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JT Maths
Добавлен 12 окт 2022
I'm an Irish 6th year student (18-year-old) who likes maths and some other stuff, so this is my RUclips channel for school/maths/physics/general academic stuff :D
For tutoring services or questions/suggestions, you can contact me on discord (der_bohnenmann) or email me!
For tutoring services or questions/suggestions, you can contact me on discord (der_bohnenmann) or email me!
Dynamic Programming 4: Equipment Maintenance | LC Applied Maths Chapter 12
Dynamic Programming 4: Equipment Maintenance | LC Applied Maths Chapter 12
Просмотров: 47
Видео
Dynamic Programming 3: Allocation of Resources | LC Applied Maths Chapter 12
Просмотров 57Месяц назад
Dynamic Programming 3: Allocation of Resources | LC Applied Maths Chapter 12
A more intuitive way to calculate the HCF/GCF or LCM
Просмотров 86Месяц назад
This is something that I always used to forget when learning it in school due to the way it was taught to me, so hopefully this video shares some insight that it's actually very intuitive and easy enough to figure out!
Dynamic Programming 1: Routing | LC Applied Maths Chapter 12
Просмотров 105Месяц назад
Dynamic Programming 1: Routing | LC Applied Maths Chapter 12
Why the "Laws" of Indices aren't really laws | The Intuition behind Indices
Просмотров 1863 месяца назад
The laws of indices are often portrayed as rules that have to be learned off, but in reality they're just abbreviations of things that make sense. I try to show this idea in this interactive video, so please follow the instructions! As always, feedback is appreciated! :D
Why do we plot i on the y-axis? (Algebraic Intuition)
Просмотров 2,3 тыс.3 месяца назад
After being introduced to imaginary numbers, students are often immediately told that they can plot complex numbers on the x-y plane, but are rarely told why. Why does it make sense to put the square root of -1 on the y-axis? Why don't we put something else, like the solutions for the cube root of -1? I covered that in this video, and an alternative proof in the previous one. What happens if we...
Why do we plot i on the y-axis? (Geometric Intuition)
Просмотров 2,9 тыс.3 месяца назад
After being introduced to imaginary numbers, students are often immediately told that they can plot complex numbers on the x-y plane, but are rarely told why. Why does it make sense to put the square root of -1 on the y-axis? Why don't we put something else, like the solutions for the cube root of -1? I covered that in this video, and will put a further proof in the next part. What happens if w...
All Methods of Factorising are actually the same
Просмотров 1,2 тыс.3 месяца назад
In this video, I show how all 4 methods (at least taught in the Irish education system) are just different takes on the same thing -
But where does the other Dot Product formula come from?
Просмотров 4483 месяца назад
Here's what the dot product actually tells us about two vectors! Please comment any questions/suggestions if you have them! If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Discord Server: discord.com/invite/4V5RZ7p2NE If you'd ...
So what actually is the Dot Product?
Просмотров 2,9 тыс.3 месяца назад
Here's what the dot product actually tells us about two vectors! Please comment any questions/suggestions if you have them! If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Discord Server: discord.com/invite/4V5RZ7p2NE If you'd ...
Q10 | LC HL Applied Maths 2024 Solutions
Просмотров 1194 месяца назад
NOTE: THERE IS NO OFFICIAL MARKING SCHEME AS OF THE MAKING OF THIS VIDEO, SO THESE SOLUTIONS MAY HAVE MISTAKES. PLEASE COMMENT BELOW IF YOU SPOT A MISTAKE. Written Solutions: If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Disc...
Q9 | LC HL Applied Maths 2024 Solutions
Просмотров 1024 месяца назад
NOTE: THERE IS NO OFFICIAL MARKING SCHEME AS OF THE MAKING OF THIS VIDEO, SO THESE SOLUTIONS MAY HAVE MISTAKES. PLEASE COMMENT BELOW IF YOU SPOT A MISTAKE. Written Solutions: If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Disc...
Q8 | LC HL Applied Maths 2024 Solutions
Просмотров 914 месяца назад
NOTE: THERE IS NO OFFICIAL MARKING SCHEME AS OF THE MAKING OF THIS VIDEO, SO THESE SOLUTIONS MAY HAVE MISTAKES. PLEASE COMMENT BELOW IF YOU SPOT A MISTAKE. Written Solutions: If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Disc...
