role stringclasses 2
values | content stringlengths 0 2.1k | session_id int64 10 21.7k | sequence_id int64 0 2.38k | annotations listlengths 0 8 |
|---|---|---|---|---|
student | Yeah. | 16,453 | 313 | [] |
volunteer | So it would be that's it, so like for here it's -8, right? | 16,453 | 314 | [] |
student | Mhm. | 16,453 | 315 | [] |
volunteer | So it would be -8, but then it would be plus and minus 5i. So if it's -8-5i, that would mean that there has to be a negative. | 16,453 | 316 | [] |
student | What? | 16,453 | 317 | [] |
volunteer | +5i | 16,453 | 318 | [] |
student | We're just changing the sign? | 16,453 | 319 | [] |
student | That's all it is | 16,453 | 320 | [] |
volunteer | Yes, you would be changing the sign of whatever value, yep. | 16,453 | 321 | [] |
student | Oh | 16,453 | 322 | [] |
volunteer | If it's a conjugate pair, it just means that | 16,453 | 323 | [] |
volunteer | it is | 16,453 | 324 | [] |
volunteer | like that | 16,453 | 325 | [] |
student | Mm. | 16,453 | 326 | [] |
student | He is scry. | 16,453 | 327 | [] |
volunteer | So what would this one be? -5 + 4i, that means there has to be a -5-4i. Good. | 16,453 | 328 | [] |
student | I hate grapping | 16,453 | 329 | [] |
volunteer | Oh no | 16,453 | 330 | [] |
student | I don't know. I don't know how to find like equations from graphs like this, like. | 16,453 | 331 | [] |
volunteer | Oh, no problem. Here. Uh, can I see the equation for a second? I also apologize, the laptop that I'm currently using is half broken, so I have to reserve you to one side of the screen. | 16,453 | 332 | [] |
student | OK | 16,453 | 333 | [] |
volunteer | And it can, can you scroll up so I can see the question? | 16,453 | 334 | [] |
volunteer | There we go. The which Aras in choice could represent the graph below. All right, so, so do you know what type of graph this is? | 16,453 | 335 | [] |
student | Um | 16,453 | 336 | [] |
student | uh, a quadratica. | 16,453 | 337 | [] |
volunteer | Good. So then what would it be? | 16,453 | 338 | [] |
volunteer | Like what would the degree be | 16,453 | 339 | [] |
student | 2 | 16,453 | 340 | [] |
volunteer | or the leading term be in this? | 16,453 | 341 | [] |
volunteer | Not 2, but you remember, so if it's a square, if it's a quadratic graph, that means the highest it goes is 2, right? | 16,453 | 342 | [] |
student | Yeah | 16,453 | 343 | [] |
volunteer | All right. So if we scroll down to the answers. | 16,453 | 344 | [] |
volunteer | OK, and then for this, right? | 16,453 | 345 | [] |
volunteer | So you see how | 16,453 | 346 | [] |
volunteer | you see how it crosses at -6 and then 1. | 16,453 | 347 | [] |
student | 4 | 16,453 | 348 | [] |
student | 6 | 16,453 | 349 | [] |
volunteer | So like if it's expanded like that, it, it basically already tells you the zeros of the function. So yeah, you would just find which ones it would equal -6 and then 1. | 16,453 | 350 | [] |
student | This is not part because | 16,453 | 351 | [] |
student | cute. | 16,453 | 352 | [] |
volunteer | Now, that would be a cubed graph. That would be if it also crossed at 0 | 16,453 | 353 | [] |
volunteer | Does that make sense | 16,453 | 354 | [] |
student | Yes, I'm, I made a lot of sense. | 16,453 | 355 | [] |
volunteer | Good | 16,453 | 356 | [] |
volunteer | So let's have you on this one. | 16,453 | 357 | [] |
volunteer | So where does it cross at | 16,453 | 358 | [] |
