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The rest follows the same idea.

Okay here is the general guideline. Think of the sketches as a walk from the start to the end. Albeit from the numerator to the denominator. Next, the objective is to set up your Argand diagram and flip that argand diagram so that if you are going forwards positive numbers go on the top and if...

Another way around this is since you have to find the square root of i. A strong note would be since the length of i is 1 and that the equation of the real parts is 0 giving us x^{2}-y^{2}=0 x^{2}+y^{2}=1 This is just simultaneous equations right. There it becomes 2x^{2}=1...

You have made a mistake in a discussion like this faulty generalisation. Generalising a whole profession because of a few people. Unless you are joking think twice before you type something on the internet.

Q23a) Use your knowledge of vectors to complete this question noting that \overrightarrow{AB}=B-A b) Since we are focusing on the difference between the arguments between the real axis which we know for an Argand diagram is the x-axis. The angle is one minus the other angle since one line could...

😆😆😆😆😆😆😆😆😆😆 A Facebook group was never meant for the use of study the only appropriate solution would be when small groups create a messenger group where they help each other out.

I remember that the first question was answered from a previous thread by =)(= somewhere or somebody. Just want one of the moderators to confirm.

In complex numbers you have \frac{5\pi}{4} but with the principal argument anything greater than [-\pi, \pi] is just a repeat so for the principal argument it becomes \frac{-3\pi}{4}. A very helpful technique when they ask for the principal argument is to think of the school principal and as...

The Centre of the ellipse is the midpoint of 1+3i \& 9+3i part ii Sketch the ellipse taking into account of the equation from the question then for the lengths of axis they are looking for how long the lengths is on the x and y axis. Just think of how far you have stretched the dough part iii...

For part a what can we turn \cos{2\theta} into? Next question we have \cos^{2}\theta-\sin^{2}\theta=\sin{\theta}+\cos{\theta} we can turn that into \cos^{2}\theta-\cos{\theta}=\sin{\theta}+\sin^{2}\theta. This becomes \cos{\theta}(\cos{\theta}-1)=\sin{\theta}(1+\sin{\theta}) part b is just using...

That is what is the case because when you have the term principle argument what it means is that we are only focusing on one cycle and everything else is just a duplicate so in this case, we are focusing on [-\pi,\pi]. Reminds me of improper fractions. Anything greater than 1 or -1 in fraction...

There will be other side effects. More teachers quit the longer it goes. Longer a war goes the greater the effect on morale.

Well does it matter I mean it does to an extent but at the end of the day they are still the same thing. Since cosine is an even function positive or negative should give us the same thing.

Is n just plus minus 2 +4k

Of course, it depends on how much the country values something. If it is valued then it will be competitive. As such the expectations will be higher with people who have higher scores being allowed to be able to enter the teaching degree.

Let me strike a quote that will kill every single statement. Be passionate towards the need. Yep

Yep 1 day. The school will notify if your teachers are not available for the day.

This is a reality now. There is no stopping it from happening. https://www.abc.net.au/news/2021-11-30/sydney-news-teacher-strike-to-go-ahead/100660270

That is based on Socioeconomic status or SES. A common term used in education. That is a heavy gamechanger when it comes to the quality of what type of education the students get.

Binomial theorem but with the complex number I.