#homework-help (Discord ID: 387060078433271808) in MacGuyver - Skills & Academics, page 1
753 total messages. Viewing 250 per page.
Page 1/4 | Next
Cracking a math problem? Practicing Latin? Splitting an atom? This room is a side spot you can pop into to go back and forth on your homework problems.
I know there's a lot of smart people here so I'm sure we can help each other out!
In a past life I was a college math instructor and I still love the stuff so if there's anything in that area I can help with send me a ping!
Im an junior electrical engineering student, also available for homework help !
What is 10 x 10?
I was a nuclear reactor operator. I can help with the splitting the atom questions.
Any college kids that need help writing any papers, I'm here to help!
@Deleted User i have taken signal processing, but not the junior level class yet
<@&387091385075105804> Everyone who has offered to help others in any academic area has received an AE (Academic Expert) role. So if you have a question (homework or otherwise) you can preface it with <@&387091385075105804> to get the attention of this group!
Hey guys, just wanted to quickly introduce myself as someone you can go to for academic assistance. If you need help with history, humanities, literature, or writing feel free to reach out to me either on here or my DM's.
So, it's finals today and I have a problem. I had all A's this semester, and a lot of them dropped to B's, C's, and one F... I don't know what happened, but I feel like my brain has been fried this month, it seems so hard to focus on work and study like I used to at the beginning of the semester. What can I do?
Is this burnout?
As in, physical location. Are you near a computer or a laptop when studying?
I study at my home PC, in the master bedroom
All my classes require online attention
What subjects are you taking?
Intermediate Algebra, Python, Microcomputer application (Microsoft applications) visual arts, and intermediate english
Are you finding yourself neglecting one or more subjects until the deadline becomes uncomfortably close?
Yupp, mainly with math/microsoft applications
(first year student btw)
Are you familiar with the term "context switching?"
OK, so here's what I think is happening. It's the same problem I had throughout my college years.
You're studying on your PC, seems like that's by necessity
but there are so many distractions available
Discord, Twitter, who knows what else
So as soon as the material becomes boring or difficult to comprehend, your brain seeks the easier novelty available through these other mediums
And then you jump to another subject in which you think it will be easier to accomplish something at the time.
Is what I'm saying correct?
Sounds right actually
OK, so the first item of business is to limit distractions. Here's my advice for that.
If all your study material is online, that's a big challenge. It's much easier to focus on printed material.
If you can obtain printed material, I highly recommend it. But it's not a necessity.
What you have to do is, before you sit down to study, make a list of what you want to accomplish in each course.
So in today's Python session you're going to understand the concept of generators and write some example code or complete the exercises.
And that's **all** you're going to allow yourself to do once you start
Everything else gets turned off. Use a stripped-down browser, remove all other devices from the area.
If you cheat, you're only cheating yourself.
Once you check it off, take a break. Fifteen minutes is usually ideal. Get up, walk around, rest your eyes, check your various social media, then knock out the next item.
When you context switch frequently, you don't allow yourself to build up a foundation for learning, understanding, and retaining material. It all gets flushed out as soon as you switch to some other distraction or task.
If you have an old laptop laying around, it might be worth it to do a fresh install of your preferred OS on it, and ONLY install the bare minimum you need to use it for your coursework
and take it somewhere quiet, like the library or bookstore
that way you're in a place that's not as comfortable to you. That actually improves focus in my experience.
I never studied in my dorm room. I always went to the library. But all my material was printed back then (2000-2004).
It may be a good idea for me to print out what I can for studying purposes as well, and the 15 minute break seems good, actually
yeah, it's very important to take breaks.
going for a walk was the secret sauce for me
It's going to be very difficult at first not to get distracted, but that's where the checklist will help you.
The checklist says "This is the only thing I'm allowed to do right now."
I recently studied for a math test for 12 HOURS... still did not do well on the test itself. We live in a pretty cozy neighborhood, so I could go walking.
I really like this checklist idea actually!
Right, but did you really study?
If you're checking your phone every 10 minutes, you're just treading water.
(I have two STEM master's degrees, I've been in exactly the same situation 😃 )
quick anecdote: when I was in calculus, I "studied hard"
Taking notes on all of this good information, also that is impressive my dude!
We have a library that I can use, and maybe normie starbucks might work, too
I appreciate all the advice you've given mate!
but I didn't strive to understand what I was doing. As soon as I got a rudimentary understanding, I immediately went on to other subjects or distractions
needless to say, I got rekt later on in the course because I did not have the prior fundamentals down.
So that summer, I went back through the text. I worked graveyard at a factory, and we got a few breaks every shift.