student | The good face | 16,453 | 359 | [] |
student | 8 and | 16,453 | 360 | [] |
student | 0 | 16,453 | 361 | [] |
volunteer | Mhm. | 16,453 | 362 | [] |
student | will be | 16,453 | 363 | [] |
student | 2. | 16,453 | 364 | [] |
volunteer | So do you see how it says X minus 64? | 16,453 | 365 | [] |
student | Yeah, that's 8 and 8 | 16,453 | 366 | [] |
volunteer | Yeah, because that would be a perfect square, right? | 16,453 | 367 | [] |
student | Yeah, but like, | 16,453 | 368 | [] |
student | what? | 16,453 | 369 | [] |
student | um, what's his name? | 16,453 | 370 | [] |
student | Like, what is this like, like why is there like, how do you find what the zero is like. | 16,453 | 371 | [] |
volunteer | Well, you said that it's -8 and 8, right? | 16,453 | 372 | [] |
student | Yeah, but the 0 | 16,453 | 373 | [] |
volunteer | So what would the 0 be? Look on, look on the first two. | 16,453 | 374 | [] |
volunteer | You see how it's just X | 16,453 | 375 | [] |
student | Yeah, but like, wouldn't it be cute? | 16,453 | 376 | [] |
volunteer | Yeah, that is a cubed graph | 16,453 | 377 | [] |
student | Oh, this, oh. | 16,453 | 378 | [] |
student | Yeah | 16,453 | 379 | [] |
volunteer | You see how it goes up and then down and then up. You see how the, the um degree of the graph is how many times it crossed or how many times it can cross the x-axis. | 16,453 | 380 | [] |
student | Oh, I see um. | 16,453 | 381 | [] |
volunteer | So if it if it can cross the x-axis 4 times. That means it's a | 16,453 | 382 | [] |
student | The the | 16,453 | 383 | [] |
student | do more | 16,453 | 384 | [] |
volunteer | or power. | 16,453 | 385 | [] |
volunteer | But see how this can only cross 3 times, like no matter what you put it as. | 16,453 | 386 | [] |
student | Yeah | 16,453 | 387 | [] |
volunteer | Oh, it is a cubed graph | 16,453 | 388 | [] |
volunteer | and it crosses at 88 and then that X on the outside is 0. | 16,453 | 389 | [] |
volunteer | Which equation represents the graph shown below. OK, so you see how it, um, dips and then comes back up, not crossing the x-axis, but touching it. | 16,453 | 390 | [] |
volunteer | on -3 and 6 | 16,453 | 391 | [] |
volunteer | you see how it like does a quadratic on top of it. | 16,453 | 392 | [] |
volunteer | Can you hear me | 16,453 | 393 | [] |
student | Yeah | 16,453 | 394 | [] |
volunteer | Oh, sorry. You're, it seems like your mic cut out a little bit. Can you hear me? | 16,453 | 395 | [] |
volunteer | Mm | 16,453 | 396 | [] |
volunteer | One second, I'm gonna go down. | 16,453 | 397 | [] |
student | Hello | 16,453 | 398 | [] |
volunteer | It seems to use hello. Yes, now I can hear you. | 16,453 | 399 | [] |
student | I might, I might cuddle. | 16,453 | 400 | [] |
volunteer | No, no problem. Uh, you did stop sharing your screen though. | 16,453 | 401 | [] |
student | Oh. | 16,453 | 402 | [] |
student | I mean, it's that | 16,453 | 403 | [] |
volunteer | So just tell me when you're sharing your screen again. | 16,453 | 404 | [] |
student | Hello | 16,453 | 405 | [] |
volunteer | Hello, I can hear you | 16,453 | 406 | [] |
volunteer | Oh, you are kind of muffled though. | 16,453 | 407 | [] |
student | Yes, I'm trying to | 16,453 | 408 | [] |
student | you know. | 16,453 | 409 | [] |
student | but it's not | 16,453 | 410 | [] |
student | po pp ing up. | 16,453 | 411 | [] |
student | s | 16,453 | 412 | [] |
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