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hm.. ok. but i want you to tell me all the math you've had. i mean, it would be really unfair of me to say something like, "in neutral geometry, prove that if the angle sum of all triangles is 180 degrees, that the neutral geometry is euclidean," because you probably don't know enough advanced math to know HOW you'd go about doing something like that.
i could give you a great calculus 2 problem: "use rotation methods to derive the formula for the volume of a sphere?"
i mean, it really helps when the person knows how much math you've had. it's not flaming if i have spent more time learning math; and it's gay to pointlessly show off skills. so tell me what you DO know and i'll try to push you just a little farther
oh ok.. so you remember all those things like "a man standing at a cliff sees a boat off in the distance. he knows that from where he is standing, the linear distance to the boat is 1 kilometer. he also knows that the angle of decline from the horizontal is 30 degrees when he looks down at the boat. how far is the boat from the base of the cliff?"
that kind of stuff?
too bad you didn't do calculus. it gets a lot more fun and free-thinking right around then for math.
uh.. let's see.. off the top of my head, trig classes here also teach logarithms. did you learn the basic logarithmic rules (weakening operators as in "exponents can come out and become multiplication" etc, or how to change bases)?
If a train leaves pen station NY at 5 am and travels 60 MPH west, and another leaves san francisco at the same time, and speed. Can an African swallow carry a one pound coconut from Detroit to Dayton before the trains crash?
wow dude. i hope that's not like, a homework problem of yours. that shit sucks.
i managed it on the first try, though, and so i'm pretty proud of that. took me about twelve minutes. a nice long one. i hope you don't mind that i cut out pieces of the paper i used to re-order it in a more legible order. the way i went through it was very top-down and kinda discontinuous; i did the sub-problems as they came up. i think the rearrangement makes it better.
btw, if i were lecturing a college level course, i would probably enjoy putting something like that on a calc 2 (for semester schools) / 3 (quarter schools) final. it's just enough info to get you going, but not enough to give the secrets away! it would even be tough if students had an open-book final. now that's creative.