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When you're learning about y = mx + c it's a big help to have equal scales but there going to come a time when you have to deviate from this.
eg y = 1000x + 100.
The MIF function grapher has equal scales.
My ideal would default to equal scales but give the user the option so rescale each axis.
Bob
It happens to us all. I wasted a large chunk of an exam trying to eliminate a variable and failing. Afterwards I spoke to a friend who had done it with one simple thing that I'd missed. Ggggrrr!
Bob
hi Irene
Algebra is a vast topic, so it's hard for me to know where to begin.
Please give me an example of something you're stuck on?
Bob
I've found time to look at the video. The measurements are different from the problem I met years ago and the working comes out more easily, so I thought it would be simplest to make a new picture.
If the barn wasn't there then the goat could reach all the grass inside a circle radius 10, so (pi times 10 times 10) in area.
But the barn gets in the way of the rope and there's no grass to eat inside the barn anyway. The orange area is the bit that the goat can reach without any rope snagging problems. Hence 3/4 x pi x 10 squared.
When the goat is on the line AD produced, the point D acts as a new tether point with new radius 10 - 7. Once again the goat cannot reach the whole of the new circle; only 1/4 of a circle radius 3.
Similarly when the goat is on the line AB produced the point B cats as a new tether point with new radius 10 - 9. So the extra area here is 1/4 of a circle radius 1.
I agree with the video answer.
Bob
If I've got to do this without a calculator then I'd do some carefully chosen rounding to make the sums easy. But if I'm allowed then I'd always prefer to keep to the exact values until the end and only then round off.
365 x 24 x 60 x 60 / 43 is 733395.349 so the 'book' answer of 720000 is pretty good. I'd say 600000 to 800000 is reasonable.
Bob
Ok. So try one here.
Bob
I've got a busy day so I won't be able to respond properly for a while. A version of the tethered goat problem came up on the forum in 2015 and I made a series of pictures to show what's going on. You won't find it in a search because this feature doesn't go back before the forum upgrade.
But you can find it by searching my posts. Click on my name and then on show all posts. There's a lot but you can home in on the right date. I think my pictures are clearer than the ones on the vid.
The basic idea is that the goat can reach grass using the full extent of the rope until the rope catches a corner of the barn. Then the available radius is reduced by the length of the side of the barn.
The measurements may be new. I'll try to look again tomorrow.
Bob
It sounds like you have to find out how many seconds in that year (not a leap year) and divide by 43.
But you also have to consider what variance there might be in making that assessment. I'd certainly want to round off my answer ... decimal place figures after the point would have no meaning ... but even the whole number answer probably needs rounding further. So two people could get different answers as a result of different amounts of rounding I suppose. But all answers should be in the same ball park. Someone must have known the total in order to get the 'every 43 seconds' claim.
Bob
When trying to teach tricky areas of maths I like to spend time looking at examples (easy at first and getting more advanced as the student progresses) Let's give it a try. Post a topic you're finding tough.
Bob
"Mark ran a mean distance of 13.2km in 5 days"
Is this badly worded?
Yes! I'm assuming it means he ran a total of T km in 5 days and his mean daily distance was 13.2 km. Work out T.
Without the word 'daily' it could mean all sorts of things. Maybe that's his hourly rate! (OK that's unlikely for a runner but math questions need to be worded clearly.)
Maybe the terrain was very rough and the temperature very hot and so the questioner thought it was mean for the organisers to set such a challenge.
Bob
Yes. I'll ask my PA, Matilda, to send you an email.
Bob
hi locallycompact
Welcome to the forum.
Whoops, it looks like you are right. I tried this on a dummy account and got no email. I can do some things as an administrator but not fix that. Sorry.
Do you have another username that you want to resurrect? I can probably fix that for you. Tell me the old membership name and I'll see what I can do. I will have to be convinced that you're not trying to steal someone else's account of course.
Bob
If the probability of event A is a, and event B is b then the probability of both occurring is a times b unless one event occurring effects and changes the probability for the other.
As the coin flips are independent it's 1/2 every time hence 1/2 x 1/2 x 1/2.
If the events are not independent then you have take account of the change in probability.
eg what's the probability of drawing two aces from a pack of 52 cards.
Drawing the first ace has probability 4/52 or 1/13. But now there are only 51 cards amnd 3 aces so the probability of drawing another ace is 3/51 or 1/17
So to get two multipliy these probs to get 1/13 x 1/17 = 1/221 Note you still have to multiply the Ps.
Bob
hi Chenfeng Liu
Welcome to the forum.
Also you may post questions here for help.
Bob
hi woodturner550
7/16 + 3/10 = 21/160
note. LCM of 16 and 10 is 80.
Bob
I tried googling that quote again and most hits attribute it to Galileo but a similar one "I cannot teach anybody anything, I can only make them think" is attributed to Socrates. I think you're right. Galileo would have read Socrates and the two quotes are very similar especially when you take account of translation variations.
A modern version is "You can lead a horse to water, but you can't make him drink."
You can also use the method to find the highest common factor.
eg. Find the HCF of 45 and 72
45 = 3 x 3 x 5
72 = 2 x 2 x 2 x 3 x 3
This time extract all the primes that occur in both. So 3 x 3
If you create a Venn diagram with all the primes and each circle enclosing those for one of the numbers then the lowest common multiple (LCM) is the union of the sets and the HCF is the intersection.