So on the first break, I would very slowly and deliberately read the explanation at the beginning of the section. Then I would write down some practice problems.
When the line went down (which happened a lot that summer), I would pull out the practice problems and work them on the scrap cardboard
so that fall when I took the next course in the calc sequence, I did just fine because I took the time to get a full understanding
it didn't take much time, but it did take full concentration. you'll see once you eliminate distractions that concentration matters much more than time spent.
I would be happy to help with mathematics (calc 2 and below), also EMT-Basic and Nursing Assistant questions as well.
I am writing a rhetorical analysis for my writing class on this video. I need to both analyze the argument and the way the speaker presents as well as determine the credibility of the information presented
Note: The primary goal here is to examine rhetoric, how effectively the speaker’s ideas are communicated, not necessarily to agree or disagree with the speaker.
But naturally I can be contrarian and present evidence against the speaker
Dude runs an NGO lol
He's jewish too I'm weak
@here Anyone know anything about bond valuation ?
If you have a floater and an inverse floater derived from your collateral, is the coupon rate of the collateral the weighted average of the floater and inverse floater?
I got 8%
I used this "
I used this as my example to go off of.
I also want to check my work on computing the dirty and clean price as well as accrued interest of another example in case you both have an idea on that as well
This is a similar example.
Lemme find my calculator
Pretty sure 8 is correct
Would just be the average
Ok good that's what i had thought
What's the other question?
3. Assume the original maturity a bond with face value $1000 is 8 years. The annualized
yield to maturity for the bond is 6.25% and its annual coupon rate is 7.5% being
semiannually paid. The bond was issued on 8/1/2015, and bought on 12/1/2017.
Compute the following:
(1) dirty price, (2) clean price and (3) accrued interest. (7 points)
I calculated 1058.76 for dirty price, 1046.26 for clean and 12.5 for accrued interest.
I understand this problem, what I don't get is how to calculate the accrued interest because I don't know how to determine the intervals of the semi annual interest payments.
Hmm. Send pic of question
Ok so the equation for AI might be
cash flow (1-(days/total days in coupon period))
Idk that helps
Yeah I know that much, thank you, I'm having trouble just discerning the days since the last coupon payment from the dates given is all.
Bonds usually pay interest on the first day of January and July
That's usually what semiannual implies.
@SamanthaM awesome, I think this is the first homework help of the new academic channels!
Would anyone @here be willing to read my rought draft for a paper I'm writing on this video:
Also any specific sources to help back up my statements would be appreciated
@StrawberryArmada I suggest putting the paper into a google doc, and creating a share link where anyone with the link can comment on (but not edit) the document
This should work
@StrawberryArmada Alright dude I looked over it, left my comments and some sources I found. Hopefully someone else can give it a once over as well @here
Thanks mate. I still have a week before the finally draft
Anyone able to help with an algebra problem? Pretty basic
9u = 6/5
How do i get to 2/15?
Multiply both sides by 5
so on the left you have 45 u
an the right the 5 on the bottom cancels out with the 5 on the top you just multiplied
so 45u = 6
then divide both sides by 45
so u = 6/45
6 is 2\*3, and 45 = 15\*3
so u = (2\*3)/(15\*3)
the 3 on top and bottom cross out
so u = 2/15
@Warren H oh you want it the way they did it in the picture? it is similar:
starting from 9u = 6/5
Your way seems easier. There's was confusing as heck
How did you know 15 x 3? Instead of 9x5?
I'm bad with fractions lol
I'll do it closer to the way they did it:
starting from 9u = 6/5
divide both sides by 9, so u = (6/5) * (1/9)
so u = 6/(5*9)
now 6 is 2\*3 and 9 is 3\*3
so u = (2\*3)/(5\*3\*3)
cross out a 3 on top and bottom
so u = 2/(5*3)
so u = 2/15
So I do that every time? Divide both sides by whatever the number is?
Yep that will always work
Awesome thanks. One more, this one is a negative number. I'm guessing it works the same?
-4w = 6/7
So divide both sides by -4 and I get 6/7 * 1/4? Or -1/4
divide both sides by -4, so w = 6/(7* -4)
6 is 2\*3 and -4 is 2\*-2
so w = (2\*3) / (7\*2\*-2)
then cross out the two on top and bottom
so w = 3/(7*-2)
so w = 3/(-14) or equivalently w = -3/14
the negative sign stays with the number it is attached to
Okay. So I got 3/7 the first time. But it's actually negative 3/14ths? Or -3 over 14?
