer has been slain.

Huzzah and hurrah!

Of course he's got a brain guys  ::)
Did anyone else notice the eyeroll is ": : )" ?

Once I've finished with my second rough draft I'll put it up and you guys tell me if there's an improvement, okay?

The eyeroll guy looks like a guy with sunglasses on.

Here's essay v 2.0:

Most of us know that colleges strongly recommend taking language classes in high school. A slightly smaller number of us know the many reasons why. And it's a safe bet that only a fraction of us who have taken a language class are fluent in our second language! Learning another language requires a type of abstract thinking not often found in common curriculum.  According to an article found on About.com, the list of colleges that require at least two years of language includes high end colleges such as Harvard, MIT, Stanford, and UCLA.  By now you may be thinking, "But what does this have to do with music?" The answer is that music lessons and classes should carry the same weight in college admissions as language classes. Not only do they require the same type of abstract thinking as language classes, they can be just as challenging, and music could even be considered a language of its own. As a side benefit, it can help you learn patience.  It can take time to learn a new piece of music.

Of course, if we already have language classes, why would we need to accept music classes?  Opening up more options for students can help them get into colleges they previously couldn't have if their school hadn't offered language classes or if extraneous circumstances had prevented a student from taking a language class.  Most high schools already have music classes so there wouldn't be any radical changes to schooling systems either.  In addition, there may be people who simply cannot learn a new language.  Allowing music classes for college admissions gives these students a chance to go to higher end colleges.  While there will be people who simply cannot grasp music that just means the solution isn't replacing language classes but merely giving multiple options.  No longer would students be forced to go to a second-rate college simply because they don't have enough language credits to go to the college of their dreams.

Alternately, some people may simply dislike language classes.  This leads to the same solution of giving multiple options.  If a class has the same core benefits with separate benefits of its own that class should be considered when colleges are admitting students.  On the other hand, if people dislike music classes the language class would still be an option.  At the very worst they could take the "lesser of two evils" and at the very best multiple courses with similar benefits would be available to take.

   Math and music are renowned to be heavily intertwined.  Both areas use the same part of the brain and thus practice in one can lead to a strengthening of skills in the other.  For instance, one of the important components of music is the rhythm.  It can be difficult to keep rhythm when you have a 4 on 3 or 3 on 2 beat.  It requires you to count in a different way than normal, and many younger children in music lessons learn to count from music.  Fractions are also learned when the time signature is explained.  In any given piece of music, a "fraction" of sorts will be shown on the far left.  The "numerator" of this fraction is the number of beats per measure and the "denominator" is the indication of which note gets one beat.  A 4/4 signature has 4 beats per measure and a quarter note is equal to one beat.

   Many of you who have taken language classes can understand how hard it is to understand the grammar and conjugations of the new language.  When learning music theory, especially higher level theory, it can be difficult to grasp exactly what certain things mean.  For example, a scale has 2 modes, either major or minor.  However, depending on the accidentals in the scale, the minor scale can be further divided into "natural", "harmonic", and "melodic".  It can be difficult for some people to understand the differences and implications of these three terms.  In addition, being able to "read" music may feel natural for music students, but students just learning can find "lines and dots" difficult to read, just like a bilingual Spanish-American student reading Spanish with an English-only speaker trying to learn Spanish.

   So why don't colleges accept music classes with the same weight as language classes?  Remember, many of the top colleges in the United States require two years or more of language classes.  That should be changed to allow for music classes too.  When colleges ask for language classes, they want students who can learn abstract concepts, have good memorization skills, are willing to work hard, and can work outside of their comfort zone.  Music classes clearly help improve all these while providing additional benefits unique to playing an instrument or learning theory.

   An important thing to keep in mind is the separate benefits unique to music.  There are more than just academic benefits to music lessons.  Playing instruments such as guitar and piano strengthen your fingers and forearms and help improve hand-eye coordination.  Playing an instrument can often be enjoyable, akin to playing a sport.  Learning a piece on an instrument can often take time and practice.  A music student who wants to excel will practice rigorously and learn to delegate their time efficiently.  They must also keep working at it if the piece is harder than they are used to.  It can also take time to develop a method for certain ornaments in musical pieces such as glissandos, tenutos, trills, and appoggiaturas.  To excel at playing an instrument requires patience and devotion.  This also opens up possibilities for students who are hard of hearing or even deaf (Beethoven became deaf and still played piano) or are mute.

So what exactly would be taught in these music classes?  Preferably a student would choose an instrument and learn the theory associated with that instrument, while at the same time practicing the instrument and learning how to play it.  Other options for music classes would be: composition courses where students learned a bit more advanced theory and used it to write and analyze music either provided by the professor or brought in to class by the student; a class strictly devoted to and centered around theory, going very in depth; or even allowing students to take private music lessons with tests distributed by a licensed individual.  Any of these would provide the same core benefits colleges look for in language classes.

   When college classes are asking for language courses, are they asking for things that can be filled with appropriate music classes?  The answer is most likely a strong yes.  I firmly believe they can and should allow music classes to fill in for language classes.


I know that the paragraphs are out of order xD and that I still need to add more real world evidence, but other than that, more thoughts?  Remember, I'm looking for content issues, not grammar or structure at the moment!

Quote from: zoroark1264 on February 05, 2014, 07:17:44 PMThe eyeroll guy looks like a guy with sunglasses on.

B)

Shameless self bump
guys peer review is important.  My sister is dumber than me when it comes to this D:

I just can't seem to find anything to add though. :P

OK, so I did some annotations. Is this for an English or music class? The comments I made were if I was handing it in to my English class.  These are all my opinion and you do not need to heed it, if you disagree.

Here 'tis it (https://dl.dropboxusercontent.com/u/57307902/nocturne's%20essay.docx)

Don't use dropbox D:

You don't have to have a dropbox account. You just click the link and you can download it. Easy as pie

     An essay I wrote last year.  It was for recommending an AP Music Theory course to the High School. Now that I look back at it, the wording is very choppy and too repetitive.  Interruptive language elements were used waaay too much. But - I was short on time.  Perhaps there is content here that might help you.

