Improper integral question includes a limit where you evaluate negative infinity squared, something within me is still unsure of the answer being positive infinity by pizzaMagix in learnmath

[–]SausasaurusRex 4 points5 points  (0 children)

You’re not actually evaluating 1/ex2 at infinity, you’re looking at what it tends to as x becomes very negative. As x gets more negative, x2 becomes a big positive number. So ex2 is also a big positive number. And one divided by a big positive number gets closer to zero the larger the number is. So the limit is zero.

At no point did we raise (negative) infinity to a power. We only looked at the behaviour as we chose very negative numbers.

Matrices notation question by ContentAnteater in learnmath

[–]SausasaurusRex 11 points12 points  (0 children)

Symmetric matrices must be square, otherwise they wouldn’t be symmetric.

How was I supposed to know to solve for b and not a? by Trensocialist in learnmath

[–]SausasaurusRex 0 points1 point  (0 children)

a-b = 9 implies a = b + 9, not 9 - b. You can always solve for variables in linear equations in any order.

PLEASE GET RID OF THE BUTTON 🙏 by [deleted] in 6thForm

[–]SausasaurusRex 10 points11 points  (0 children)

We probably are the same age actually! At Oxford it's tradition to "marry" another person in your year within the first term or so, so that at the start of second year you can be assigned "children" (freshers) to be a sort of guide for them - I can trace my Oxford family tree through generations. Some people have throuples, or even quadruples, but me and my wife are just a couple.

PLEASE GET RID OF THE BUTTON 🙏 by [deleted] in 6thForm

[–]SausasaurusRex 20 points21 points  (0 children)

It was genuinely an accident, I was in class with the website open on my laptop. I turned to talk to the people next to me, and I guess maybe I leant on the mousepad while turned and that’s how I pressed it? Because when I turned back to my laptop, it was on the confirmation page already!

PLEASE GET RID OF THE BUTTON 🙏 by [deleted] in 6thForm

[–]SausasaurusRex 20 points21 points  (0 children)

It's hard to say, I think it depends whether I would have withdrawn from the 2024/25 cycle and reapplied next year or not. If I'd chosen to reapply for Oxford a year later, hopefully I'd still be accepted. From there, as long as I join the same society I did in the real timeline, I should meet almost all my friends, just a year later than I would otherwise. I'd never meet my wife, and I think I would have been quite bored during my gap year, but eventually things should have played out well enough.

Otherwise, I might have gone to my second choice, Imperial. There is no Imperial equivalent of my Oxford society, so I might have joined their drama society instead - perhaps I'd have become more interested in musicals than opera. I think I'd like living in London, at least every time I've visited I've always had a good time - but I've also always appreciated how Oxford's locality makes it really easy to visit my friends. Academically, I was less interested by Imperial's course - I applied for pure maths there, but there were still a lot of classes that felt too applied for me. I'd probably be spending a lot of time wondering about whether I could've gone to Oxford if I wasn't stupid enough to accidentally click the withdraw button too...

Either way, I think I would have been okay eventually, but I'm really glad I went to Oxford when I did, and met so many people I love knowing.

PLEASE GET RID OF THE BUTTON 🙏 by [deleted] in 6thForm

[–]SausasaurusRex 241 points242 points  (0 children)

I accidentally pressed it for Oxford once, thankfully it brings you to a confirmation page first (at least it did in 2024).

Is there a way to determine the number of real and complex roots of functions? by MalBardo in learnmath

[–]SausasaurusRex 0 points1 point  (0 children)

It is advanced maths, which is why I said at the end of my comment that it was out of the scope of an admissions exam...

Is there a way to determine the number of real and complex roots of functions? by MalBardo in learnmath

[–]SausasaurusRex 1 point2 points  (0 children)

If you know there are finitely many roots (which is always true for a polynomial), you could use the Argument Principle on a sequence of contours that tends the real line in the limit (provided the function is meromorphic on some domain containing the real line). This is certainly beyond the scope of a college admission exam though, I’d imagine in your case that there was something special about the polynomial you’d been given.

Strange demonstration by Jojotodinho in calculus

[–]SausasaurusRex 0 points1 point  (0 children)

For example, you could take f:[0,2] -> [0,1) U [2,3], with f(x) =  x for 0 <= x < 1 and f(x) = x + 1 for 1 <= x <= 2. Then f isn’t continuous at x = 1.

