2023.02.05 20:30 *arty_dent_harry* **Limit question - Is there an alternative to dividing top and bottom by x^3?**

limit of ((-1)^(x-2)*x^2)/(4+x^3) as x->inf

https://www.symbolab.com/solvestep-by-step/%5Clim_%7Bx%5Cto%5Cinfty%7D%5Cleft(%5Cfrac%7B%5Cleft(-1%5Cright)%5E%7Bx-2%7Dx%5E%7B2%7D%7D%7B4%2Bx%5E%7B3%7D%7D%5Cright%5E%7Bx-2%7Dx%5E%7B2%7D%7D%7B4%2Bx%5E%7B3%7D%7D%5Cright))?or=input

submitted by arty_dent_harry to learnmath [link] [comments]
https://www.symbolab.com/solvestep-by-step/%5Clim_%7Bx%5Cto%5Cinfty%7D%5Cleft(%5Cfrac%7B%5Cleft(-1%5Cright)%5E%7Bx-2%7Dx%5E%7B2%7D%7D%7B4%2Bx%5E%7B3%7D%7D%5Cright%5E%7Bx-2%7Dx%5E%7B2%7D%7D%7B4%2Bx%5E%7B3%7D%7D%5Cright))?or=input

2023.02.03 04:57 *Own_Dot6019* **What tools do you guys use to do basic math stuff like systems of equations?**

Trying to find solutions to the wave function for a quantum physics class and I'm starting to hit the limit of web stuff like wolfram alpha and symbolab. What tools can analytically solve, e.g., a large number of linear equations with exponentials, constants, complex numbers, etc.? There's no way it's done by hand, right?

submitted by Own_Dot6019 to AskPhysics [link] [comments]
2023.01.15 12:03 *saberline152* **[University math]limits**

how would one solve the following limits?

lim for x ->0 ( (1/arctanh(x) ) - ( 1/(e^x-1) ) )

lim for x ->0 ( (1/arccosh(x) ) - ( 1/(e^x-1) ) )

I tried substitution with the identities but it still gets me nowhere, according to my Nspire, the first one has 1/2 as a solution and the second one has -infinity as a solution. I also tried looking for answers using Symbolab and how it works it out but it cannot work it out for the first one.

submitted by saberline152 to learnmath [link] [comments]
lim for x ->0 ( (1/arctanh(x) ) - ( 1/(e^x-1) ) )

lim for x ->0 ( (1/arccosh(x) ) - ( 1/(e^x-1) ) )

I tried substitution with the identities but it still gets me nowhere, according to my Nspire, the first one has 1/2 as a solution and the second one has -infinity as a solution. I also tried looking for answers using Symbolab and how it works it out but it cannot work it out for the first one.

2022.12.19 16:03 *urpretty_gurl* **i can’t figure this out (limit)**

i have tried use ph0tomath and symbolab i still don’t got it. whats a coshx? and how do i found the limit?

submitted by urpretty_gurl to askmath [link] [comments]
2022.11.11 15:50 *ovaserashid* **Well, that's new!!!**

submitted by ovaserashid to photomath [link] [comments] |

2022.10.30 15:27 *Easy-Echidna-7497* **Limit chain rule**

I've tried to solve this but I can't seem to find a way to not make the denominator equal 0.

https://www.symbolab.com/solvelimit-calculato%5Clim_%7Bx%5Cto0%7D%5Cleft(cos%5Cleft(%5Cfrac%7B%5Cpi%20x%7D%7Bsinx%7D%5Cright)%5Cright%5Cright))?or=input

I dont understand why it approaches -1.

submitted by Easy-Echidna-7497 to MathHelp [link] [comments]
https://www.symbolab.com/solvelimit-calculato%5Clim_%7Bx%5Cto0%7D%5Cleft(cos%5Cleft(%5Cfrac%7B%5Cpi%20x%7D%7Bsinx%7D%5Cright)%5Cright%5Cright))?or=input

I dont understand why it approaches -1.

2022.10.25 07:53 *Dynastydicc* **Anyone know how to use symbolab calculus limits without it using lhopitals rule?**

I am not allowed to use that rule yet and it would help to be able to use symbolab without it using lhopitals rule, if anyone knows how to make symbolab solve the problem without defaulting to lhopitals rule

submitted by Dynastydicc to cheatatmathhomework [link] [comments]
2022.10.14 14:28 *drede_knig* **Help with limit values and absolutes**

Hey there! My teacher has passed out an assignment including a problem that I have been somewhat stuck on:

Apologies for the formatting, I haven't quite figured out how to use the fancy pants editor that reddit has.