     Half of all students who took a national theory exam failed it. The high failure rate of the Associated Board's preliminary exam was accordingly attributed to insufficient education on music theory, according to Lucia (16).  Music theory, by general definition, is the study of the structural, ideological, and scientific aspects of music.  The importance of theory is overlooked by Brunswick High School, which only offers performance classes that are of satisfactory quality.  Implementing the AP Music Theory Course will assist aspiring music students greatly with their studies and bring them together in a collaborative community. 
   Put simply, music consists of two parts: theory and performance. At our high school, performance classes, such as orchestra and band, are of satisfactory quality.   However, most people not familiar with music performance know very little of theory, and subsequently do not know that theory instruction is just as important as performance instruction. It is commonly known among musicians that the system of music notation, writing music on paper, is based on theory.  The ability to translate that notation into music is dependent not only on musicians' performing experience, but also on their knowledge of theory – they cannot play what they cannot interpret. According to Erik, "Listeners' ability to detect errors 'in intonation in a melody' or 'melodic intonation' is affected by their ability to perceive underlying harmonic function." Therefore, musicians' performing abilities are limited, to some extent, by their level of theory. 
     Instrumental classes, such as orchestra and band, teach a minimal amount of theory due to its requirement for performance.  However, more advanced concepts, such as chord notation and diatonic function, are usually only taught in specialized theory classes. "Why teach advanced concepts when students can play their music with concepts already taught?" some might ask.  Of course, any student can churn out the bare notes and be technically "correct" with what little theory they already have.   But, advanced theory adds a new dimension to the music: a deeper and more complex understanding of not just the way musical notes interact, but why the notes interact in the way they do.  Mastery of the written music greatly improves musical expression and motivates students with a newfound perception of the beauty and intricacy of music. 
     Another difference between orchestral classes and theory classes is the fact that in orchestral classes, students do not get to socially interact much.  Students walk into the classroom, chat frivolously, tune their instruments, and then silently play them all the way to the end of the class.  Exceptions to this standard procedure are the days in which theory is taught.  Yes, playing in an ensemble can be considered "working together," but students don't actually interact with each other.  What one student plays does not influence another student or change what they play; the work is independent. A theory class trumps run-of-the-mill ensemble classes in that students are truly brought together.  According to Beckstead, they can exchange and present musical ideas, compositions, revelations, and actively collaborate in heavily group-based projects, such as a joint improvisation to be described later on. 
   Performance is not the only thing that benefits from theory.  Because theory encompasses the ability to read music and the tools for writing music, it is the backbone for everything to do with music, including composition, education, psychology, musicology, ethnomusicology –musicology especially benefits, on account of their substantial focus on how theory has changed over time – aesthetics, therapy, and the already-mentioned performance (Lucia 2).  Furthermore, the applications of music theory are not restricted to just music. Almost all disciplines have their own theoretical studies and beliefs, and the beliefs of each can relate in some way to the philosophical/theoretical studies of other disciplines because of the naturally broad scope of theory in general (Lucia 6).  For example, in music theory there are ideas that a musical phrase should generally not have the same volume throughout, but layers, inflections, strong parts and weak parts, and the general shape of soft at the beginning, climactic in the middle, and soft at the end. These same ideas could be applied to linguistics and writing. A spoken English sentence usually has a softer beginning, a syllable near the middle that is the most stressed, and a softer end.  A fictional novel usually has an inviting exposition, an intense climax, and a peaceful resolution.  Of course, there are exceptions: a musical phrase could be cut off and suddenly explode into a frenzied flurry; an English sentence, such as "Feel the power," could emphasize the first word; and a science-fiction novel could have an action-packed and busy exposition for dramatic effect.  But, even these exceptions are similar in their manner of exception – namely, that they all emphasize the introduction.  Similarities between disciples allow other disciples and walks of life to benefit from the philosophical theory of a single disciple.   
     Despite that music is a useful study, some might ask, "Would not any funding available be put to better use in core subjects, such as math and reading?"  It is quite true that if core subjects are severely lacking, funding should be applied to those subjects first. Obviously, the majority of all students are not looking at music careers, but careers more related to mathematics, science, and language arts.   However, Brunswick High School would do well to truthfully evaluate its needs; do core classes really need more money?  Are core classes not already of sufficient quality to meet standards?  If core classes are already sufficient in quality, would not any available funding be more effectively applied to music?  Previously discussed is the ideological effect music has on other academic subjects.  In addition to that, music has a cognitive effect on the brain that benefits skills used in life in general, not just academics. The commonly touted "Mozart effect," a belief that listening to complex classical music immediately increases intelligence, is untrue, but there are several studies that demonstrate concrete evidence of long-term cognitive gains, according to Vitale (7).
When musicians play memorized passages, they access a region of their brains associated with planning and problem solving. During musical improvisation, the spontaneous composing of music, musicians switch to cognitive processing associated with meditation, daydreaming, and creative activities (Beckstead). The use of two distinct mental regions shows the extensive varieties of essential skills that music involves.  As Baker wrote, "Musical training has a profound impact on other skills including speech and language, memory and attention, and even the ability to convey emotions vocally." This reinforces the idea that music influences mental growth.  How does music impact other skills?  It engages the mind in so many areas, it shapes the brain to have more neuroplasticity; an ability for the brain to adapt and become more versatile. As further support for this concept, a study by Pascual-Leone at Harvard Medical School demonstrates that pianists have an enlarged and adapted motor cortex (Begley). 
     These findings demonstrate that education of music in general physically increases mental ability, thereby positively influencing musicians' later life.  This is certainly a good reason to fund music, and funding is scarce enough that music teachers would accept any funding they can get, even if the said funding is only for academic gains that music gives (Vitale 18).  But, academics and intelligence should not be the only reason music is funded. Cutietta wrote, "The problem with these reports [that music makes you smarter] is that they send the wrong message. They say that learning about music, or learning to play music, is not important unless there is some other reason for doing it . . . Music is required to justify itself because of unrelated learning" (qtd. Vitale 20).  Is music not worthy of education for its own sake?  Music itself is valuable in society. Weddings have music.  Church has music. Presidential inaugurations, student graduations, military processions, flag-raising ceremonies, birthday celebrations, and innumerable iconic traditions in our culture have music; without it, they would be missing an internal meaning - a colorful dimension.  Music also adds its emotional depths to some other arts, such as film, dance, video games, and to a lesser extent, acoustical architecture. Additionally, music is simply one of the most popular forms of entertainment – some world-class music concerts are commonly known to have attendance rates of tens of thousands of people per concert.  Compounded with these qualities is a belief by many musicians that "a large part of a person's ability to enjoy the aesthetic qualities of music is the degree to which he or she understands the elements of music" (Erik).  Surely, such widespread existence and significance of music warrant it a healthy education. 
It is plain that a music theory course is a major supplement to other classes.  But, Brunswick High School already has a music theory class.  What is the point of this writing, then?  The current music theory class is deemed inadequate.  For the best social and intellectual atmosphere and the most useful content, the course should be based off the College Board's AP Music Theory guidelines.
     An AP course ensures that advanced concepts, such as Roman numeral progression, figured base, and modal keys are explored to benefit serious musicians who have already mastered the basics. The College Board's guidelines also have many coinciding standards with the Ohio Department of Education's Academic Content Standards of 12th grade Music, such as the ability to discern and name textures and compose/improvise a harmonizing part for a given line.  These standards are very high for most orchestral students at the High School, and an AP Music Theory course will be of much more difficulty and quality than the existing theory class. 
According to a survey of Brunswick High School music students, many students are unwilling to take the currently offered course because they already know rudiments taught in the basic course, or, in the case of a high-ranking student, cannot afford the hit to their Grade Point Average by a level two class. Furthermore, the current class is only offered biannually.  This leads to little knowledge of the course, and compounded with the fact that it is only offered one period, conflicts with other single-class courses on students' schedules, such as Post Secondary Enrollment Option courses and higher foreign language classes. Many serious musicians would jump at the chance to take an AP Music Theory course for higher knowledge and the invaluable community, which would be greatly diminished in value in a regular course lacking of serious students.
     Methods of teaching theory in an accessible way to students have been developed by highly experienced teachers and would be put to effective use in the AP course. One basic method is "arpeggiated singing," in which the students must learn the individual intervals of chords and sing them from any key without a piano reference.  This is one of the most effective ways of both teaching harmony (Erik) and developing relative pitch.  As a traditional idiom goes, "Boom – killed two birds with one stone." Arpeggiated singing will probably be used extensively throughout the first quarter to internalize fundamental harmonies. The method is very effective; it fulfills the standards of College Board and Ohio on several fronts related to texture, harmony, progressions, and keys. Arpeggiated singing is based on the idea of "chunking," in which large amounts of information are broken down into associated chunks, making memorization more easy.  The piano reference is one of the base chunks; the alternating intervals inside the chord are memorized as one or two chunks of chords.  The method also uses the "zone of proximal development," which is a theory that "a range of tasks that are too difficult for an individual student to master alone... can be mastered with the guidance and assistance of adults or more skilled peers" (Erik).  The idea is that if a few students cannot grasp the chord at first, other students and/or the teacher singing the chord at the same time will eventually help them understand the chord. 
     A major staple of music theory class is the joint-improvisation.  Improvisation, properly defined, is the creation of spontaneous and unprepared music.  It is one of the rarer skills in the musical world today, and being able to improvise is a huge plus in the composing requirements by the Ohio and College Board standards.  As such, a big improvisation project would not only effectively fulfill requirements, but also motivate and interest students while having them work creatively together.  In this project, students are assigned to improvise in a certain tonal key and its relative keys.  When they are ready, they perform the improvisations in class, and other students can improvise accompaniments to those improvisations.  The process is repeated and lengthened until a whole musical composition manifests from the joint improvisations of the students (Beckstead). 
Theory education that conforms to these standards and efficient teaching methods will deepen musical understanding and analysis, giving students permanent skills.  Theory classes are much more socially motivating than ensemble classes.  Music in general is valuable in society. For these reasons, it is worth funding music classes in lieu of already sufficient academic courses; an AP Music Theory course can bring musicians to work together and achieve high goals they would otherwise never reach.

This really helps!  Do you think you have the articles that you were referencing somewhere?

To be honest, most of what I say is backed by logic and not sources. I only attempted to use sources because they were required. Just like how it is required for the opening sentence to be an "attention getter." :P

 Some of them are in the EBSCO database, which is a hassle to get to. So, I put them on Dropbox (no, I didn't just do it because you don't like it).

Spoiler

http://content.time.com/time/magazine/article/0,9171,1580438-1,00.html
https://www.dropbox.com/sh/7ps2s7oj10iwh6j/XdOysY36XA/musicsources.docx
https://www.dropbox.com/sh/7ps2s7oj10iwh6j/ipoMUuMD3S/EJ946098.pdf
https://www.dropbox.com/sh/7ps2s7oj10iwh6j/HFvOvJO0Pe/33400551.pdf

[close]

Here is my works cited page, just in case you're required to have one.

Spoiler

Works Cited
Baker, S. L. "Music Benefits the Brain, Research Reveals." Natural News Network. N.p., 30 July    2010. Web.
Beckstead, David. "Improvisation: Thinking and Playing Music." Music Educators Journal 99.3    (2013): 69-74. EBSCO. Web.
Begley, Sharon. "The Brain: How The Brain Rewires Itself." Time Magazine. N.p., 19 Jan. 2007.    Web.
Erik, Johnson. "Practical Tools to Foster Harmonic Understanding." Music Educators    Journal 99.3 (2013): 63-68. EBSCO. Web.
Lucia, Christine. "How Critical Is Music Theory?" Critical Arts: A South-North Journal of    Cultural & Media Studies 21.1 (2007): 166-89. EBSCO. Web.
Vitale, John Luke. "Music Makes You Smarter: A New Paradigm for Music    Education?"Canadian Journal of Education 34.3 (2011): 317-43. ERIC. Web.

