The Student Room Group

Modulus

Why did they use the negative part of the modulus?D4FABAB1-918F-49F7-B156-296F6112ABCE.jpeg14691AAB-ADF2-46C3-B6D9-B38198448480.jpeg0986494D-F619-4FAB-A8BD-DBEAB713D3E4.jpeg
(edited 1 year ago)
What did your sketch look like, what do you think the positive root corresponds to?
Reply 2
Original post by mqb2766
What did your sketch look like, what do you think the positive root corresponds to?


Well there's two positive roots on my sketch
Original post by Bigflakes
Well there's two positive roots on my sketch


Care to share? Its probably no secret that there should be only one.
Reply 4
D3CF6F6C-D801-4669-B99F-58F5BE5AE7BF.jpeg
Original post by mqb2766
Care to share? Its probably no secret that there should be only one.
Original post by Bigflakes
D3CF6F6C-D801-4669-B99F-58F5BE5AE7BF.jpeg

I agree but only one of those roots (intersection point) is positive.
Reply 6
Original post by mqb2766
I agree but only one of those roots (intersection point) is positive.

Are we talking about the x value because then it would be 4x-2?
Original post by Bigflakes
Are we talking about the x value because then it would be 4x-2?


Yes. The y value for a root is 0 so its meaningless to talk about its sign. I guess youre thinking about the intersection point, rather than the root (function argument/x value). As you say, you want the 4x-2 branch, hence -(2-4x).
(edited 1 year ago)
Reply 8
Original post by mqb2766
Yes. The y value for a root is 0 so its meaningless to talk about its sign. I guess youre thinking about the intersection point, rather than the root. As you say, you want the 4x-2 branch, hence -(2-4x).


Thanks

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