*should* be correct and continuous. But I have never used absolutes before when working with limit values, so I figured there was tomfoolery at hand.

The work I've done:

However, what it suggests is weird, and I disagree with it. Symbolab wants the limit value approaching from below to mean that x = -x. Its reasoning being that:

I've messed up before because convoluted setting like this trip me up, or because I've overlooked simple interpretations of rules like this. So I'm inclined to blindly trust the calculator on this one, which I don't want to do before checking with someone more knowledgeable than me first. Is it correct that if x is a negative value then x = -x?

submitted by drede_knig to MathHelp [link] [comments]
Apologies for the formatting, I haven't quite figured out how to use the fancy pants editor that reddit has.

Is f(x) continuous in x = 0 in the following? f(x) {(2x^2 + x)/x : x != 0, 1 : x = 0}So I have come to the conclusion that this

The work I've done:

First check for f(x) = (2x^2 + x)/x: I choose to approach f(0) with limit values from both sides to see if they converge. lim x -> 0- (all values approaching 0 from below are negative so x is negative, represented by -x) f(x) = (2x^2 + x)/-x : -x = x f(x) = (2x^2 + x)/x f(x) = 2x + 1 f(0) = 2*0 + 1 f(0) = 1 lim x lim x -> 0+ (all values approaching 0 from above are positive so x is positive,) f(x) = (2x^2 + x)/x : x = x And this is the same as above f(0) = 1 f(0) = 1 applies to both functions above, therefore the function is continuous in x = 0Usually I would've left it at this, but since we've never been given assignments including absolutes and limit values, nor could I find anything in my textbook about it, I felt uncertain. So I hopped onto Symbolab to check my work, and lo and behold, it disagrees with me.

However, what it suggests is weird, and I disagree with it. Symbolab wants the limit value approaching from below to mean that x = -x. Its reasoning being that:

x -> 0- means that x is negative, therefore x = -xI can see how it would think this. If x is a negative number, e.g (-2), then x = -(-2), meaning that x is the negative of x. However I struggle to agree with a value coming out of an absolute with a negation in front of it.

I've messed up before because convoluted setting like this trip me up, or because I've overlooked simple interpretations of rules like this. So I'm inclined to blindly trust the calculator on this one, which I don't want to do before checking with someone more knowledgeable than me first. Is it correct that if x is a negative value then x = -x?

2022.08.02 01:56 *II_Joker* **Symbolab not using the method I need to solve problems**

Anyone have any solutions. I have a paid version of symbolab, and im currently learning calculus 2. I have a problem that I want to use a limit comparison test, and i specify it in the problem box but it always uses the root test. Any ideas how to fix it??

submitted by II_Joker to cheatatmathhomework [link] [comments]
2022.07.29 16:25 *Enough_Perspective16* **¿What will be more usefull for practicing calculus : Paid Subscription Wolfram Alpha or Symbolab (Or maybe another CAS)?**

Hi Guys, i am learning calculus and I find myself using both Wolfram Alpha and Symbolab for solving math questions (when i can not do it by myself or when i want to check if i solved right) I am thinking in paying for a subscription to use the premium features of one of those two softwares, basically I would be using it for calculus ( Precalc, Calc I,II and III).

¿Which one would be better for me? (Better as in more capable of solving limits, integrals and derivatives )

Thank you in advance.

submitted by Enough_Perspective16 to cheatatmathhomework [link] [comments]

¿Which one would be better for me? (Better as in more capable of solving limits, integrals and derivatives )

Thank you in advance.

2022.07.29 16:21 *Enough_Perspective16* **¿What will be more usefull for practicing calculus : Paid Subscription Wolfram Alpha or Symbolab (Or maybe another CAS)?**

Hi Guys, i am learning calculus and I find myself using both Wolfram Alpha and Symbolab for solving math questions (when i can not do it by myself or when i want to check if i solved right) I am thinking in paying for a subscription to use the premium features of one of those two softwares, basically I would be using it for calculus ( Precalc, Calc I,II and III).

¿Which one would be better for me? (Better as in more capable of solving limits, integrals and derivatives )

Thank you in advance.

submitted by Enough_Perspective16 to learnmath [link] [comments]
¿Which one would be better for me? (Better as in more capable of solving limits, integrals and derivatives )

Thank you in advance.