[close]

Thanks!

Where do I find French primary sources (more specifically Normandy, at the abbey of Mont Saint-Michel) about Benedictine monks from the late 10th century AD?

As-tu éssayé Google Scholar?

C'est bien de chercher les articles en français, commes les journaux academiques et les autres choses très importants pour le recherche!

http://scholar.google.fr/scholar?hl=fr&q=Mont+Saint+Michel&btnG=&lr= (http://scholar.google.fr/scholar?hl=fr&q=Mont+Saint+Michel&btnG=&lr=)
http://scholar.google.fr/scholar?q=Les+moines+b%C3%A9n%C3%A9dictin+du+Xe+siecle&btnG=&hl=fr&as_sdt=0%2C5 (http://scholar.google.fr/scholar?q=Les+moines+b%C3%A9n%C3%A9dictin+du+Xe+siecle&btnG=&hl=fr&as_sdt=0%2C5)

Quote from: DrP on April 24, 2014, 09:48:51 PMAs-tu éssayé Google Scholar?

C'est bien de chercher les articles en français, commes les journaux academiques et les autres choses très importants pour le recherche!

http://scholar.google.fr/scholar?hl=fr&q=Mont+Saint+Michel&btnG=&lr= (http://scholar.google.fr/scholar?hl=fr&q=Mont+Saint+Michel&btnG=&lr=)
http://scholar.google.fr/scholar?q=Les+moines+b%C3%A9n%C3%A9dictin+du+Xe+siecle&btnG=&hl=fr&as_sdt=0%2C5 (http://scholar.google.fr/scholar?q=Les+moines+b%C3%A9n%C3%A9dictin+du+Xe+siecle&btnG=&hl=fr&as_sdt=0%2C5)

Dude how come my professors never told me about this D:

Ils sont les cons??

I don't know. But Google Scholar REALLY helped me with my research papers in college.
(We also had internal stuff, but when I was lazy, I went to Google Scholar -- It was so much better)

Due to my awesome procrastination, I have two pages I have to write about Medieval Ages' swords and knights fighting style and turn it in on Monday, but really, this is all I got and I don't know what to add or where I can get the info:

"There were lots of weapons in the Medieval ages, and the sword was one of them. Knights used them and they, along with the armor and horse of a knight, were very expensive. Medieval swords were the main weapon of the knights in the Middle Ages. Medieval swords changed over time. At the beginning of the Middle Ages, they used a double-edged sword, but later they started using a diamond-shaped sword that could destroy chain mail more easily. There were many different types and styles of Medieval swords.
 
Some parts of the swords are:
Blade - The blades were generally straight with two sharp edges.
Crossguard or Quillion - This was the handle of the sword, in the shape of a Christian cross. It was sometimes covered in bronze, silver or gold.
Edge - The edge is the part of the blade you cut with.
Forte - The forte is the strongest part of the swords blade. It's from the hilt to the middle of the blade.
Fuller - The fuller is a groove in a straight double edged blade. It's also known as the 'Blood Gutter'.
Grip - The Grip was made of horn or wood. It was the part of the swords that the knights gripped.
Hilt - The Hilt is the handle of the sword made up of the crossguard, grip and the pommel.

In medieval times, knights trained using swords called batons. A training fight's end is determined when a set number of hits are met, or when one/both people are satisfied enough. For the first option, different hits and maneuvers counted as different amount of points.
The points were given to the combatants as follows:
Thrusts to the body/head/shoulder(s) - 3 points
Disarms - 3 points"
Thrusts to the body everywhere else - 1 point
Strikes made using the quilliion - 1 point

If anyone can help a bit I might not be so screwed lol

Quote from: zoroark1264 on May 16, 2014, 03:09:06 PM

Spoiler

Due to my awesome procrastination, I have two pages I have to write about Medieval Ages' swords and knights fighting style and turn it in on Monday, but really, this is all I got and I don't know what to add or where I can get the info:

"There were lots of weapons in the Medieval ages, and the sword was one of them. Knights used them and they, along with the armor and horse of a knight, were very expensive. Medieval swords were the main weapon of the knights in the Middle Ages. Medieval swords changed over time. At the beginning of the Middle Ages, they used a double-edged sword, but later they started using a diamond-shaped sword that could destroy chain mail more easily. There were many different types and styles of Medieval swords.
 
Some parts of the swords are:
Blade - The blades were generally straight with two sharp edges.
Crossguard or Quillion - This was the handle of the sword, in the shape of a Christian cross. It was sometimes covered in bronze, silver or gold.
Edge - The edge is the part of the blade you cut with.
Forte - The forte is the strongest part of the swords blade. It's from the hilt to the middle of the blade.
Fuller - The fuller is a groove in a straight double edged blade. It's also known as the 'Blood Gutter'.
Grip - The Grip was made of horn or wood. It was the part of the swords that the knights gripped.
Hilt - The Hilt is the handle of the sword made up of the crossguard, grip and the pommel.

In medieval times, knights trained using swords called batons. A training fight's end is determined when a set number of hits are met, or when one/both people are satisfied enough. For the first option, different hits and maneuvers counted as different amount of points.
The points were given to the combatants as follows:
Thrusts to the body/head/shoulder(s) - 3 points
Disarms - 3 points"
Thrusts to the body everywhere else - 1 point
Strikes made using the quilliion - 1 point

If anyone can help a bit I might not be so screwed lol

[close]

Maybe discuss styles of fighting a soldier when on a horse, and vice versa. You could also give a few examples of disarming techniques. If you run out of things to say, don't add more on a smaller portion, just reiterate the important information with only a few redundancies. You also could elaborate on the types of swords, like broadswords, long swords, scimitars, rapiers, etc. See if you can get away with katanas and the like.

That looks like you have enough? I mean I hope you're planning to not put the lists as lists but as complete sentences. And if its due Monday and only 2 pages you're not really procrastinating :P

Quote from: Bubbles on May 16, 2014, 05:42:09 PMThat looks like you have enough? I mean I hope you're planning to not put the lists as lists but as complete sentences. And if its due Monday and only 2 pages you're not really procrastinating :P

It's a two page minimum but I want a better grade.

Quote from: maelstrom. on May 16, 2014, 05:00:31 PMSee if you can get away with katanas and the like.

LOL

Sentence structure could use some work.  Not sure what grade you're in, but I figure it's acceptable enough for your average aptitude.  As it is now, your sentences are factual, but not necessarily connected.  In a well written essay, information and sentences should flow together.  If you change your diction (word choice) a bit, it can do wonders.  Looking at your initial paragraph:

"There were lots of weapons in the Medieval ages, and the sword was one of them. Knights used them and they, along with the armor and horse of a knight, were very expensive. Medieval swords were the main weapon of the knights in the Middle Ages. Medieval swords changed over time. At the beginning of the Middle Ages, they used a double-edged sword, but later they started using a diamond-shaped sword that could destroy chain mail more easily. There were many different types and styles of Medieval swords.

"Among the variety of weapons available during the Medieval Era (such as maces, pikes, daggers, spears, etc), chiefly the sword was used among the higher classes.  Notably, the knights are closely associated with them, and they heavily relied on them, whether for sport, competition, or training.  Relative to the population, only a small percentage was composed of knights, as the costs of training, swords, horses, and armor were incredibly expensive.  In addition to this expense, knights also had to be particular about what type of equipment they chose for themselves.  The sword, for example, had a variety of forms and even evolved through the Medieval Era.  At its start, swords were primarily double-edged, but as time passed, knights began using swords with a diamond-shaped edge instead, because it would more easily destroy chain mail.  In fact, the changes that occurred to the sword are more intricate than simply alterations to its edges, and there are many more parts to it.

If you take notice, the latter paragraph is slightly longer (but not enough to be redundant), while also supplying more connective ideas and facts.  Of course, the latter paragraph is written in my own style and there's naturally more than one way to express thoughts in cohesive and expressive ways.  The "colour" of one's writing style isn't something that can appear instantly, but it's something you should keep in mind as you continue writing in the future.


maelstrom's suggestions are good.  In addition to his suggestion, maybe write more in depth about the purpose of each part of the sword, why the sword gained popularity for use among knights, why equipment was so expensive (chiefly swords), go more in depth on the types of swords there were, etc.

As for finding this information, you can honestly just Google for it.  This site (http://www.lordsandladies.org/medieval-swords.htm) was the first result for "medieval swords" and it's informative enough.  Be wary of false information, sure, but chances are that it's the first result for a reason!

Anyway, good luck!  You still have the weekend, which should be plenty of time to write it out.  Just write it little by little and you should be fine.