Bob
I don't think young children would understand what is going on. It's very abstract and learning starts with 'concrete' experiences. eg. Children learn to count by counting objects. They learn about subtraction by having some objects (eg. beads) and taking some away.
One problem with people with deductive logic understanding, they are harder to lead.
Isn't that a good thing rather than a problem.
Bob
1/3 2/9 1/4 3/16 3/10
Reduce each demoninator to its prime factors
3 = 3
9 = 3x3
4 = 2x2
16 = 2x2x2x2
10 = 2x5
Write the largest power of each prime and multiply them
(2x2x2x2) x (3x3) x 5
That's the only way to make sure that 16 and 9 go into it.
Bob
8÷2(2+2)=?
Not 8÷(2(2+2))=?
So I think there's only one interpretation.
Do the bracket first 8÷2(4)=?
Put in the missing multiplication sign
8÷2x4
Then evaluate in order
4 x 4 = 16
Wolfram Alpha agrees with this.
Bob
ps. rules such as PEMDAS, BODMAS etc are unclear that multiplication and division have equal status.
So 21 x 3 ÷ 7 and 21 ÷ 7 x 3 are the same.
hi paulb203
They mean the same. In number theory, division is defined as the inverse operation to muliplication.
So if a times b = c then c divided by b is a.
This is why division by zero has no meaning. [a times 0 = 0 for all a, so if we tried to calculate 0 / 0 we'd get a where a can be anything] and [ x / 0 would mean what number must we multiply 0 by, to get x as our answer. This cannot be answered.]
So an example would be what number when doubled gives 10 ? x times 2 gives 10 can then be re-written as x = 10 / 2
Bob
hi paulb203
That's what I was taught too. It was 'explained' as borrow ten for the top and pay it back at the bottom.
eg. 42 - 17 = = (40 + 10 + 2) - (17 + 10)= (40 - 10 - 10) + (12 - 7)
It was only when I came to teach it that I realised I had never questioned it and worked out for myself why it works.
I think it is technically known as subtraction by equal addition. (ie add ten top and bottom)
Primary schools at that time were encouraged to teach the decomposition method because it was argued it makes more sense and so pupils would be more likely to remember it.
eg. 42 - 17 = 30 + (10 + 2 ) - (10 + 7) = (30 - 10) + (12 - 7)
If, at secondary level, a pupil was struggling with subtraction, my first task was to find out which method they had been taught and then stick with it, explaining it properly so the pupil could work it out for themselves.
That principle of 'don't try to change their method' but 'make sure they can understand it' underpins most of my teaching philosophy.
Bob
hi woodturner550
I'd be interested to see some output from your program.
In Python, time.time() returns a UTC value ; in seconds and decimal fractions of a second. A computer's motherboard must save and increment this value using the computer's internal clock. As the motherboard keeps running even when the computer is switched off this will get out of step with the standard time and so the operating system must, from time to time, log in to a standard time somewhere to get the current UTC. This will take time (no pun intended) so the computer's version of UTC will never be exact. But that doesn't matter for your purposes, in fact, it helps because your version of UTC will be different from anyone else's.
Do you know how, for example, MS Excel makes up it's random numbers. Could it be that it already uses something similar to what you are proposing ? If it does then MS probably already has the copyright on this. It may also be that they don't publish this coding; precisely because they don't want it hacked.
If a computer virus were able to modify the system's record of UTC, could this be a weakness that would allow a hacker to predict your numbers ? If you can devise a way to be certain that the internal value ( of UTC) held by the computer's operating system is genuine; then you've got a way to be certain your method is reliable.
I think there are statistical tests for the reliability of randomness. You'd need a large set of random outputs.
I understand that this is not a programing forum
We do have a computer section called Coder's corner. I can move this thread across if you would like.
Bob
hi StephenDiaz
Welcome to the forum.
Sadly this forum is being effected increasingly by AI generated text. Your post acheived this result:
98% Probability AI generated
So we have two possibilities:
You're a robot and I'll ignore your post;
You're a human with a genuine request. If the latter I apologise for suspecting you of being a robot.
If you want specific help then post a question. What you have posted so far is way to vague I'm afraid.
Bob
hi woodturner550
Welcome to the forum.
I've used the 'random generator' on Excel quite a few times and the BBC Basic one, and I've never thought to question how it's done. Each time you 'call' the function it yields a different value so it looks random. But, you're right, it must be using a formula and hence results could be predicted by someone who knows how it works. Many years ago in the UK the Premium Bond organisation made a piece of equipment which they called ERNIE (= Electronic Random Number Indicator Equipment). Folk who buy premium bonds don't get a percentage interest, rather their numbers are entered in a draw, which pays out money to the lucky winners.
As far as I'm aware it has never been 'hacked'.
All digital computers run from an internal clock. If you can find out how to access this then you would have your stop watch moment. Since the clock cycles are very fast it would be very hard for anyone to predict the moment you did this.
Subsequent numbers could be generated from within your routine by the same means. The length of time that would elapse between numbers would probably be indeterminate too as the computer is doing thousands of other things whilst running your routine, which would be taking an unpredictable amount of time each, so the clock cycles would have progresed by an indeterminate amount each time.
Bob