2022.06.12 23:16 *ExteriorProduct* **Some tips for proof-based math courses**

Just wanted to share some tips for incoming 1st year students planning to take the harder proof-based math courses like MAT137, 157, 240, and 247:

**1. Preparation is worth it**

Many people obviously struggle with proofs at the start, but you can alleviate much of that pain by learning basic proof techniques, and reading a bunch of worked examples of proofs. Nobody is born with the faculty to do proofs (well... maybe*almost* nobody). And while the courses MIGHT go over some basic proof techniques at the start, the instructors won't hesitate to get straight to the course content after a week or two. Learning the building blocks of writing proofs will make it a lot easier for you to learn the content.

Two good resources to learn proofs are Velleman's*How To Prove It* or Hammack's *Book of Proof*. It is important to do problems of course, but it's even more important to study a ton of examples of basic proofs using different techniques. With enough knowledge, you should be able to recognize common themes like:

**2. Pay attention at the start!**

Even if you already know how to do proofs, every field of math has its own basic techniques that you want to get used to sooner rather than later. The theorems that you'll learn at the start might be trivial statements, even boring. But PAY ATTENTION to their proofs and let the techniques sink in. Later on, you'll see the the same techniques used to prove basic stuff in proofs of harder theorems.

Furthermore, don't immediately look to do the hardest problem you can find in the textbook. Do a lot of simple problems that use those basic techniques. It is difficult to progress to the harder content without a solid grounding in the basics, even if you think you're a math wizard. You can only trip on the banana peel if you don't pick it up beforehand.

**3. Do problems... but study a lot as well**

Paul Halmos said "The only way to learn mathematics is to do mathematics." And while there is a lot of truth in that quote, it is also at the same time an exaggeration. Solving a lot of problems reinforces your knowledge, and allows you to solve similar problems in the future more quickly. But it is equally important that you don't skip the studying. You want to have the prerequisite knowledge needed to tackle those problems.

Say for example, you are trying to prove something involving limits. It is perfectly fine if you struggle with the problem – math is hard! But if you're staring at the sheet of paper and have no ideas because:

**4. Computation is important**

If you hated plugging and chugging in high school, you'll probably like proof-based courses much better. But that doesn't mean – even in proof-based courses – that learning how to compute and manipulate things isn't important. You want to be comfortable at elementary algebra before you even enter the first lecture. You don't want to see the instructor add something to both sides of an equation and think, "what the fuck?". It should be second nature.

And as the course progresses, you must be able to perform the basic calculations quickly. Don't be the one who can prove the Heine-Borel theorem in the shower but who can't even do a basic derivative or integral without Symbolab. There WILL be computation questions in the midterms and exams, and while there are beautiful one or two-line proofs, those are comparatively rare – most proofs will require at least a few gnarly computations or manipulations.

**5. Prepare now, or prepare to work hard**

Proof-based courses are scary for a lot of students. But consider why they are scary in the first place. Because proofs are*unfamiliar*! What can you do to deal with that? You familiarize yourself with proofs. And while I could've just said "it'll be fine, you'll get the hang of it", the truth is that – unless you're a genius – it will be a struggle if you don't prepare beforehand or at least prepare yourself to work a lot at the start of the course, especially if you're going to do the specialist courses (157/240/247).

**6. And finally a very practical tip...**

Use lots and lots of paper. Really. You don't want to have 10 different things in your working memory when you're solving a problem.

submitted by ExteriorProduct to UofT [link] [comments]
Many people obviously struggle with proofs at the start, but you can alleviate much of that pain by learning basic proof techniques, and reading a bunch of worked examples of proofs. Nobody is born with the faculty to do proofs (well... maybe

Two good resources to learn proofs are Velleman's

- if a theorem involves the natural numbers, then you should try to prove it using induction,
- if a question asks you to prove something exists, you should most likely try to construct an example, or
- if you are having trouble even starting to prove something directly, you should consider a proof by contradiction

Even if you already know how to do proofs, every field of math has its own basic techniques that you want to get used to sooner rather than later. The theorems that you'll learn at the start might be trivial statements, even boring. But PAY ATTENTION to their proofs and let the techniques sink in. Later on, you'll see the the same techniques used to prove basic stuff in proofs of harder theorems.