Quote from: Mashi on May 16, 2014, 07:48:59 PMSentence structure could use some work.  Not sure what grade you're in, but I figure it's acceptable enough for your average aptitude.  As it is now, your sentences are factual, but not necessarily connected.  In a well written essay, information and sentences should flow together.  If you change your diction (word choice) a bit, it can do wonders.  Looking at your initial paragraph:

"There were lots of weapons in the Medieval ages, and the sword was one of them. Knights used them and they, along with the armor and horse of a knight, were very expensive. Medieval swords were the main weapon of the knights in the Middle Ages. Medieval swords changed over time. At the beginning of the Middle Ages, they used a double-edged sword, but later they started using a diamond-shaped sword that could destroy chain mail more easily. There were many different types and styles of Medieval swords.

"Among the variety of weapons available during the Medieval Era (such as maces, pikes, daggers, spears, etc), chiefly the sword was used among the higher classes.  Notably, the knights are closely associated with them, and they heavily relied on them, whether for sport, competition, or training.  Relative to the population, only a small percentage was composed of knights, as the costs of training, swords, horses, and armor were incredibly expensive.  In addition to this expense, knights also had to be particular about what type of equipment they chose for themselves.  The sword, for example, had a variety of forms and even evolved through the Medieval Era.  At its start, swords were primarily double-edged, but as time passed, knights began using swords with a diamond-shaped edge instead, because it would more easily destroy chain mail.  In fact, the changes that occurred to the sword are more intricate than simply alterations to its edges, and there are many more parts to it.

If you take notice, the latter paragraph is slightly longer (but not enough to be redundant), while also supplying more connective ideas and facts.  Of course, the latter paragraph is written in my own style and there's naturally more than one way to express thoughts in cohesive and expressive ways.  The "colour" of one's writing style isn't something that can appear instantly, but it's something you should keep in mind as you continue writing in the future.


maelstrom's suggestions are good.  In addition to his suggestion, maybe write more in depth about the purpose of each part of the sword, why the sword gained popularity for use among knights, why equipment was so expensive (chiefly swords), go more in depth on the types of swords there were, etc.

As for finding this information, you can honestly just Google for it.  This site (http://www.lordsandladies.org/medieval-swords.htm) was the first result for "medieval swords" and it's informative enough.  Be wary of false information, sure, but chances are that it's the first result for a reason!

Anyway, good luck!  You still have the weekend, which should be plenty of time to write it out.  Just write it little by little and you should be fine.

Thanks~
I think I can get the two pages all down, now. :3
This was so rushed I didn't pay any thought to sentence structure at all. I'll fix zat right away. xD

Ha, pretty much everything I know about swords came from "The Lord of the Rings Weapons and Warfare." There was a huge section on how the blades were made, grade of steel/iron used and how swords were repaired, sharpened, and major problems when using the sword. You can probably do some research on those things too?

The LotR book is good for a general facts about swords, but the information isn't specific to one era.

Problem #2:
My youngest son likes a hot shower, and wants to stay in the shower as long as possible. We do not have an on-demand water heater. He is a small boy, so he doesn't need that much water. The incoming water supply is at 45 deg F and our water heater is rated at 45,000 BTU/hour. Write a MATLAB script to compute the maximum flow rate of the shower (in cubic feet per minute) so that my son can stay in the shower all day in 95 deg F water.

I don't even know where to begin

Sounds like you convert BTU to Joule, then use specific heat formula to determine the energy required to heat from 45F to 95F, then just algebra to find maximum rate possible.

Quote from: KefkaticFanatic on September 23, 2014, 11:31:15 AMSounds like you convert BTU to Joule, then use specific heat formula to determine the energy required to heat from 45F to 95F, then just algebra to find maximum rate possible.

I don't know what BTU, Joules, or specific heat formula is ;_;
but I'll keep that in mind

Google all of the above :D  Any explaining I do would just be paraphrasing top results anyway ;)

I'm learning linear equations but I don't know what numbers go where. And what the heck is peak air time?


You are moving to Houston, Texas, and you are switching your phone company. Your new peak air time in Houston is $0.23 per minute. Your bill also includes a monthly charge. For 110 minutes of peak air time your bill is $51.30.
a. Write an equation that models the cost C of your monthly bill in terms of the number of minutes m used. (All of your minutes during peak airtime.)

b. How much is your monthly bill for 60 minutes of peak air time?

Woah!! Something I can help with!!

a. The first thing you need to do is find the monthy charge. I'm assuming "peak air time" just means the rate. Since it says it costs $51.30 for 110 minutes of usage, the equation would be (110minutes)($0.23) + X = $51.30. The X is the monthly charge, since it is not affected by the number of minutes and stays the same no matter what. Solve that out and you get $26 a month. If you were to not use your phone minutes at all all month, you would still pay $26.

Turning that into a linear equation is just a matter of logical thinking. If every minute is $0.23, then that would be shown with 0.23m. One minute would be (0.23)(1), two minutes would be (0.23)(2), etc. Add in the constant and the final equation is C = 0.23m +26

b. Simply plug in 60 for m and solve out -- a total monthly bill of $39.80

Ohhhh all right I get it now, thanks~

Quote from: zoroark1264 on September 23, 2014, 02:21:29 PMOhhhh all right I get it now, thanks~

Do you though?
Do you REALLY?
:P

yeah, i didnt think to do 51.30-0.23(110) for the monthly pay. i assumed that 0.23(110)=51.50 >-<

%Problem 2
%There's an enormous chance I did this wrong and I don't think I should get
%points off if I did.
%Specific Heat formula: Q = m c (delta)T
%Q = 47477513.368 J
%(delta)T or Td = 50 degrees F
%c = 4.186 J/gram
%Solve for m: 1/m = (c * Td)/Q
c = 4.186
Td = 50
Q = 47477513.368
m = 1/((c*Td)/Q)
m = m * .000035 %convert to cubic feet
m = m / 60 % convert from hours to minutes

Quote from: NocturneOfShadow on September 26, 2014, 08:13:22 AM%Problem 2
%There's an enormous chance I did this wrong and I don't think I should get
%points off if I did.
%Specific Heat formula: Q = m c (delta)T
%Q = 47477513.368 J
%(delta)T or Td = 50 degrees F
%c = 4.186 J/gram
%Solve for m: 1/m = (c * Td)/Q
c = 4.186
Td = 50
Q = 47477513.368
m = 1/((c*Td)/Q)
m = m * .000035 %convert to cubic feet
m = m / 60 % convert from hours to minutes

The answer is 1 Potato

So for a Japanese assignment, I'm supposed to do a day in the life of a fictional character. Progress is going well, but I accedently put stuff in that is ahead of the currliculum and I don't want to start it again or use a translator. If someone can tell me how to write the following sentences that would be great.

"I must complete a video game whithin 24 hours, or else I will face demotion."

"Luckily, I have assistants who will help me through a difficult section of a game, in case I need help."

yay bump
So, school work, due to today, I've been trying to do it for the past week but I can't get the right answer.

Problem:
The Table shows the height of a ball x seconds after being hit. Write a quadratic function that fits the date by solving a system.

Table:
Time/Height
1 sec/48ft
2 sec/60ft
3 sec/40ft

My work:
I plugged in the points (1,48), (2,60), (3,40) into y = ax^2 + bx + c to get a system of:
a + b + c = 48
a4 + b2 + c = 60
a9 + b3 + c = 40

Plugging it as a matrix into my TI, I get the equation:
y = -16x^2 + 60x + 4

Problem is that that equation has a vertex (maximum) smaller than the y values I'm supposed to get. halp

-1(a+b+c=48)
a4+b2+c=60
add those 2 together
a(3)+b=12 <save this

now add -1(a+b+c=48) with a9 + b3 + c = 40
a(8 )+b(2)=-8

-2(a(3)+b=12)
a(2)=-32
a=-16

(-16)(3)+b=12
b=60

(-16)+(60)+c=48
c=4

y=-16x**+60x+4  So your equation is certainly right ^
plugging it into my calculator I get a vertex of (15/8,241/4)

...but, the points we plugged in have y values of 40, 48, and 60, which aren't on the line of the equation.

I'm not sure plugging numbers into a TI will take acceleration due to gravity into effect.
It would probably assign a different number that made it fit the points better.

Quote from: FireArrow on December 12, 2014, 07:03:16 AM...but, the points we plugged in have y values of 40, 48, and 60, which aren't on the line of the equation.

They don't need to be for a curve of best fit.  All data are subject to measurement error, so it's impossible for all your data to perfectly fit onto a predicted general formula.  To give you an example, if my data were (0, 0), (1, 1), and (2, 2.1) and I was expected to make a line of best fit (i.e. y = mx), it would be impossible to have it pass through all three points (the best that can be done is through two of them with the equation y=x and even then, it wouldn't be the line of best fit).  So your equation is correct, don't worry.  It's the curve of best fit, not the curve of including-all-points-of-the-data.

Barring air resistance and other miscellaneous forces, the effects due to gravity cause projectile motion to follow the path of a parabola, so there's no need to worry about gravity being excluded from your equations.

