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ummm... what does everyone mean by their own interpretation?

which letter was this :confused:

maybe the question is wrong... move onto another one and check if you get that one right.

Yeah i went to the lecture, it was pretty good... but i was like wtf when she brought out the maths about sex n stuff n how you can use it to decide if a husband and wife go together. I was the guy with an "afro" and a brown hoodie lol :p

i don't see why the should

i was assuming that complex roots wouldn't be considered because it's not in the 3 unit syllabus but yes your method is more correct :)

i'm not sure about the 4C1 parts, but i do agree with everything else.

The equation is a cubic polynomial .: it has 3 roots. Let the 3 roots be α,β,γ. But one of the roots is equal to the reciporical of the other, .: the 3 roots must be α,1/α,γ a) The product of the roots = -d/a α.(1/α).γ=-b .: γ=-b b) The sum of the roots = -b/a α +1/α + γ = -a α...

For the second one you don't add because the events are related. Don't worry about permutations and combinations that much lol. I had trouble with them all the way through to year 12 and i just started to understand them properly after the half yearlies after having looked at a load of...

About your binomial probability... i think the problem lies with the fact that you're probably incorrectly calculating the values for (p+r) and q. I don't see a problem with you using binomial probability for something that has 3 cases though :confused: EDIT: Definition from wikipedia The...

I haven't gone through your method yet but i will after this... here's my solution.. hopefully its correct. Initially, we have 40 players all together so the way we choose 5 players is 40C5. We don't do 5.10C1 because that means we're selecting 1 player from one team in 5 ways. i)Now moving...

i think you mean DC :confused: EDIT: woops i ddnt read the whole thing

I think this is an excellent idea. Encouraging students to use higher order thinking from an early age is the way to go if you want to see a high number of mathematics students in the future. Well you aren't exactly born with creativity. Students can be encouraged to become creative.

edison = DC westinghouse = AC

There are two question's that i can't get for the rectangular hyperbola in Cambridge, exercise 3.4 Q11 and 12. 11. P and Q are variable points on the rectangular hyperbola xy=9. The tangents at P and Q meet at R. If PQ passes through the point (6,2), find the equation of the locus of R...

Too true, educating students and forcing them to use "higher logic" is the way to go.

You can also use the distance formula where Px=(2/5)Py in this case

I think its because there is only one way to arrange 0 things and that is you can't arrange them... if that makes sense :0

1. EDIT: added spolier

3. Always remember when doing stuff like this to look for patterns and to ALWAYS ALWAYS work with the inequalities a2 + b2>=2ab and (a+b)2>=0 x2 + y2 >=2xy .: x2 + y2 - xy>= xy (x3 + y3)>=(x+y)(x2+y2 -xy) >=(x+y)xy...