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10th grade... what age is that? im from england... i dont know grades! im 15 though
lol i like your thinking! i clearly used the word 'learn' inappropriately... i meant 'be examined on it'! anyway i joined this forum today... and have never been on the computer for so long
Thanks both of you it has really helped my understanding
Thanks... i think i might do what you did.
I need some advice in what to take next year for AS level.
Im doing my GCSEs right now, and i should be getting a minimum of 9A*s and 2As (in RS and Food Tech).
Im definitely going to take maths, but i dont know whethere to do maths with mechanics, maths with statistics, or even further maths?
The other subjects im thinking of taking include physics, english, german and history.
I can only pick 4.
Advice will be greatly appreciated.
oooohhh i get it now.. thank you! what are the chances of me learning that next year do you think? (AS level)
Yess, it would! I always have arguments with my physics teacher about things like this!
Im only 15.... what does mod mean?!
Identity, how can there be nothing outside of it? How exactly would you recognise nothing?
I like your approach, so following on from what you said would these dimensions continue to increase infinitely? The universe is incredibly difficult to understand... it annoys me that i will never know these things.
Im doing past gcse papers, and I came across this question:
Prove algebraically that the sum of the squares of any two odd numbers leaves a remainder of 2 when divided by 4.
I have tried this, and i think i am on the right lines, but i have two problems with it. My workings so far:
An odd number can be represented by 2r+1, and 2r-1 etc.
This has not left a remainder of 2, but a remainder of 1/2 instead. However, I thought that when dividing by 4, a remainder of 2 would mean a remainder of 2/4 = 1/2, so the 1/2 is a remainder of 2.
But if this remainder is correct, Im still not sure I have proved it. (2r+1) and (2r-1) are both odd numbers, but they are consecutive odd numbers - so would using them be the same as using non-consecutive odd numbers? So have i only proved that that the sum of the square of two consecutive odd numbers gives a remainder of 2 when divided by 4? If so how would i go about doing the question?
Thanks.
What are everyone's ideas on the shape of the universe?
In my opinion, it is in the a sort of giant donut shape.
I fail to comprehend the fact that the universe is infinite. I do not understand how if you were to keep going, you would continue forever. I then look at the old games where you would fly a rocket - if you went off the left side of the screen you would come back in on the right, and if you went off the top then you would re-enter at the bottom. From fiddling around with shapes in my head, I feel the one that best suits this idea is the donut.
However... you could then pose the question 'what is in the hole in the middle?'... or more significantly 'what is outside it?'.. but that question could be raised with any shape.
Has anyone got any different ideas? or any other factors that could be taken into account?
Thats a great way of teaching how to carry... doesnt go too quickly either. In my school we could put it either at the top or at the bottom, as long as it was in line with the correct column - so it was clear what the number meant.
Hello!
Im Daniel, 15, ... i live in london... im in the middle of my gcses at the moment!
Fun fun!
JaneFairfax... just wondering... what sort of level are you at in maths? i mean university etc?
lol! well... erm... maybe the room was built around him??
He was
Im just wondering, in other bases, e.g. base-6, would 0 have the same value? I find it imposible to understand other bases.... and just out of curiosity, why did we choose base-10? Would mathematical rules still be the same if other bases were used?
:):)
Another little one... not very difficult though and im not sure but it might be quite common:
A man is found in a completely empty room, with no windows or doors. He is hanging from a rope attached to the ceiling, with his feet obviously off the ground . There is a puddle of water on the floor.
How did he manage to hang himself?
OOH i liked the little table... never thought of looking at it like that before.
Ok so i can now see why x°=1
but you have totally confused me with the 0^0 thing!
Thats given me something to think about!
Thanks.
Oops i feel a bit stupid now...
Thank you.
Thanks mathsyperson!
I totally understand it now!
I didn't think to use similar triangles!
thankssss
I am having trouble understanding how x°=1, for any value of x.
I can understand it algebraically:
x^m ÷ x^m = 1
x^m ÷ x^m = x^m-m = x°
∴ x° = 1
But I cannot understand how any number multiplied by itself 0 times would give 1? It doesn't make much sense logically to me. Can anyone explain how this works (bearing in mind i am 15 - so not too complicated please)?
Thank you.
You are on a desert island.
The only way off is by speed boat, for which you do not have the keys.
There are two other people on the island, each with a box. In one of their boxes are the keys to the speed boat. In the other's box is a deadly snake that will kill you instantly.
One of these people always tells the truth, and the other always lies (but you do not know which one is which, but they do know)
What one question can you ask one of them to find out which box the keys are in?
I heard this on the radio a while ago, but i did not hear who discovered it - i would like to know who did discover it before applying it to anything.
The area of a right-angled triangle and a circle will be equal if:
i) the height of the triangle is equal to the radius of the circle
and
ii) the base of the triangle is equal to the circumference of the circle
I have looked on the internet but cant find anything on it.
A little explanation about it would be nice too:).. but im only 15 so it needs to be kept fairly simple.
Thanks.