Damn, then this problem is complete bs, because it later asks "At what time does the ball reach 54 ft" which is impossible because it never does. :/

Mathi saves the day

Quote from: FireArrow on December 12, 2014, 07:24:29 AMDamn, then this problem is complete bs, because it later asks "At what time does the ball reach 54 ft" which is impossible because it never does. :/

but if the maximum is 60.25 then it has to reach 54 ft

Oh yeah, forgot that -b/2a was for the x value not y .-.

Thanks guys! Sorry about that....

Use this for schoolwork or whatever other academic problems guys.

I think I already have the correct answer for this, but I'm not 100% certain I do.

8 ln (x - 9) = 1

e^1/8 -- 9
Yeah mental math.

that's not even math bro you're just moving it from log form to exponent form

The question in class I believe asked for the slope of the tangent line to an equation that represented an object's movement, and it gave the equation along with the object's instantaneous velocity at t=0.
So the teacher plugs in (1/2) for t, located at the bottom of the curve in the equation's graph, and uses that as the second point in the average velocity equation with t=0 as the first point.

I ask him later how he chose 1/2, and his response was along the lines of " I just did ," but maybe I just misunderstood him?
idk, I'll see if the question comes up again in class tomorrow, if it does then I'll copy it down and post it here.

Nah, if your physics teacher is anything like mine you probably heard correctly. I really hope physics teachers aren't notoriously arrogant and unhelpful, because I'm planning on majoring in physics :/ I'd try to help you but there's probably someone else who has a whole lot more of an idea how physics works than me

I love my Algebra teacher cuz he sucks.
He gives us homework, then sits at his desk and uses his phone. So I'm able to take out some snacks and quietly eat them while browsing the forums on my phone or whatever and he won't notice at all.

Quote from: braixen1264 on January 14, 2015, 07:13:03 PMI love my Algebra teacher cuz he sucks.
He gives us homework, then sits at his desk and uses his phone. So I'm able to take out some snacks and quietly eat them while browsing the forums on my phone or whatever and he won't notice at all.

Sounds like my English teacher only he somehow manages to make the class brutally difficult and put no effort in whatsoever.

Our mid-term involved 50 multiple choices questions followed by three five-paragraph essays that took seven sides of paper. >.<

Hey guys, if you have a few moments, would you mind filling out a survey? English class research project. :P It's about a hypothetical third world war.
http://surveynuts.com/surveys/take?id=16950&c=84207617LDND
(sorry if you're not in the U.S., pretend like you are for that last question)
Thanks.

Wait I just noticed this but it's already closed apparently because surveynuts keeps telling me I'm not allowed to see the results

Well, whaddya know. I copied the wrong link.

Fixed.

well that's a really silly survey
2 superpowers can't just promise not to use nukes
any large scale war between multiple superpowers in the future would be a cold war

Except the cold war was essentially two superpowers tacitly agreeing not to use nukes unless the other side did because of mutually assured destruction. Not to say that this means they "didn't play a significant part", but with the extremely vast network of nuclear weapons in the world nowadays, mutually assured destruction is an even greater threat than before, and it's not entirely unreasonable to assume that no one country would be foolish enough to bring down the wrath of every other country that's agreed not to use nukes except in retaliation, even if just by threatening. Even if it were, though, that hardly makes it a silly question to ask when gathering people's opinions on the subject (if it were meant to provide an accurate prediction, it'd make quite a bit more sense to ask professionals), and even if it were a silly question, that hardly contaminates the entire survey.

The next world war will be one for my supremacy. That much I can promise you.

I need to fill out a table

Type of Decay: | Alpha Decay | Beta Decay | Gamma Radiation
Mass               |                  |                  |
#Protons          |                  |                 |

I believe it would be
4/0/0
2/0/0

(I'll write an explanation if you need it)

That's correct, InsigTurtle.

Alpha Decay is a type of radioactive decay in which an atom splits into two more atoms; a Helium atom with two neutrons (called the alpha particle) and a new atom with two fewer protons.
This alpha particle (the Helium), having 2 protons and 2 neutrons (and also 2 electrons whose weight is estimated to 0), weighs approximately 4 atomic mass units, or 4 daltons.  Not sure what term you've learnt.


There are actually two types of Beta Decay; Beta Minus Decay and Beta Positive Decay.  I'm presuming you're learning the former.
Beta Minus Decay is a type of radioactive decay in which an atom transmutates (i.e. or in simpler terms, changes) into an element with one more proton and releases an electron (called the beta minus particle) and an electron antineutrino (basically the same thing as an electron, but with negative mass and positive charge).
The beta particle (electron) has approximately 0 mass and, obviously, has no protons.

And in case you're curious, Beta Positive Decay occurs when an atom transmutates into an element with one fewer proton and releases a positron (called the beta positive particle; has the same mass as an electron, but a positive charge) and an electron neutrino (same thing as an electron, but with negative mass).


Gamma Radiation is a type of radioactive decay in which a gamma ray (in very very simplistic terms, it's basically very high frequency light) is released.  A gamma ray is deemed as a high energy photon if that makes sense to you (but if not, you can ignore it, as it's a technical term).  A gamma ray, essentially being a component in light, has no mass (this isn't approximation like with the electron, it has literally 0 mass) and also has no charge.  So evidently, it would have 0 protons as well.

Actually, I haven't learned this. It's in a review packet I have to finish, 30% of the problems in it I haven't learned because of the weeks I wasn't at school for like 2 weeks.

I'm doing a report on Lego, any facts that I don't know that I could add?

It hurts when you step on one
also googling "history of LEGO" and "fun facts about LEGO" would be overwhelmingly useful for people who actually know how to google :/

Quote from: NocturneOfShadow on February 13, 2015, 01:33:51 PMIt hurts when you step on one
also googling "history of LEGO" and "fun facts about LEGO" would be overwhelmingly useful for people who actually know how to google :/

What is this Google? I should Google it...

google recursion

Quote from: ThatGamer on February 13, 2015, 05:22:47 PMWhat is this Google? I should Google it...

Let me help you with that... (https://www.google.com/search?q=google&oq=google&aqs=chrome.0.69i59j0j69i60l3j0.2979j0j7&sourceid=chrome&es_sm=93&ie=UTF-8)

I'm kidding, of course I know what Google is, been using it for 2 years.

Quote from: ThatGamer on February 14, 2015, 05:26:33 PMI'm kidding, of course I know what Google is, been using it for 2 years.

You've only been using Google for two years?  ???

Quote from: ThatGamer on February 14, 2015, 05:26:33 PMI'm kidding, of course I know what Google is, been using it for 2 years.

Well, you must not use it too often, then...

 

Quote from: blueflower999 on February 14, 2015, 05:27:03 PMYou've only been using Google for two years?  ???

Is that weird?

Super quick question for all you physics buffs

If I double the diameter in an electric wire, will the resistance decrease? By what factor? This isn't even that hard but I've been stuck on it for hours

For reference the equation I'm using is:
R = p(L/(pi•r^2))

Doubling the diameter is equal to quadrupling the radius. Does that help a bit?

I'm just trying to wrap my head around the concepts. I know that doubling the diameter quadruples the radius and a bigger radius=bigger area=less resistance, but for some reason when I put it all in the equation I got a higher resistance? Unless I'm misunderstanding everything and 4R is less resistance than R (please tell me I'm wrong here)

Er, is anyone here particularly good at statistics?

Considering that r is in the denominator, the resistance is inversely proportional to the length of the radius. So if radius increases, resistance conversely decreases by a square factor relative to the length of the radius.

TL;DR, resistance should get smaller.

Quote from: Nebbles on April 20, 2015, 08:42:40 PMEr, is anyone here particularly good at statistics?

I might be. I can do pretty much any type of math except this goddamn physics

'kay, I just have a final next month and my test grades aren't too stellar and I need a lot of help.

Quote from: Dudeman on April 20, 2015, 08:44:35 PMConsidering that r is in the denominator, the resistance is inversely proportional to the length of the radius. So if radius increases, resistance conversely decreases by a square factor relative to the length of the radius.

TL;DR, resistance should get smaller.

I think I might have a simplifying problem then. If R=x/2r, wouldn't 2R=x/r? Or maybe I'm starting the problem off wrong ughh

Quote from: Nebbles on April 20, 2015, 08:48:47 PM'kay, I just have a final next month and my test grades aren't too stellar and I need a lot of help.

If you're looking for an almost-complete review or going over specific chapters, I'd try out Khan Academy on YouTube or the AppStore. Mr Khan helps me keep my gpa lol

Ahhh, gotcha.

Quote from: Bubbles on April 20, 2015, 08:51:08 PMI think I might have a simplifying problem then. If R=x/2r, wouldn't 2R=x/r?

That's exactly right.