Furthermore, don't immediately look to do the hardest problem you can find in the textbook. Do a lot of simple problems that use those basic techniques. It is difficult to progress to the harder content without a solid grounding in the basics, even if you think you're a math wizard. You can only trip on the banana peel if you don't pick it up beforehand.

Paul Halmos said "The only way to learn mathematics is to do mathematics." And while there is a lot of truth in that quote, it is also at the same time an exaggeration. Solving a lot of problems reinforces your knowledge, and allows you to solve similar problems in the future more quickly. But it is equally important that you don't skip the studying. You want to have the prerequisite knowledge needed to tackle those problems.

Say for example, you are trying to prove something involving limits. It is perfectly fine if you struggle with the problem – math is hard! But if you're staring at the sheet of paper and have no ideas because:

- you don't even know what a limit is, or
- you only know the definition and have not learned the ways to manipulate limits,

If you hated plugging and chugging in high school, you'll probably like proof-based courses much better. But that doesn't mean – even in proof-based courses – that learning how to compute and manipulate things isn't important. You want to be comfortable at elementary algebra before you even enter the first lecture. You don't want to see the instructor add something to both sides of an equation and think, "what the fuck?". It should be second nature.

And as the course progresses, you must be able to perform the basic calculations quickly. Don't be the one who can prove the Heine-Borel theorem in the shower but who can't even do a basic derivative or integral without Symbolab. There WILL be computation questions in the midterms and exams, and while there are beautiful one or two-line proofs, those are comparatively rare – most proofs will require at least a few gnarly computations or manipulations.

Proof-based courses are scary for a lot of students. But consider why they are scary in the first place. Because proofs are

Use lots and lots of paper. Really. You don't want to have 10 different things in your working memory when you're solving a problem.

2022.06.07 22:34 *Halcyonyx* **Need help with this kind of integration**

The integral is sqrt(r²+9)/3 rdr from 0 to 3 and I am confused for u substitution. I tried symbolab and I am still confused as to how the limits fot the u sub became 3 to 3sqrt(2). Any help will be greatly appreciated. Thank you!

submitted by Halcyonyx to calculus [link] [comments]
2022.05.14 10:22 *oobeing* **Multivariable limit, stuck at last step of evaluation**

Limit is

lim (x,y) (0,0) x^{2}y^{2}/(x^{2}+y^{4})

I've tried looking if it DNE by going along x and y-axis etc, get 0 on all of them.Changed to polar coordinates and then simplified I get

lim r 0 r^{2}*cos^{2}x*sin^{2}x/(cos^{2}x+r^{2}sin^{4}x)

Then if you plug in you get

0/cos^{2}x

and symbolab says the answer here is 0, because 0/a = 0 when a =/= 0.But how can one know the angle x is not pi/2, making the denominator 0 as well?

Edit: Since limit must be independent upon which path you take for it to exist, meaning it must be independent of the angle x here, wouldn't this mean it doesn't exist since there's one angle/path for which the limit is not defined?

submitted by oobeing to learnmath [link] [comments]
lim (x,y) (0,0) x

I've tried looking if it DNE by going along x and y-axis etc, get 0 on all of them.Changed to polar coordinates and then simplified I get

lim r 0 r

Then if you plug in you get

0/cos

and symbolab says the answer here is 0, because 0/a = 0 when a =/= 0.But how can one know the angle x is not pi/2, making the denominator 0 as well?

Edit: Since limit must be independent upon which path you take for it to exist, meaning it must be independent of the angle x here, wouldn't this mean it doesn't exist since there's one angle/path for which the limit is not defined?

2022.05.14 09:20 *NiceSignal4684* **[Gr. 12 Calculus] Need assistance in finding limit of a function with an absolute value, does it even exist, or is it an indeterminate case 0/0?**

Hello everyone, submitted by NiceSignal4684 to HomeworkHelp [link] [comments] I am to find the limit of the function: https://preview.redd.it/zlao6x6a4ez81.png?width=270&format=png&auto=webp&s=1f0487f8e81209e9d36f75ca0b9ebf85efbdb5e2 I was able to factor the top and got (2x-5)^2/5-2x and I'm having trouble with the absolute value. This is what I am doing about the absolute value: 5-2x = { 5-2x, x>5/2 {0, x=5/2 {-(5-2x), x<5/2 So right side check I am getting 0/0 Left side 0/-0 ?? So the function doesn't exist? Edit: I am to work on this function after: https://preview.redd.it/glnvicrpcez81.png?width=173&format=png&auto=webp&s=c12f2b60422af3516b2bd9d50cd26f943419022d but this one is confusing. I can't apply direct substitution, so I'm guessing it's rationalize the denominator and go from there? Update: I just got the answer for the first one, it's the second one i'm confused about still. Do, I multiple the conjugate of the denominator first and then the numerator and then plug in 2? #2 Update: I worked on the one with the radicals, and my answer is 4, but symbolab says the answer is 2. Am I wrong? Thanks in advance! |

