Why is it that; Check photo below


Please anyone who knows can also explain, I just used mrshape as clickbait, but he's also welcome.

I believe it's basic math but my primary math foundation was weak, and I'm applying this into Total differential coefficient and thermodynamics now and it's confusing.

I think the first equation is wrong.
You should add the power not multiply it.

the first index is wrong

Codepain:
I think the first equation is wrong.
You should add the power not multiply it.

Oh, is this the correct thing?

nBag:
the first index is wrong

Ok meaning I shouldn't multiply powers?

Thecreatorx:

Ok meaning I shouldn't multiply powers?

You don't understand the rule of calculation with indexes?

RubiesBanking:


You don't understand the rule of calculation with indexes?

I Don't, I must have forgotten too easily cuz I didn't practice it much.

Thecreatorx:
Why is it that; Check photo below


Please anyone who knows can also explain, I just used mrshape as clickbait, but he's also welcome.

I believe it's basic math but my primary math foundation was weak, and I'm applying this into Total differential coefficient and thermodynamics now and it's confusing.

there is no rule in log and index that would give u square root,it is only applicable to +,/,-.....it may be that the first equation is incorrect due to typographical error

Thecreatorx:

Oh, is this the correct thing?

Yes
The power should be added
a¹×a³=a⁴

EGBON.......BODA......

:Ok meaning I shouldn't multiply powers?You don't understand the law of recalculation with indicators?

Thecreatorx:
Ok meaning I shouldn't multiply powers?

bravo. you got it now

adaora17901:
:Ok meaning I shouldn't multiply powers?You don't understand the law of recalculation with indicators?

Do you remember theorem 7 of Quadrilateral? If you can't help, just fem.
And now I understand it.
Thanks to everyone.

In indicies, if the primary terms are the same (for multiplication), you simply add the power.

E.g. 10² x 10 = 10 (primary term) ^ (2 + 1)

= 10³

Mehn let mme grab my Engineering Maths textbook o.

This lockdown of school had really affected me.

Imagine as mathematical science undergraduate i had forgotten the rules of Exponential differential function....


Nah ama go through my materials later at Night

I believe the answer is wrong in the first one that e^t x e^t was difrenciated not multiplied as speculated above.
I believe it is an exponential function

How do we,expect to apply this equation to real life situation.

Go to any school and ask the students to identify the subject they dislike most. Many of them will chorus “mathematics”. What makes student harbour a passionate hatred for this subject still remains a mystery for most educationist  .

. Many reasons have been proposed . One which seems to be overlooked is the fact that students do not feel connected to the subject in anyway  . Imagine spending hours finding ” x” when “x” is neither your brother or your sister only to search for “x the following day. It is not only routinal but boring. The student begins to wonder whether to use the same formula to find his biro.  This is because the teacher failed to explain to him the application of these formulas in real life situation.

Many mathematics teachers were top in their classes when they were students. When they are not learning in class, they are studying in the library. They spend little time socialising  and having fun     . They grow up to become an expert in mathematics but deficient in relating same to the student . They begin a topic by introducing an abstract theory and leave the student wondering how this theory concerns his life.

They do not deserve to be blamed.They only repeated what was handed over to them by their teacher  . Garbage in garbage out. They can choose to create a new tomorrow.

We can have outstanding mathematician but terrible teachers of mathematics. Great mathematics Teachers begin by stimulating the interest of the student. Students who are less than fourteen years of age are emotionally focused. They tend to feel more and rationalise less .

Simultaneous Equation. : Divide the children into groups of 4 .Ask tleaxh group to go to four different shops . Give each group #200 to buy pencil and biro  .total amount of both items  should be six. Compare each group answer. . Solve on the board. Which group got it right?

Speed : Take student outside  Measure any point A about 100m apart. Get each student to walk fast or run from point A to B and get another student to record time against the student. After each student must have done dat,take them back to the class and calculate the speed of three students. The remaining students should calculate their own  walking speed.

Volume of cylinder : Tell student to bring any empty milk ,or tomatoes container to class. Using ruler, they watch you measure the height and Diameter and repeat the same for their container. After that, you calculate the volume or area using formula method and watch them do the same  .

Average : each student is given a company name and asked to go to the library and get the prices of shares for nine consecutive days.They are to find the moving average of five

Area  The student measure the length and breadth of one class room tile  . Student count the number of tile in the class and find the product.

One way we make mathematics boring is that we do not involve the student in getting the data. We spoon feed them the data . In real life,they have to know how to get the data themselves.  Getting them to measure it themselves makes them engaged. One parent told me his child measures everything he can lay his hands on at home . After measurement, he would begin to calculate  . Things got out of hand when the television fell off. These method make class lovely, children interesting and active participant in the learning process, .Soon children will begin to love the subject

https://tobechispeaks./2020/09/01/making-mathematics-more-interesting-and-practical-to-students/

Codepain:

Yes
The power should be added
a¹×a³=a⁴

�Thanks

Stephenmoka4:
In indicies, if the primary terms are the same (for multiplication), you simply add the power.

E.g. 10² x 10 = 10 (primary term) ^ (2 + 1)

= 10³

� � �
Boss, u b good tutor jor