Quote from: Bubbles on April 20, 2015, 08:26:23 PMSuper quick question for all you physics buffs

If I double the diameter in an electric wire, will the resistance decrease? By what factor? This isn't even that hard but I've been stuck on it for hours

For reference the equation I'm using is:
R = p(L/(pi•r^2))

If you're having trouble doing questions like this using variable letters, something you can do is replace in a few numbers (as in, say that the p = 1 and l = 1.  Then say the Original Radius = 1 meter and figure out that the New Radius is 2 meters, so when you plug in, you figure out the New Resistance is 4 times less than the Original Resistance).

The basic idea for proportions like this though, is that you want to figure out what the Original Resistance (R_o) is equal to in terms of the Original radius (r_o).  Then, find the New Radius (r_new) and express r_new in terms of r_o.  When you figure that out, plug that into the equation and figure out what the proportion is by making it some number times R_o (in this case, 1/4).

Sorry if I'm being confusing, but if you need further clarification, I'll try to explain as best as I can.

Spoiler

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FaKVwwmn.jpg&hash=88794471513e7e617daa517a73c523166ba6abaa)

[close]

Quote from: Nebbles on April 20, 2015, 08:42:40 PMEr, is anyone here particularly good at statistics?

Oops, sorry, I totally missed this.  What do you need help in particularly?

Mashi's iluu that's exactly what I needed. Turns out I had the problem right the whole time lmao but that helped explain why

(sun)

Make sure to get Physics REKT!!!

Just wasted three and a half hours on some stupid-ass conducting assignment I'm going the fuck home and the fuck to sleep.

How can we help you, Olimar?

Quote from: Olimar12345 on April 22, 2015, 06:39:54 PMJust wasted three and a half hours on some stupid-ass conducting assignment I'm going the fuck home and the fuck to sleep.

That's right go the fuck to sleep HER HER HER

jkjk ilu ERLERMER FERL BERTTER

I procrastinated on a project due this thursday so I need your help guys
I need to write a "childrens'" fairy-tale type story(i.e. once upon a time, happily ever after, magical elements)
It doesn't have to be too long; just 12 pages, and that's with pictures and stuff in them so about like 4 to 6 sentences a page.
I need a story, I'll write it myself but I need the plot but I'm stuck. Help?

Spoiler

I'm desperate. The best I could come up with was about a Call of Duty noob that landed an across the map 720 suicide trickshot.

[close]

Steal Latios's story. I'm sure he won't mind.

Steal mine if you want. I'll put in the time to finish it if you need me to, or send you the original (shorter) ending.

It really has to be short though

you could write a fan fiction about your favorite yordle
nobody would ever know

You could just do a generic Princess/Warrior/Dragon story. :P

You could just re-word an H. P. Lovecraft story.

Quote from: NocturneOfShadow on June 01, 2015, 08:31:16 AMyou could write a fan fiction about your favorite yordle
nobody would ever know

wait a second

Hold onto your hats, I used my thinking brain for this one

A little boy with a very generic name has an art project to do but keeps putting it off for other activities (use those activities to fill up pages, like playing videogames or riding bikes, basic kid stuff). He rushes to do everything last minute and it ends up looking bad and he's upset about it. Moral: don't procrastinate

Here's the easy part: since the kid's project ended up looking bad, so can yours! Make the cover look like a rushed 5 year old drew it. Have the first page as pretty as you could make it, and as the pages go on steadily decline them until the last page is seemingly half finished. Maybe you could put a little note somewhere that the half-assed job was intentional, or leave it up to artistic interpretation.

edit: and you said the project was due thursday not tomorrow so i guess you have some extra time?

If you really need magical elements you can throw them in somewhere but I don't feel like children stories need them all the time.

ok thanks ^^

Quick question.
How do you find complex roots, like in x^2-x+1=0?
I tried using the quadratic formula and I got x=(1 +- i sqrt -3)/2, but Wolfram Alpha says it's the cube root of -1 and -(-1)^2/3...
I'm confused?

And the cube root of -1 is 1, so isn't that a real number? Even more confused...

You and Wolfram Alpha are both correct :P Although I'm not quite sure why WA writes it that way.

-1 actually has three cube roots, -1 and the two complex numbers you listed. Try cubing them!

Life was so much simpler when I only had to worry about one dimension of numbers :P
Thanks!

it's been like 2 years since I've done this stuff, I gotta get back into it!
although I kinda prefer stats

For the parabola y = (x-2)to the power of two - 3, would the vertex be (2, 3) or (-2,-3)

Quote from: Yugi on October 10, 2015, 03:45:14 AMFor the parabola y = (x-2)to the power of two - 3, would the vertex be (2, 3) or (-2,-3)

Actually, you are halfway right on both. :P The vertex is actually (2, -3). It's easier to visualize this if you add that 3 over to the other side. Your equation would then be:
y+3=(x-2)^2

To get the points, you should think this.
For the x coordinate: What do I subtract 2 from to get 0?
For the y coordinate: What do I add 3 to to get 0?

Hope that helped! :D

Or alternatively fun with calculus!

Assuming the equation is y = ((x-2)^2) - 3
Then dy/dx = 2(x-2)
Which expands to dy/dx = 2x - 4
Let dy/dx = 0, since at the vertex the gradient will be 0 as it is a turning point.
Hence, 0 = 2x - 4
Rearranges to 4 = 2x
Therefore x = 2

Alternatively the vertex of a parabola can be found by -b/2a

(X-2)^2 - 3 foils out into

X^2 - 4X -1, so b=-4 and a=1

4/2 = 2, so that's the X coordinate. Plug that back into the equation and you'll see that the vertex is (2, -3).

all of y'alls complex math then blue brings it back with some lame algebra

I also have no clue what the x-intercept for this is, apparently its the square root of -7 but that makes no sense at all

The x-intercept is where the graph crosses the x-axis. To find the x-intercept, set y=0 and solve for the x-coordinate(s).

What Latios said

Here's a workthrough but try it yourself first (no peeking!!)

Spoiler

y=(x-2)^2 -3
(0) = (x-2)^2 -3   ---  add three
3 = (x-2)^2  ---  take the square root of both sides (don't forget the square root of 3 can be positive or negative)
±√3 = x-2  ---  add 2
x = 2 ± √3
so

x = ~3.732
or
x = ~0.267

Idk where you got √-7 from, since thats not even a real number

[close]

Quote from: Bubbles on October 10, 2015, 03:48:15 PM(no peeking!!)[/spoiler]

whoops

X EQUALS NEGATIVE B
PLUS OR MINUS THE SQUARE ROOT
OF B SQUARED MINUS FOUR A C
ALL OVER TWO A

all over a what? finish your goddamn sentences.

they're not sentences

The Quadratic Equation?

Quote from: braixen1264 on October 10, 2015, 09:41:09 PMall over a what? finish your goddamn sentences.

Quote from: NocturneOfShadow on October 11, 2015, 12:13:10 AMthey're not sentences

Quote from: Brawler4Ever on October 11, 2015, 10:23:12 AMThe Quadratic Equation?

Um...I think it was a joke...

it's a song, dummy

Quote from: Brawler4Ever on October 11, 2015, 10:23:12 AMThe Quadratic Equation?

Ha ha I did that last year in 7th grade but I completely forgot about it. :P

bump (more of discussion, not help, but w/e)
I'm attempting my greatest trick yet: a 3000 word book review with 6 academic sources due my 11 AM tomorrow morning. I have procrastinated it until now, and I am 535 words into the greatest, bullshitiest work I believe I will ever write. The grand finale to a hectic semester!

What's the book?

Amitav Ghosh's In an Antique Land.

Come on then, work on it. No time for discussion! :o

771 words and one source down lol xD

Quote from: braixen1264 on December 14, 2015, 12:55:28 PMCome on then, work on it. No time for discussion! :o

I work and discuss at the same time ;)

Quote from: mariolegofan on December 14, 2015, 01:01:50 PMI work and discuss at the same time ;)

would u like a trophy

Quote from: mariolegofan on December 14, 2015, 01:01:50 PMI work and discuss at the same time ;)

Spoiler

(https://s-media-cache-ak0.pinimg.com/736x/05/63/cd/0563cd1937bea536929a85e33fa6bfbe.jpg)

[close]

According to my quackulations, it should take you around 3.6more hours(or 216.25 minutes) to finish at this rate.
Who knew? Math can be useful.

At 920 words, I'm almost a third there. Though, I am prepared to pull an all-nighter if I have to. Anything it takes to get this piece of shit done by 11 AM lmao

Edit: Update: slowing down... I'm at 1224 words now...

Quote from: Altissimo on December 14, 2015, 01:15:35 PMwould u like a trophy

No, I'm just making a statement. Don't give me a smart remark every time I say something.
Thank you.

Btw, good luck with your paper, Olimar!

Thanks, but her "smart remark" was just about as useful as your comment was. It kind of came out of nowhere and did not lend itself to the conversation whatsoever. Work on that, lol.

UGH 20...MORE...WORDS....

GOGOGO
TAKE OUT EVERY CONTRACTION
GG
BULLSHIT WINS

Lol I got a B on it xD procrastination wins!