Yep. If you're asking if there is a difference between " negative 3/14ths vs -3 over 14" the answer is no, they have the same value
Uh. Divide both sides by 9
I didn't see all this
@Warren H One thing you might notice at the beginning: think about the equation -4w = 6/7
one things you might notice is that the left side is -4 * w, and the left side is a positive number (specifically 6/7)
that means w times a negative number is something positive
so whatever w is, w must be some negative number, since -4 times a positive number would be negative.
@Warren H This ^ might help as a kind of double check on your work, thinking what sign the final answer should have
Okay yeah that makes sense.
Ive been working a lot with linear equations
@Warren H Yeah they are an important building block for a lot of things but there can be a lot to keep track of when getting used to them. Any thoughts in particular about linear equations? Let us know if you have any questions in the future!
Haha I don't like them lol. The worst part of math for me is fractions, and finding missing numbers like x lol
@Warren H haha yeah if you remember up there ^^^ the first way I wanted to solve for u... first thing I did was cross-multiplied the denominators because I don't like using fractions either if I don't have to.
Are you doing this for a math major?
Yeah I will try to remember that
And nope not at all. I'm majoring in media production. This is just a required core class. Even tho I took 4 years of math in high school 🙃
@Warren H yep it's a common core req for almost everybody. welp, feel free to ping <@&387091385075105804> for help here throughout the semester!
@Warren H Academic Expert, it pings everyone has volunteered to make themselves available to anyone asking questions. Lots of fellow students and teachers and former teachers here
Although pinging @here works pretty well too
If you're still here I need some clarification on a problem that I think I did correctly but it's not approving
-2z - 4z = 19+ 4
left side is -6z
right side is 23
so -6z = 23
divide both sides by -6
so z = 23/(-6) or equivalently z = -23/6
lol I didn't do the signs right. I got 23/6 that's why
that'll do it
😆 it's really hard to pay attention to that sometimes. Especially on timed exams
Yeah, best thing I could advise is that whenever you see a negative sign ANYWHERE, double check at the end that the signs look right
if all the numbers are positive then you probably don't have to be too careful. It's just when a negative sign appears, keep going, but walk through it again at the end
Yeah that's a good way to check. I try my best lol
Anyone @here to help with another math question?
I might could. I haven't done math in a bit, but I can do things like the last question posted.
I know the answer to this question, I'm just not sure how to solve to get to it
6/9 * 3/12 squared - 4/6
Is there an equals sign?
No. supposed to solve it
I meant I knew the answer
Order of operations
Yep did that
Would a photo help for reference?
How do I get 1/24?
When I multiply I get 54/1296 and i don't know how to reduce it because I'm bad at fractions
Simplify 6/9 * 9/144
The 9s cancel out
54/54 = 1 and 1296/54 = 24
And 6 goes into 144 24 times
So cancelled out the 9s and divide 6/144 ?
Is that mastering physics but for math
Okay thanks @GetOffMyState#8267
@micbwilli could you explain your way a bit more? How do you know that's what your supposed to do?
Both rely on what I did above with another example
For your example think about how 6/9 * 9/144 = 9/9 * 6/144
The 9/9 is 1 and can therefore be ignored
If you are trying to reduce a fraction start with a common number and just work down.
So like with 54/1296, both are multiples or 9. I knew 54 was and I checked 1296. That's 6/144. I see if 6 can be used to divide 144, and since it can it becomes 1/24.
6/144 = 6 /(24 * 6) = 6/6 * 1/24
If you are unsure there to start diving top and bottom by 2 works if both numbers are even.
This is so complicated lol. Okay. So just find the GCD and then reduce it down.
Or in this case, I could just divide 6/144
Because the 9s happen to cancel out
And if it's not a problem where it can cancel out then what?
You can find the GCD
On another note, why do we teach PEMDAS when it should be PEDMSA?
Multiplication and division are the same really
Same with addition and subtraction
So PEMDAS is easier to remember
I've gotten answers wrong for doing multiplication first sometimes though
And same with addition and sibtraction
You might be breaking another rule or your teachers suck. Unless I’m forgetting something that’s wrong and you shouldn’t have been marked down
If you are using a computer program it is probably programmed by someone diverse and doesn’t account for multiple but equally valid ways to the answer
This class is online. The teacher just supervises. I followed PEMDAS as taught but when I did I kept getting answers wrong and when I viewed the solution they were doing division first
The worst part is that it only counts one answer correct. And if you don't get that correct it marks it wrong even if you understand the concept
Bring it up in office hours, that’s BS
And you cant practice the same problem twice
It keeps changing it up
753 total messages. Viewing 250 per page.
Page 1/4 | Next