Q7 | LC HL Applied Maths 2024 Solutions
Просмотров 1574 месяца назад
NOTE: THERE IS NO OFFICIAL MARKING SCHEME AS OF THE MAKING OF THIS VIDEO, SO THESE SOLUTIONS MAY HAVE MISTAKES. PLEASE COMMENT BELOW IF YOU SPOT A MISTAKE. Written Solutions: If you want to discuss Applied Maths with others and receive or provide help to people, please join the LC Applied Maths Discord Server below. All are welcome, including students, teachers and tutors! LC Applied Maths Disc...
Q6 | LC HL Applied Maths 2024 Solutions
Просмотров 1604 месяца назад
Q6 | LC HL Applied Maths 2024 Solutions
Q4 | LC HL Applied Maths 2024 Solutions
Просмотров 1144 месяца назад
Q4 | LC HL Applied Maths 2024 Solutions
Q5 | LC HL Applied Maths 2024 Solutions
Просмотров 1034 месяца назад
Q5 | LC HL Applied Maths 2024 Solutions
Q3 | LC HL Applied Maths 2024 Solutions
Просмотров 1424 месяца назад
Q3 | LC HL Applied Maths 2024 Solutions
Q2 | LC HL Applied Maths 2024 Solutions
Просмотров 1184 месяца назад
Q2 | LC HL Applied Maths 2024 Solutions
Q1 | LC HL Applied Maths 2024 Solutions
Просмотров 2344 месяца назад
Q1 | LC HL Applied Maths 2024 Solutions
Olympiad Question doable with LC maths | IrMO 2009 P2 Q1
Просмотров 2126 месяцев назад
Olympiad Question doable with LC maths | IrMO 2009 P2 Q1
A one-size-fits-all method for Difference Equations | LC Applied Maths
Просмотров 2436 месяцев назад
A one-size-fits-all method for Difference Equations | LC Applied Maths
Q10 | LC HL Applied Maths 2023 Deferred
Просмотров 2039 месяцев назад
Q10 | LC HL Applied Maths 2023 Deferred
Q9 | LC HL Applied Maths 2023 Deferred
Просмотров 1129 месяцев назад
Q9 | LC HL Applied Maths 2023 Deferred
Q8 | LC HL Applied Maths 2023 Deferred
Просмотров 1519 месяцев назад
Q8 | LC HL Applied Maths 2023 Deferred
Q7 | LC HL Applied Maths 2023 Deferred
Просмотров 2299 месяцев назад
Q7 | LC HL Applied Maths 2023 Deferred
Q6 | LC HL Applied Maths 2023 Deferred
Просмотров 2389 месяцев назад
Q6 | LC HL Applied Maths 2023 Deferred
Q4 | LC HL Applied Maths 2023 Deferred
Просмотров 2339 месяцев назад
Q4 | LC HL Applied Maths 2023 Deferred
Q5 | LC HL Applied Maths 2023 Deferred
Просмотров 1799 месяцев назад
Q5 | LC HL Applied Maths 2023 Deferred
Q3 | LC HL Applied Maths 2023 Deferred
Просмотров 2239 месяцев назад
Q3 | LC HL Applied Maths 2023 Deferred
Pot product basically tell how two (or many) things close each other. that's the logic behind AI machine learning. In AI, everything is represented by vector(s). using dot product operation , we can automatically( use GPU) to calculate how two thing related each. we find Paris vector dot to France vector , the result value is almost 1. while Beijing vector dot France vector is almost zero, so machine (AI) "learn" , Paris is more close France than China.
Not gonna lie writing components as x_a is crazy...
I remember when I did this last year as a cyber I was so happy to see that cube question, it was one of the only ones I could do
cuber*
11:33 you didn't multiply -6.3g x 2 which leads to the tension being wrong. Actual tension is 31.18 N
Yup, that’s right! Well spotted! I pointed that out when I noticed it at the end of the video
Yh the car analogy rlly helped when i heard of it i think it was from eddie woo who told it to me
Thank you so much...! 😊
Long story short, imaginary number just spins the x-axis in 90 degress. Essentially it's a prototype y-axis in the 1D plain. Let say x= 3+ 2i if you wanna plot it in the graph then it would be x = 3, y = 2. Man I wish they told us stuff like this in school so I can ace my math exams 😭.
What is the whiteboard?
@@kowalguitar OneNote for Windows 10
This is a great video. It's the content like this that we miss in our schools & universities. Pretty basic but profound. Thanks a lot for this!!! great video. Can you recommend any decent content, write up or a video to understand Eigen values and Eigen vectors. ?? We'll be grateful if you can make one.