GG
BULLSHIT WINS

Can someone please help me with this -_-" I feel like it's really easy but my brain refuses to work

If y=f(x) is a solution to dy/dx = 1/(xy) with f(1)=2, find (d^2y)/(dx^2) at the point (1,2)

All I have to do is take the derivative of 1/(xy) right? So would that be -(x+y)/(xy)^2? Or do I still evaluate with dy/dx and get something like [x(dy/dx) + y]/-(xy)^2? Or is there a whole other way I'm not doing it

I'll be back in a bit to either do it or check whoever did it

thank you T-T

You do implicit differentiation (there's another way to do it with partial derivatives, but this is simple enough) to get -[x(dy/dx) + y]/(xy)^2 (which is what you had previously), then plug in dy/dx = 1/(xy) to get -[1/y + y]/(xy)^2, and finally plug (1, 2) into the equation. You were pretty close, but you just needed to plug in what was already given to you

I might be wrong though, so if this is a question in a book that has answers in the back, then just say if you ended up getting the right answer or not and then Latios (or someone else) can help you with it

That looks vaguely familiar I think it's right ahh

Thank you so muchh we normally get the answers for these things so I could work backwards if I don't get it but not for this one :/

Quote from: Bubbles on March 19, 2016, 02:40:42 PM[x(dy/dx) + y]/-(xy)^2?

Quote from: Zeila on March 19, 2016, 04:05:44 PM-[x(dy/dx) + y]/(xy)^2
-[1/y + y]/(xy)^2, and finally plug (1, 2) into the equation

Mhmm looks right to me. You're taking the derivative of 1/xy with respect to x and end up with that. But since x=1, y=2 at this point and you have a form of dy/dx in terms of x and y, you can evaluate and get a number. Like -5/8, I think.

please tell me if I'm wrong when you get the answers because I haven't done calculus in quite a while

I miss math class

Yup I got -5/8 as a final answer ^^ thanks you guys

Quote from: NocturneOfShadow on March 19, 2016, 04:19:01 PMI miss math class

Math class was decent until this year :/ my teacher believes in the student figuring out the majority of the work so you learn it better, but that's turned into her not explaining things thoroughly. It's not a good sign when in the beginning of the year you're told "don't expect to get near an A in this class, you're not supposed to"

That sounds sucky :/ hopefully you found other alternatives for learning the material. If you want to know a shortcut for implicit differentiation, then dy/dx = - (Dz/Dx)/(Dz/Dy), where Dz/Dx is the partial derivative of x and y respectively with respect to z = F (x,y) (note that for implicit differentiation, you should have everything equal 0 before you do this, and for partial derivatives, D is actually a greek (?) letter)

In order to calculate partial derivatives, it's actually easier than regular ones. You just treat the other variable as a constant. For example, if you are calculating Fx (Dz/Dx) in the equation z = 2x^2y^3 + 3xy, then you would get 4xy^3 + 3y

Let's say you are trying to find dy/dx in the equation xy - x^2y = 0, you need Fx and Fy (Dz/dy). Fx would equal y - 2xy, and Fy equals x - x^2. Plug that into the equation dy/dx = - Fx/Fy to get dy/dx = - (y - 3xy)/(x - x^2)

Np! And sorry if this is too complicated. It's just simpler than doing implicit differentiation the normal way. I understand if you don't use this because you didn't formally learn/grasp it yet or if it won't be acceptable in tests or something

Most places I've seen use ∂ (pronounce: "del", write as a backwards 6 lol) for partials, with ∂F/∂x or Fx representing the partial derivative of F with respect to x.

Zeila: My teacher called the above method for calculating derivatives the "god method", because, well, it just works really cool ::)

But of course you don't need to be worrying about this, do you Bubbles? xD What class is this?

my brain just did a flip .-. You def sound very smart tho

AP Calc AB. So like beginners calc with a little extra "f you" thrown in

Oh hey, I took that two years ago. Are you planning on taking the national exam?

I got really excited when I saw this thread because I'm used to helping people on hw & such, but then I realized that I'm one of the youngest on the forums. :/ Better hit the books!

Quote from: Dudeman on March 19, 2016, 06:32:33 PMOh hey, I took that two years ago. Are you planning on taking the national exam?

yes lmao that should be fun

I suppose this would be the right thread to ask for this?

My math course only goes over synthetic division and long division of polynomials where the divisor is of the form x-a or ax-b. So I was wondering how you'd do it for a divisor of any other type of polynomial. Like, let's say, using dividing x^5-4x^4+2x^3-3x^2-3x+1 by x^3+x+1 as an example.

Personally I never use synthetic division (because I always forget how to do it, and it's the exact same steps as long division anyway lol).

Long division with polynomials is even more straightforward than with integers - you don't have to worry about borrowing/carrying over since the sum/difference of any x^n term is always an x^n term. Write out the divisor and dividend out, with placeholder zero terms to keep everything aligned nicely. Then look at the first term of each, and divide them (x^5/x^3=x^2 which is the first term of the answer). Then subtract x^2 times the divisor from what's left under the division sign. You get -4x^4+x^3-4x^2-3x. Same thing, divide the first terms. -4x^4/x^2=-4x so that's the next term of the answer. Then subtract -4x times the divisor from what's left under the division sign, yadda yadda yadda. Everything works out nicely here and you get a quotient of x^2-4x+1.

It's pretty similar to integer long division, which is how I can recall it.

Lol math minor and I haven't seen that ages and I'm too lazy to try. If you could take it now, it's better than taking it later, the high school AP stuff are jokes compared to the college courses.

Anyway, a professor assigned this to her NON-MAJOR chemistry students (CHEM 100) and I'm wondering how they can even do this when I had to look it up myself. I need to ask her to be sure lol, that's how bad it is xD I don't have their book so I've just been using the internet, hope their book actually explains it.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FV3Fk4eA.jpg%3F1&hash=c6a6fdb3c9d216fd5c7e75d760d69dd4adc4467d)

(Name the compound using IUPAC nomenclature)

I just want to make sure I'm not doing this completely wrong; we've done a few problems similar to this, but none completely identical:

The problem is "Find dy/dx of ∫ sqrt(t) dt, with upper limit being tan x, and lower limit being 0," and my answer is sec^2 (x) sqrt(tan x).

Quote from: Ruto on March 20, 2016, 12:09:32 PMLol math minor and I haven't seen that ages and I'm too lazy to try. If you could take it now, it's better than taking it later, the high school AP stuff are jokes compared to the college courses.

Anyway, a professor assigned this to her NON-MAJOR chemistry students (CHEM 100) and I'm wondering how they can even do this when I had to look it up myself. I need to ask her to be sure lol, that's how bad it is xD I don't have their book so I've just been using the internet, hope their book actually explains it.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FV3Fk4eA.jpg%3F1&hash=c6a6fdb3c9d216fd5c7e75d760d69dd4adc4467d)

(Name the compound using IUPAC nomenclature)

Fuck, why couldn't you have posted this last semester lmao now i want to do it except i dont remember chemistry

i started trying and then gave up

That's really not cool for 100-level non-majors. The first and last time I ever had to worry about nomenclature was first semester Organic.

I'm sorry, BDS. Math makes me melt.

Quote from: BlackDragonSlayer on April 14, 2016, 02:19:33 AMThe problem is "Find dy/dx of ∫ sqrt(t) dt, with upper limit being tan x, and lower limit being 0," and my answer is sec^2 (x) sqrt(tan x).

Seems right. Though I will point out the question was phrased incorrectly - it should either say "find d/dx[that]" or "find dy/dx where y=[that]". d/dx is an operator meaning take the derivative, dy/dx is a function that is the derivative of y.

Eh I would just check with wolfram alpha since I don't have a book or calculator or even paper with me. But is it REALLY asking to take the derivative of an integral? That's an odd thing to ask.

First part eh.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FJ20X2d9.png&hash=02ea3a6e8c6f633f62bafeebca00441771430293)

Too lazy to type the second part in but the answer looks right.

The professor never got back to me about the answer to the cyclohexene lol

Quote from: BlackDragonSlayer on April 14, 2016, 02:19:33 AMI just want to make sure I'm not doing this completely wrong; we've done a few problems similar to this, but none completely identical:

The problem is "Find dy/dx of ∫ sqrt(t) dt, with upper limit being tan x, and lower limit being 0," and my answer is sec^2 (x) sqrt(tan x).

Your answer is correct.  This is the Fundamental Theorem of Calculus joined with Chain Rule is that helps you understand it better.  An easy way to check would be to evaluate yourself by taking the integral and then differentiating.  However, as a word of fair warning, you might see in the future examples where you have to differentiate a function that doesn't have an elementary integral (e^x^2, as a common example), so it'll be useful for you to understand the general process for finding the solution than doing straight evaluations.