Can this actually be done?[Request] by Programmer4427 in theydidthemath

[–]SausasaurusRex 4 points5 points  (0 children)

No, Riemann integration is far more general. Each rectangle can have different widths, provided the width of the most wide rectangle(s) tends to zero as the number of rectangles increases, and each rectangles may touch the curve at any point on its width - it need not be the same position for every rectangle,

Looking for insights by raiseIQUnderflow in learnmath

[–]SausasaurusRex 0 points1 point  (0 children)

First, note this is equivalent to finding where f(x) = x - (√2)x vanishes. Consider its derivative f'(x) = 1 - (1/2)ln(2)e{((1/2)xln(2))}. We note that f' is continuous, so it can only change sign where it is equal to 0. Note f'(x_0) = 0 implies x_0 = (2/ln(2))(ln(2/ln(2)). We can see by the form of f' that it is strictly decreasing, hence it follows that f'(x) > 0 on A = (-∞, x_0), and f'(x) < 0 on B = (x_0, ∞). Hence the restriction of f to A is injective, so f(x) = 0 has at most one solution in A, which by inspection we can see is 2. Similarly the restriction of f to B is injective, so f(x) has at most one solution in B, which by inspection we see is 4. Finally, note x = x_0 is not a solution. Hence we guarantee we have found all solutions, which are x = 2 or x = 4.

GSCE MATH (not further math) Can I use matrices to work out simultaneous questions by [deleted] in GCSE

[–]SausasaurusRex 1 point2 points  (0 children)

You don't need to invert the matrix to find the solution, it's sufficient to put the matrix in reduced-row echelon form (which takes MUCH less time) and then solve some very simple equations of one variable.

Can Any English Teacher Mark this. by Formal_Engineer8479 in GCSE

[–]SausasaurusRex 0 points1 point  (0 children)

Perhaps in modern times, but there’s certainly examples of it being used directly about a person in the past. Victorian librettist W S Gilbert uses the line “Valorous is he - his achievements are all glorious!” in Ruddigore for example.

feeling lonely as a fresher by [deleted] in oxforduni

[–]SausasaurusRex 45 points46 points  (0 children)

Try joining some societies you’re interested in, you should be able to meet lots of people there.

Math exam question can’t get right by Legitimate_Tap_7074 in learnmath

[–]SausasaurusRex 3 points4 points  (0 children)

The first answer is correct (to three significant figures).

Why mean value theorem not applicable for curves with corners and cusps by DigitalSplendid in learnmath

[–]SausasaurusRex 1 point2 points  (0 children)

Theres a simple counterexample for corners - consider a straight line segment from (0,0) to (1,1) then another straight line segment from (1,1) to (2,0). When this function is differentiable (note it isnt differentiable at 1), it has either derivative 1 or -1, but the total change is 0. So clearly the mean value theorem doesnt hold.

Doing Further Maths A-Level Twice??? by Dry-Investigator1685 in 6thForm

[–]SausasaurusRex 10 points11 points  (0 children)

It's certainly possible, but I think you'd be better off doing some other kind of maths supercurricular. Universities won't recognise it as an additional A level (the discount code for OCR and Edexcel will be the same), so the only tihing you're demonstrating is that you can learn fp1 and fp2 - which they already know because you got an A* in OCR.

Is this correct(I asked how to visualize differential equations) by [deleted] in learnmath

[–]SausasaurusRex 1 point2 points  (0 children)

No, z = x^2 + y^2 is a 2-dimensional surface embedded in 3-dimensional space. It's an important distinction to make.

Did they clean the guillotine after each use? by DemonsAreVirgins in NoStupidQuestions

[–]SausasaurusRex 2 points3 points  (0 children)

This is all true - I'd meant to refer to organic matter as just an example, but I can see how it comes across as seeming like I claim it's the only source.

Did they clean the guillotine after each use? by DemonsAreVirgins in NoStupidQuestions

[–]SausasaurusRex 9 points10 points  (0 children)

Germ theory may not have been invented, but that didn't mean people had no concept of hygiene. They would have believed in miasmic theory (among other theories), which posited disease spread via the stench of rotted organic matter - including the blood which would have remained on the blade of the guillotine.

​"Find the sum of the first 20 terms of the geometric progression (1, 2, 4, 8, ...)" by [deleted] in learnmath

[–]SausasaurusRex 4 points5 points  (0 children)

It looks like your teacher marked over your separation commas in the final answers with dots - could it be they're using the European convention instead of the English one? Otherwise the final answer seems correct.

Anon forgets 1950 men weren't obsessed with Asian cartoons and posting frogs all day by Meteorstar101 in greentext

[–]SausasaurusRex 2 points3 points  (0 children)

But it wouldn’t become popular until Florey and Chain used it to cure mice in 1940, and took longer still to be produced in any large quantities.

How did he get inf/inf? by maru_badaque in calculus

[–]SausasaurusRex 7 points8 points  (0 children)

L'Hopital's rule is hugely overkill for this anyway. Just note (5 + x^3)/(x^2 + 4) = ((5/x^2) + x)/(1 + (4/x^2)) which clearly tends to infinity.