Відео

you are the best teacher on UA-cam

@5:53 how to prove that its indeed a normal? anyone with the short answer.

Thank you so much sir

2 days of my life explained in 1 video

Ok. Hear me me out. You know the parenthesis has to equal 3. So you replace it with X so the equation is 6/2x=9. Once you solve for x the answer is X=27. If you have 6/2x=1 you get X=3. Therefore the correct answer has to be 1.

Hiii sir if file delete on latex how to recover please tell me

I love how the deeper we go, the more wild his hair gets. I can't wait to see how it looks by the end of the course

Wait, "~" is spelled "knot"? I assumed it was just "not" since it kind of means the same thing haha

Can someone please explain, if you can how the length of a vector, which is 1D “a line” (length of cross product vector) can be equal to the area which is 2D (2d space includes more information width and length) for example something has a length of 10cm, not 10cm2, how can length be expressed in area terms since the length is 1D and area is 2D?

Can someone please explain, if you can how the length of a vector, which is 1D “a line” (length of cross product vector) can be equal to the area which is 2D (2d space includes more information width and length) for example something has a length of 10cm not 10cm2, how can length be expressed in area terms aisnce length is 1D and area is 2D?

The total for the green column should have been 33 and not 23. If corrected Dr. Trefor would have gotten (12+13+13+25+12=75 ) / (25+27+33+45+25=155 ) =75/155 =0,4839 Intersect / Total

imma bout to do a brain bending move: graham(tree(graham(65)) ⬆⬆⬆⬆⬆ graham(tree(graham(65))

why is g = 0 in the definition? The constrain said y^2+x^2 = 1 and I don't understand where that 0 came from, is it a definition?

Kind of complicated but i think solving some examples will get me grasp it more

Great video, but is he trying to talk as fast as humanly possibly? Had to play it in 0.9x speed

Can someone please explain how can the length of a vector (cross product) which is a “1D line” be equal to the area which is 2D this is somehow confusing to me?

For \Sigma sqrt(n^3+n)/(n^4-n^2) is the following a valid test for divergence / convergence: sqrt(n^3+n)/(n^4-n^2) < n^2/(n^4-n^2) < n^2/(n^2(n^2-1)) < 1/(n^2-1) < 1/n^2, and in the limit 1/n^2 tends to zero.

You could also apply PFD (partial fractions) and then perform the integral test.

You say it's ambiguous, essentially because people have not been taught what juxtaposition is and where it comes in the accepted order of operations. You suggest using brackets to remove ambiguity. OK, I've not been taught what brackets mean, so it's still ambiguous. Your move.

You are a complete waste of time. Thank you for wasting my time.

thank you so much ... i was so worried that how will i pass this exam... but your videos are seriously helping me to understand the topics clearly ... THANK YOU

Hi Sir how can we find the null space of set of vectors from M2x2

Thank you for this wonderful video which gives a summary of convergence test techniques. I also like the energy I feel when I watch your videos.

This is very clear and concise, however, I want to know why we're doing these things. I am given the impression that this is just something to be remembered for different cases, which I don't particularly like as these things are often forgotten with some time.

Hlo.. Plz suggest book for vector calculus for understanding these concepts

Superb best explanation!! thanks for it

I don't comprehend the ambiguity comment one bit although I do get it is ambiguous as to what answer the creator of the equation wanted. As far as I know math only ever has 1 correct answer. You do brackets 1st. Here is solving without using bedmas: 6/2(1+2), to: 3 (1+2), to: 3(3) = 9. The problem seems to be that people think they are using bedmas because they do the addition 1st but they are really not. The 1st step is to remove the brackets and that means doing the math inside the bracket and then doing the multiplication of the bracket itself 1st. ex: 6/2(1+2), to: 6/2(3), to: 6/6. Is there not a difference between these 2 formulas: 6/2x3 vs 6/2(3)?

Does the Laplace Transform work for the solution of non-CCL ODEs?

The answers is quite easy: you earn 6 dollars a day. You spend 50% on food and the rest you multiply by 3 by winning at say car racing betting. 6/2x3=9

Maybe I misunderstood something but: if your function was R-linear, i.e. f(cx)=cf(x) for all real x and c, then f would be onto. This is a contradiction since f(R)=Q. What do I miss? If I'm not wrong what you say is that R is a Q-vector space, and f is a Q-linear map. The map you described is not R-linear. I wonder if there is a discontinuous additive real function f, such that f(cx)=cf(x) for all real x,c

On the board or in the book, I agree. When programming, it comes out 9 - c language, python, fortran, octave, libreoffice...

Frequentist probability is based on the long-run frequency of events observed in repeated trials. In contrast, Bayesian probability represents a subjective degree of belief, incorporating prior information and updating with new data.

Nice T shirt sir, covered all functions 😊

Honestly. Those super colossal numbers are so ridiculous, infinity is easier to understand.

Can we get the pdf of slides which you use?

I love it so much! Can you share which software you use to draw these pictures?

why you didnt make the limits of integration you confused me, cuz the limits of integration in my opinion are radius 1, and angle 2pi, but since you did that thing of pi*rsquare, i didnt get what you did so i dont know if i did wrong or well, why im gettin 4 pi in the final answer i dont understand can you explain this please, i get that you use the formula of the area, but i wanna know how to do it with limits of integration, since limits of integration is what i will need to use in the exam, not a formula of an area, thank you

... or you could just use RPN notation ...

"resolving the parens" means resolving what is _inside_ the parens. Once that is done, the parens go away. a number next to a paren is an implied multiplication, and it would be clearer if it was written with an explicit multiplication operator there ... but it does not alter the precedence. After resolving the "(2+1) what you have left there is 3. so 6 ÷ 2 * 3, which are taken left to right. And you do everyone a disservice in your argument by putting parens which were never there around the 6 ÷ 2. It confuses people, who ask "why did you put parens there when they never were there to begin with". You don't need them.

Cheer~~~act dishonestly or unfairly in order to gain an advantage, especially in a game or examination.😊

why is it like pi over four?

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In calculus 1, it is stated that a function is a one-to-one function if the vertical line test intersects the function at most once. How does this change when dealing with multivariable functions?

In order to avoid confusion, I require parentheses, brackets and Braces to be used. Then, (6 -. 2)(1+2) or 6-.[2(1+2)]. Note divide is -. Due to lack of symbols. So, end the confusion!

So g(TREE(3)) Would surely bigger than TREE(3)?

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For Tree(3), could you not just add an infinte amount of 'yellow' nodes to a 'green' node? How then is the number finite?

Why didn't I find you earlier?! Great clear explanations.

This is seriously one of the best structured math videos Ive seen, so damn useful. Well done!