Quote from: Ruto on March 20, 2016, 12:09:32 PMLol math minor and I haven't seen that ages and I'm too lazy to try. If you could take it now, it's better than taking it later, the high school AP stuff are jokes compared to the college courses.

Anyway, a professor assigned this to her NON-MAJOR chemistry students (CHEM 100) and I'm wondering how they can even do this when I had to look it up myself. I need to ask her to be sure lol, that's how bad it is xD I don't have their book so I've just been using the internet, hope their book actually explains it.

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi.imgur.com%2FV3Fk4eA.jpg%3F1&hash=c6a6fdb3c9d216fd5c7e75d760d69dd4adc4467d)

(Name the compound using IUPAC nomenclature)

2-Acetyl, 4-Methyl, Cyclohexene-1-ol???  idk, taking a guess lol

I need help. What themes do you see in baroque artworks? I've tried google, but all I got were complicated long, rambling, confusing answers.

Quote from: Mashi on April 14, 2016, 04:56:25 PM2-Acetyl, 4-Methyl, Cyclohexene-1-ol???  idk, taking a guess lol

That's a pretty good guess lol but the professor told me the parent chain was cyclohexene. She wrote the problem, so I would have to use that.

I thought of the O=CCH3 as a ketone at first, but I heard her mumble acetyl when she was trying to work out the problem so I stuck to that too. The The three substituents are then hydroxy (OH), acetyl (Ac) and methoxy (MeO) (a freakin' ether).

Quote from: BrainyLucario on April 14, 2016, 05:02:21 PMI need help. What themes do you see in baroque artworks? I've tried google, but all I got were complicated long, rambling, confisong answers.

There's a sign in my library "Google will get you many answers, but a librarian will get you the right one." Try a library.

I don't have any books on baroque art at home, but there are plenty in my office space at school. I've also taken some photos of baroque churches in Austria but there must be plenty of them online too...

Quote from: Mashi on April 14, 2016, 04:56:25 PMYour answer is correct.  This is the Fundamental Theorem of Calculus joined with Chain Rule is that helps you understand it better.  An easy way to check would be to evaluate yourself by taking the integral and then differentiating.  However, as a word of fair warning, you might see in the future examples where you have to differentiate a function that doesn't have an elementary integral (e^x^2, as a common example), so it'll be useful for you to understand the general process for finding the solution than doing straight evaluations.

Thank you, Mashi! I did use both the Fundamental Theorem of Calculus and the Chain Rule to solve it, but I wanted to make sure I was doing it the right way because none of the sample problems used trigonometric functions (and I was a little tired while doing it :P).

Find the value for the missing coordinate that satisfies the following condition:
P1 = (r,120degrees); P2 = (4,160degrees); P1P2 = 3.297

When I plugged it into the polar distance formula and tried to solve for r I got this far before getting stuck:
r^2 - 8rcos40 = -5.129791

Please tell me I'm just missing something really stupid here.

Quote from: Mashi on April 14, 2016, 04:56:25 PMmath and science

Mashi!!!!

A bit confused here.
I was analyzing something in D minor, but the last 4 chords of the piece are A7b9-Dm7-Db7-CM7
So what would the functional chord symbols here be? V9-i7-bI7-VII natural 7 or something? Or should I analyze the last two chords in C major as bII7-I7?
It's a lot different than the other stuff I've had to analyze for class...

Think about the seventh chords: only two chords in a minor scale can have a major seventh: III and VI. Dominant chords are always V of something, so that Db7 might as well be a V7/? to begin with.

Hmm, it'd be V7/bIV of D minor then? I was thinking the Db7 was a tritone substitution thing, replacing G7. Maybe the thing switched to C major before and I didn't notice since they didn't change the key signature, and it's actually V9/ii-ii7-V7/bIV-I7...?

can anyone explain IPv6 to me?  I grasped the concept of IPv4 fairly well, but the explanations of v6 are going over my head, mostly the parts about interface and uni/multi/anycast addresses

also bonus points if you can explain what the / means in a Teredo prefix (2001::/32)

I'm looking for a few responses to a survey if you guys wouldn't mind. It shouldn't take more than 5 minutes on average.

https://goo.gl/forms/bUvjWEvyXys1Ch7R2

Thanks.

EDIT: Closed. Thanks for the halps.

I guess you could say you're




collecting data

(https://www.ninsheetmusic.org/forum/proxy.php?request=http%3A%2F%2Fi67.tinypic.com%2F24v051y.png&hash=5df5e712d84ef224decb678950f221bae092b245)

Shadpwkirby this needs to go on your meme page

Who is shadpwkirby? Any relation to shadowkirby?

I've never heard of them

When I am in desperate need for help and no one else is there to help, I turn to the people of NSM for aid!


Use the Substitution x = 3sinθ, -pi/2 ≤ θ ≤ pi/2, and the identity cot^2 θ = csc^2 θ - 1 to evaluate

S (sqrt(9 - x^2)/x^2) dx


What I have so far is:
x = 3sinθ

sqrt(9-9sin^2 θ) = sqrt(9(1-sin^2 θ) = sqrt(9 cos^2 θ) = 3cosθ

dx = 3cosθ dθ

And from there, anything I do ends up differing drastically from the answer the book gives (it's an odd-numbered problem; unfortunately, no step-by-step solutions here). There are two more problems like it after, so I think knowing how to do this problem will also help me with those two. I understand trig substitution. I understand that you need to do trig substitution to solve this problem. My problem with this one is that there are absolutely no example problems in the book that vaguely resemble this one in form or complexity, and thus I am lost at how to approach this one.

That "S" is supposed to be an integral sign, by the way.

What happened to the x^2 on the bottom? Should you be ending up with 3cosθ/9sin^2 θ? Then you can separate that out into 3cosθ/3sinθ * 1/3sinθ and go from there, right?

EDIT: Also given that the problem specifically tells you cot^2 θ = csc^2 θ - 1, the fact that you end up with cosθ/sinθ at some point should be a big hint that there should be a conversion to cot^2 θ somewhere in there. It's been a while since I've done derivatives of periodic functions, but that does stand out to me.

No, it turns into (3cos(θ))^2 / (3sin (θ))^2 , which would, if I'm correct, would turn to (3cot(θ))^2

USE LaTeX

Whoa, I didn't know this thread existed. This'll come in handy.

So, there is a set of 4 problems in my math review:

5. Which sets of ordered pairs represent functions from A to B? Explain why or why not.

A = {10, 20, 30, 40} and B = {0, 2, 4, 6}

a. {(20, 4), (40, 0), (20, 6), (30,2)}
b. {(10, 4), (20, 4), (30, 4), (40, 4)}
c. {(40, 0), (30, 2), (20, 4), (10, 6)}
d. {(20, 2), (10,0), (40, 4)}

I don't necessarily need the answers, but I need to know how to perform this type of problem for tomorrow. Thank you to anyone in advance.

Double ninja'd

@Levi: Functions only have one output for every input. In other words, the sets of ordered pairs which represent functions are the sets that never repeat an input (that is, the first number in the pair) and get a different output. In this case, that's every answer except a, since a has two outputs for 20 (4 and 6).

Quote from: Dudeman on September 13, 2017, 01:59:11 PM@Levi: Functions only have one output for every input. In other words, the sets of ordered pairs which represent functions are the sets that never repeat an input (that is, the first number in the pair) and get a different output. In this case, that's every answer except a, since a has two outputs for 20 (4 and 6).

You're the best, Dudeman! You explained that better than anyone else I asked today!

Now all I have to do is finish my other homework, practice All-State music and eat a late lunch in time to watch the Direct livestream at 5:00.

Quote from: Latios212 on September 13, 2017, 01:52:42 PMUSE LaTeX

but that takes so freaking $\textbf{looooong}$

Quote from: BlackDragonSlayer on September 13, 2017, 01:32:57 PMhul

(https://i.gyazo.com/3223dc3e8b5641cc7843e292b19dc152.png)

also plus a constant

AGH DAMMIT RIGHT YOU HAVE TO TAKE THE DERIVATIVE OF X TO GET Dθ DAMMIT

*cough* integral symbol and d theta at step 5 *cough cough*

Edit: Oh wait, I think I see what you meant. I've never seen anybody do that.

Mashi explained it better than both my professor and the book itself. :P Thank you very much!

Hey y'all

So I gotta do a project about Leto/Latona, goddess of modesty and motherhood. Part of this project is a parallel to other cultures; does anyone know of a cultural equivalent in, say, Egyptian, Norse, or other mythologies?

My buddy Google knows a lot about Egyptian mythology, lemme go ask him real quick

Edit: he says check out bast, Isis, or taueret
http://www.goddess-guide.com/fertility-goddesses.html

Quote from: NocturneOfShadow on October 01, 2017, 02:43:35 PMMy buddy Google knows a lot about Egyptian mythology, lemme go ask him real quick

Edit: he says check out bast, Isis, or taueret
http://www.goddess-guide.com/fertility-goddesses.html

Well here I go, searching the web for Isis.

Godspeed