@@wavelength6799 thank you so much for the feedback, and that’s exactly what I was trying to do (the understanding part of maths not taught in schools)! I haven’t done much research about linear algebra or the ins and outs of how it all works (I’ve focused on the more elementary stuff, since that’s when people usually either get intrigued or turned off maths), but I’ll definitely look into it in the future when I learn some more linear algebra! And for the same reason, I unfortunately don’t have any recommendations as to what could be good content for understanding them, but you could try just googling “eigenvectors intuition” or “why do eigenvectors work” or something - that’s how I learned many of the things I know (along with some experimentation by myself)!
Banger
Actually they should have made the Real Number axis, the y-axis : and the Imaginary Number axis, the x-axis. That means that "e to the power "i" theta" would go clockwise as theta increases. It does incalculable damage to the psyche to live in a society where things just whiz around any old way. We need to whiz around in a clockwise direction.
@@stewartfraser4210 interesting idea! I actually couldn’t find anything online for why we don’t just do that, but I’d imagine it’s because the conventional number line is horizontal (for whatever reason). It’s also interesting to consider what alternative definitions of the “imaginary number” we could use to satisfy your wish. I guess we could also plot positive i going down and negative going up, but that feels a bit unintuitive. Interesting things to think about though!
Clockwise is arbitrary. Which way does the sun for in the southern hemisphere? Anti-clockwise! And digital clocks don’t rotate at all.
@@bertiesmith3021 Yes, arbitrary. If you stuck a stick in the ground in the northern hemisphere, the shadow-end will trace out a clockwise path. That's where it all started.
@@stewartfraser4210but if did it in the southern hemisphere then it would go anti-clockwise. It’s arbitrary which you choose to be your preferred direction. If modern mechanical clocks had been invented in Southern Africa they would go what we call anti-clockwise because that is the way that sun dials work there.
heyy! liked the explanation, very intuitive!
Thank you! Glad you found it useful! 😄
WAITING FOR PART 2!!!
What platform do you use to draw?
Currently using OneNote for Windows 10 😄
Have you thought about making a video explaining Euler's identity?
I wasn’t planning on it, since there are already a lot of videos explaining it, but I suppose I could!
Why is it better this way? I feel like you're doing the same just with more steps
@@pentachu938 it’s not supposed to be better this way, it’s supposed to give an understanding and appreciation for what factorising actually is, and to make people think about the things they already know from a different perspective. Specifically for quadratics and the difference of two squares, a lot of people learn the methods as algorithms without knowing how they work. This video shows that, in reality, what you’re doing is just a shortcut of factoring out a highest common factor. But yeah, you’re right - there’s no reason to do it this way ALWAYS, but it’s nice to know why it works :D
I love your gangster approach to mathematics. I will keep watching. A job well done sir!
@@Aycore2011 haha, I like the wording of “gangster approach” 😆. Thank you for the kind comment! :)
Great video man, keep up the good work
Thank you so much! 😄
Nicely done. I think it is better than the way I do. here is how I do it. if α is the angle between x-axis and vector b, and θ is the angle between vector a and vector b. you can write xb = bcosα and xa = acos(α+θ) yb = bsinα and ya = acos(α+θ) now if you eliminate α, you end up with something like xa = (a/b)xb cosθ - (a/b)yb sinθ and ya = (a/b)xb sinθ + (a/b)yb cosθ Now if you eliminate sinθ from the above equations, you'll magically see the result turning into xaxb + yayb = (a/b)(xb^2 + yb^2)cosθ but (xb^2 + yb^2) is just b^2. so, xaxb + yayb = (a/b)b^2 cosθ xaxb + yayb = ab cosθ which is what we want!
Your solution is really good in the sense that it doesn't use the cosine rule, just basic trigonometry, so it'd be easier to explain to someone who doesn't know the cosine rule!
Loving these videos, you've earned yourself a subscriber. Looking forward to more of these intuitive type vids!
Thank you so much, I really appreciate it 😄. I'm hoping to continue making such videos, since they're not super common here on RUclips, so if you have any particular topics you'd like me to make a video about, please let me know!