2022.05.01 06:56 *ddmari096* **I Manifested Passing my Calculus Class**

Hey everyone! I’m very excited to be writing this right now. I’m going to give a little back story before I get into my actual manifestation.

So I’m in my second year of college. I don’t know about anyone else, but my college is still doing online schooling until the fall 2022 semester. Anyway, as a result of this I would usually join the zoom class and go back to sleep as my class was at 8 am in the morning (a bad decision on my part lol). Because I did this, I ended up not learning anything ofc. When we were given assignments to do on the website Mymathlab I would literally use mathway and symbolab to help me get my answers.

Around mid-march, my teacher posted our math grades and only three people in the class were passing. I was the third highest with 64%.

Throughout this semester I ended up missing one quiz and an ENTIRE unit test (these are weighed heavily…) Not to mention, some of my homework assignments were not all 100%. I also went online to calculate what the possibility of my final grade could be and it was around 50%.

I persistently asked my teacher to open assignments as the semester was near the end and the majority of the class was failing, but he always gave me the same response “Request denied.” (He was so shitty for this lmao)

A week or two before my final math exam (it was on April 28th) I found two channels: Aiva Manifested That and Sammy Ingram. I also got “The Power of Your Subconscious Mind” by Joseph Murphy and started to read it. This changed my entire mindset on how to manifest.

I had a limiting belief in my teacher opening assignments, so instead, I chose to affirm daily that he would curve the class grade so much that I would end up getting a C in the class. At first, I wanted a B+ but then my limiting beliefs came in and told me that it wasn’t realistic so I settled for a C. I also affirmed daily that my final exam would be easy (and let me tell you…IT WAS).

When I woke up yesterday morning I felt extremely confident that I was going to pass my math class with a C. I honestly didn’t even know the grades were out yet considering the fact that I had just recently taken the exam, but I checked anyway and my final grade was a C!!! I know it isn’t the best grade but I am more than happy that I at least passed the class and don’t have to retake it.

I know this success story is pretty long, but I just wanted to give hope to anyone out there that is manifesting grades, money, a house, or an sp that YOU CAN DO IT. The power is LITERALLY within you. Become one with your affirmations and you will truly get what you want!

(I’m going to attach a video of my grades below as proof).

https://reddit.com/link/ufsfdf/video/sqnl3dlp1xw81/player

submitted by ddmari096 to NevilleGoddard [link] [comments]
So I’m in my second year of college. I don’t know about anyone else, but my college is still doing online schooling until the fall 2022 semester. Anyway, as a result of this I would usually join the zoom class and go back to sleep as my class was at 8 am in the morning (a bad decision on my part lol). Because I did this, I ended up not learning anything ofc. When we were given assignments to do on the website Mymathlab I would literally use mathway and symbolab to help me get my answers.

Around mid-march, my teacher posted our math grades and only three people in the class were passing. I was the third highest with 64%.

Throughout this semester I ended up missing one quiz and an ENTIRE unit test (these are weighed heavily…) Not to mention, some of my homework assignments were not all 100%. I also went online to calculate what the possibility of my final grade could be and it was around 50%.

I persistently asked my teacher to open assignments as the semester was near the end and the majority of the class was failing, but he always gave me the same response “Request denied.” (He was so shitty for this lmao)

A week or two before my final math exam (it was on April 28th) I found two channels: Aiva Manifested That and Sammy Ingram. I also got “The Power of Your Subconscious Mind” by Joseph Murphy and started to read it. This changed my entire mindset on how to manifest.

I had a limiting belief in my teacher opening assignments, so instead, I chose to affirm daily that he would curve the class grade so much that I would end up getting a C in the class. At first, I wanted a B+ but then my limiting beliefs came in and told me that it wasn’t realistic so I settled for a C. I also affirmed daily that my final exam would be easy (and let me tell you…IT WAS).

