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# FP1 question Watch

1. It is part (c) which I am having an issue with - I would appreciate some help on this question!

Cheers
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2. (Original post by iMacJack)
It is part (c) which I am having an issue with - I would appreciate some help on this question!

Cheers
Sketch it, can you prove the sum of the squares of the two sides equals the square of the hypotenuse and that the two sides are both equal? It's just subtracting vectors and finding their moduli.
3. (Original post by Zacken)
Sketch it, can you prove the sum of the squares of the two sides equals the square of the hypotenuse and that the two sides are both equal? It's just subtracting vectors and finding their moduli.
Okay so here's where I got to and now I'm rather confused as to what I have done

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4. (Original post by iMacJack)
Okay so here's where I got to and now I'm rather confused as to what I have done

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You seem to be making the incorrect assumption that the hypotenuse is ZW. Instead, from the sketch, it is clear that OW is the hypotenuse with length , the line segment OZ is the base with length and the line segment is the height with length .

Since - this means it is a right-angled triangle; and it is also isosceles since both OZ and ZW has length 5.
5. (Original post by Zacken)
You seem to be making the incorrect assumption that the hypotenuse is ZW. Instead, from the sketch, it is clear that OW is the hypotenuse with length , the line segment OZ is the base with length and the line segment is the height with length .

Since - this means it is a right-angled triangle; and it is also isosceles since both OZ and ZW has length 5.
Aha! That would be why I got two different values for ZW^2 then!

Thank you Zain!
6. (Original post by Zacken)
You seem to be making the incorrect assumption that the hypotenuse is ZW. Instead, from the sketch, it is clear that OW is the hypotenuse with length , the line segment OZ is the base with length and the line segment is the height with length .

Since - this means it is a right-angled triangle; and it is also isosceles since both OZ and ZW has length 5.
Sorry, also could you check if my methodology for this question is fine please?!

https://gyazo.com/ed6293f33646db6e102b27fdaba68348

will post a picture of my workings, one second!

7. Also in your opinion is my work messy? I always get slated for being un neat and messy, one of my teachers also once doubted the legibility of it once but I think it's okay?? cheers mate

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8. (Original post by iMacJack)
Also in your opinion is my work messy? I always get slated for being un neat and messy, one of my teachers also once doubted the legibility of it once but I think it's okay?? cheers mate
It's fine and it's more than legible.
9. (Original post by iMacJack)

Also in your opinion is my work messy? I always get slated for being un neat and messy, one of my teachers also once doubted the legibility of it once but I think it's okay?? cheers mate

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Very clear working. I wish all my students' working was as legible as yours.
10. (Original post by notnek)
Very clear working. I wish all my students' working was as legible as yours.
Why thank you! It's annoying because my workings out is constantly slated for being too messy/un-neat? I don't really understand teachers sometimes haha.. any way thank you
11. (Original post by iMacJack)
Why thank you! It's annoying because my workings out is constantly slated for being too messy/un-neat?
12. (Original post by Zacken)
Any examples of your working out? Curious to see.. :P
13. (Original post by iMacJack)
Any examples of your working out? Curious to see.. :P
This is a fairly old-ish example: http://www.thestudentroom.co.uk/show....php?t=3014705
14. (Original post by Zacken)
This is a fairly old-ish example: http://www.thestudentroom.co.uk/show....php?t=3014705
Huh what?? That's neater than my working out!! Haha!

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