I love the analogy and no background music that too straight tot the point. Immediately subbed
I liked the explanation at the start of component forces but, the dot product using this car analogy leads to a couple issues I feel. The dot product outputs 50 (N...) for the first two scenarios, for the "overall force we are pushing on the car" but, this is physically speaking incorrect for the car, the result is 15N newton in the positive x direction, In this scenario the dot product moreso would find how similar(+) or different(-) the two forces are (like when you say how much your friend is helping you) BUT while using an abstract SCALAR metric, like how you knew to remove the N sign from your different dot product examples. It doesn't work in Newtons, but if you did want to then you would: 1. compare the forces in Newtons, by subtracting each force's x & y component from the other's to see the difference 2. find the "overall force we are pushing on the car" in Newtons, by adding each force's x & y component together and use Pythagoras to summarise the information into an amount of Newtons and resulting direction I'm sure this isn't news to you considering you have a maths RUclips channel, but in this example it just happens that physics denies that the result is how the dot product processes two forces... Mechanical work is an example that is more fitting in physics for the dot product! Good interesting video Irish brother
Yeah you’re definitely right about that. My aim with this video was to give a better intuition as to what the dot product means, not necessarily rigorous uses of it. When I learned about the dot product, I was told it’s a measure of “how parallel two vectors are,” which has even more issues than the force analogy. And you’re also right that I should’ve said that it is indeed an “arbitrary scalar metric” - some people might think, due to my explanation, that the dot product can be used to find the resultant force in a direction, which of course isn’t true. Thanks for pointing all of that out. It was very insightful and interesting! 😄
Correction: at 2:23, I should’ve written |a|^2 (the magnitude of vector a squared), but I forgot to write the exponent. Sorry about that!
Hi again. Think the answers for Q1(c) might be incorrect? I'm getting 2.59s and 5.41s and someone else verified them also.
That's just one second off from my answer. In MolloyMaths' solution he also got those numbers. He did the first second separately, and then did the rest in another set of equations. He got 2.59s and 5.41s as his answers, but forgot to add back on the 1 second that he did separately at the start, so i think instead of 2.59 and 5.41, it should be 3.59 and 6.41 as I have, but let me know if there's something wrong with that reasoning
@@jtmaths you're spot on.....3.59 and 6.41 is correct.👍
Love to see this still going
Of course 😎😎
Thanks a million for the videos.....just using them to check my own here. Just wondering would the radius of the horizontal circle in parts (ii) and (iv) not be 10SinB as opposed to 10? My solution matches yours in every other way outside of that, so I'm getting different answers for v and the coefficient of friction.
Yup - you're totally right. Thanks for pointing it out! I'll probably delete this video and reupload it with the corrected radius
No problem at all. Getting different answers to your Q1(c) as well, but I might be wrong on that one.....need to have another go at it.
Unreal videos as always! Joey did you get the same as me for (ii) and (iv): v=10.22 m/s μ=0.315 Mad question, I'm hoping my students had the sense to skip it but the projectiles at the beginning may have lured them in.
@@davidhayesirl I did indeed David.
nicest question on the paper sadly
It was so long though 😭
Big day tomorrow lads. Thanks a million for this one.
Hi, do you have an email address I can use to send you a message? Thank you!
Привет, я как русский слушатель, знающий английский ничего не поняла 😂, но ничего страшного, главное продолжайте снимать дальше! Я уверена, что это очень полезно!
Best video out there for this. Thankyou. 😇Very helpful.
Amazing! thanks for the video Edit: LC Exam in 2 days, Ill get a h1 on this q only because Of JT maths. Thanks JT
Of course! Glad I could help 😄
howd u get the angle and initial velocity on the moon if the time wuda been different?
I made the assumption that the time of travel would be the same. If I didn't do that, I'd either have to assume something about the angle or initial velocity, neither of which I was able to make a reasonable guess at. You can mess around with it yourself if you'd like - use the exact same method at 10:34, except with -1.6 as the acceleration in the y-direction instead of -9.8. From there, you could choose a launch angle, and leave t as an unknown. From there, with 2 unknowns and 2 equations, you can solve them simultaneously to find u and t. Hope that clears things up!😄
Ahh Okok thanks
Ahh Okok thanks
Ahh Okok thanks
2:52 the bruh made me laugh so loud 💀
Thanks for taking the time to do all these videos, much appreciated.
Hello, Great video ,very helpful for my project. I'm just wondering if, when u added the first image of the equation with u =ucos(angle) if u meant to drop the t in the power? and if so why?
Well spotted! That was just a mistake on my part - the ‘t’ should be there in the power, as you correctly pointed out. My bad 😅
*Errors* At 2:29 - I think the characteristic length can be taken to be the diameter of the ball (0.04m). At 5:06 - I accidentally set Re=8*10^3 instead of 8*10^4. The same answer is still obtained (Cd = 0.25), but I just wanted to point that out. Most websites said that Cd = 0.25 anyway, so I think using that value is okay. Please leave a comment if you find any others!
Good work
Ayoooo