When I woke up yesterday morning I felt extremely confident that I was going to pass my math class with a C. I honestly didn’t even know the grades were out yet considering the fact that I had just recently taken the exam, but I checked anyway and my final grade was a C!!! I know it isn’t the best grade but I am more than happy that I at least passed the class and don’t have to retake it.

I know this success story is pretty long, but I just wanted to give hope to anyone out there that is manifesting grades, money, a house, or an sp that YOU CAN DO IT. The power is LITERALLY within you. Become one with your affirmations and you will truly get what you want!

(I’m going to attach a video of my grades below as proof).

https://reddit.com/link/ufsfdf/video/sqnl3dlp1xw81/player

2022.01.06 15:23 *PuzzleMindedO* **[Grade 10: Limits of trig functions] I got undefined a my answer;however, Symbolab says it’s -2**

submitted by PuzzleMindedO to HomeworkHelp [link] [comments] |

2022.01.02 05:33 *A1v1* **How can I improve my sister's thinking and studying skills?**

I'm trying to tutor my teenage sister in math but she seems to have a few problems that overlap, such that I don't know what is causing her to be unable to solve problems I know she can solve:

I worry that she isn't learning much because of how I guide her through problems instead of her attempting the problems herself. This also isn't sustainable in the long run since I'm not going to guide her through every homework assignment she has.

I've tried tools like RescueTime so she can track how much time she spends gaming. She refused to install software that limits screen time but I'm tempted to do it given how many times I've trusted her to work, only to come back to see her gaming. I tell her repeatedly that because she takes longer to think, she needs to put in more time studying to compensate for that, yet she puts in the least time possible.

How can I help her address these issues?

Edit: Areas to look into

submitted by A1v1 to NoStupidQuestions [link] [comments]
- She rarely puts in the time to practice math, getting distracted easily with games and Discord.
- When she does, she takes a long time to think of how to solve a problem. I try using leading questions to guide her and so it doesn't take as long, but half the time she remains silent because she doesn't know and doesn't tell me she doesn't know until I ask her explicitly.

I worry that she isn't learning much because of how I guide her through problems instead of her attempting the problems herself. This also isn't sustainable in the long run since I'm not going to guide her through every homework assignment she has.

I've tried tools like RescueTime so she can track how much time she spends gaming. She refused to install software that limits screen time but I'm tempted to do it given how many times I've trusted her to work, only to come back to see her gaming. I tell her repeatedly that because she takes longer to think, she needs to put in more time studying to compensate for that, yet she puts in the least time possible.

How can I help her address these issues?

Edit: Areas to look into

- Hobbies with peers to reduce time on Discord and gaming
- Help her with her confidence and drive so that she wants to work on math herself bribe her maybe
- Introduce tools like Symbolab, YouTube for her to solve problems herself
- Look into logic puzzles and programming to work on problem-solving skills

2021.12.04 10:15 *aylonimus* **deriving an integral with respect to d(t) of a continous function with respect to d(x)**

hey everyone, I've asked this already on stackexchange but I don't quite understand the logic behind the response I've been given. I'll reiterate the question and explain my attempts, here's the original post - https://math.stackexchange.com/questions/4322716/finding-the-derivative-of-an-integral-of-a-continous-function?noredirect=1#comment9010893_4322716

In**the question** I've been given a function:

g(t) = (7 + sin(t)/t for every t !=0, 8 for t=0)

and I've been tasked with calculating the derivative of F(x) which has been defined as:

F(x) =**∫** g(t) d(t) between 0 and x^2 -6x.

**My work:**

I've noticed that g(t) is continuous since sin(t)/t will approach 1 as t approaches 0.

In my first attempt I've tried using newton-liebnitz:

F(x) = g(x^2−6x)−g(0) = sin(x^2−6x)/(x^2−6x)−1, I've derived and submitted this and got a wrong result. (I verified my derivative with symbolab).

a person there replied I was using it wrong since "You are misusing the Fundamental theorem of calculus. F(x) is not g(x^2−6x)−g(0); this is true if you use a capital G, for G a valid indefinite integral/antiderivative of g. But what about F′? " - so if I understood this correctly, F isn't really the antiderivative of g I am not sure I understand why but maybe because g is comrpised of two different functions? I'd love a clarification. Bottom line is that I can't use newton liebnitz.

I wanted to go into the limit definition of an integral but that was really complicated and I felt like there must've been an easier way.

I've tried using this formula:d/d(x) ∫f(t)dt (from u(x) to v(x)) =v′(x)∗f(v(x))−u′(x)∗f(u(x)) and got this :

F′(x)=g(x^2−6x)*(d/dx(x^2−6x)).

to me it seemed fine but I seemed to have got it wrong (I've got three attempts in total, used 1 for newton liebnitz and another one for a mistype - I can't verify), according to a commenter the result should be-

F′(x)=g(x)*(d/dx(x2−6x)), which he got by using the fundemental theorem (does he refer to Newton Liebnitz? same as me?) and by using the chain rule - (which I believe is the one I've written above, right? )

I've asked for clarification and waited a day but got no response.

**tldr -** I don't understand the logic behind the proposed solution, why my second solution ended up wrong, and if my understanding of the first solution's error is complete?

I know you don't appreciate it when people send solutions, but is it possible for someone here to confirm the validity of my own solution post recieving hints? - this hw is graded and I've used all my attempts but one.

or does anyone know of any calculator that takes in these types of integrals and spits out a result?

this isn't a test nor an exam, I've shown my work. I hope this is enough.

submitted by aylonimus to MathHelp [link] [comments]
In

g(t) = (7 + sin(t)/t for every t !=0, 8 for t=0)

and I've been tasked with calculating the derivative of F(x) which has been defined as:

F(x) =

I've noticed that g(t) is continuous since sin(t)/t will approach 1 as t approaches 0.

In my first attempt I've tried using newton-liebnitz:

F(x) = g(x^2−6x)−g(0) = sin(x^2−6x)/(x^2−6x)−1, I've derived and submitted this and got a wrong result. (I verified my derivative with symbolab).

a person there replied I was using it wrong since "You are misusing the Fundamental theorem of calculus. F(x) is not g(x^2−6x)−g(0); this is true if you use a capital G, for G a valid indefinite integral/antiderivative of g. But what about F′? " - so if I understood this correctly, F isn't really the antiderivative of g I am not sure I understand why but maybe because g is comrpised of two different functions? I'd love a clarification. Bottom line is that I can't use newton liebnitz.

I wanted to go into the limit definition of an integral but that was really complicated and I felt like there must've been an easier way.

I've tried using this formula:d/d(x) ∫f(t)dt (from u(x) to v(x)) =v′(x)∗f(v(x))−u′(x)∗f(u(x)) and got this :

F′(x)=g(x^2−6x)*(d/dx(x^2−6x)).

to me it seemed fine but I seemed to have got it wrong (I've got three attempts in total, used 1 for newton liebnitz and another one for a mistype - I can't verify), according to a commenter the result should be-

F′(x)=g(x)*(d/dx(x2−6x)), which he got by using the fundemental theorem (does he refer to Newton Liebnitz? same as me?) and by using the chain rule - (which I believe is the one I've written above, right? )

I've asked for clarification and waited a day but got no response.

I know you don't appreciate it when people send solutions, but is it possible for someone here to confirm the validity of my own solution post recieving hints? - this hw is graded and I've used all my attempts but one.

or does anyone know of any calculator that takes in these types of integrals and spits out a result?

this isn't a test nor an exam, I've shown my work. I hope this is enough.

2021.11.27 08:25 *Merman314* **Useful Links**

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2021.09.12 00:40 *HealthMotor8651* **[Pure Mathematics] Why do these limits exist/not exist? I tried using the symbolab calculator and it said all of these limits were 0, yet my homework was only right when I gave the following answers. Why? I don't understand, my work was backed up by the calculator no?**

submitted by HealthMotor8651 to HomeworkHelp [link] [comments] |

2021.08.18 22:41 *ThePinchingDwarf* **[Grade 12 Math: Integral Calculus] How big is L supposed to be?**

I have a math assignment on integral calculus. submitted by ThePinchingDwarf to HomeworkHelp [link] [comments] In one of the tasks, I have been given an area under the graph (10) and the function for the graph. I then have to figure out the upper limit value for the area to be 10. This is the equation. I have to figure out how big L is supposed to be. I'm allowed to do all calculations in Maple and therefore don't have to do any calculating on paper. Maple has a solve command but it doesn't seem to work with this kind of equation. It doesn't give an answer and other online calculators like Symbolab don't seem to work either. This is how you would have Maple solve an equation for you but it doesn't seem to work in this instance. I hope you can understand what the task is about. English is not my native language and I'm not used to write math in English so I might have used some wrong words here and there. I hope someone can help me :) |