Split (1)

train · 116k rows

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
volunteer	yeah, so what's your, uh, so write, write down your formula for if I did this V	12,175	121	[]
volunteer	of X	12,175	122	[]
volunteer	So your formula	12,175	123	[]
student	Yeah	12,175	124	[]
volunteer	for the volume based on X.	12,175	125	[]
volunteer	is equal to what?	12,175	126	[]
volunteer	2 x	12,175	127	[]
student	14 times 1314.	12,175	128	[]
student	15 times.	12,175	129	[]
student	OK	12,175	130	[]
student	Mhm	12,175	131	[]
volunteer	right? What's the next factor?	12,175	132	[]
volunteer	right	12,175	133	[]
student	Uh, 13 minus 2x trying to also do it myself. I have a calculator with me right now. 40 times 3, it's easier when I do it in	12,175	134	[]
volunteer	OK, what's the next, what's the other factor?	12,175	135	[]
student	An X	12,175	136	[]
volunteer	That's right. OK.	12,175	137	[]
volunteer	Let	12,175	138	[]
student	OK, let's go on. 40 times 13 X and 14 times 2 is 28, and since the act.	12,175	139	[]
volunteer	Well, let, let me ask you this. Why, why do we need to, um, what are we trying to do with this volume? I, I, are we trying to optimize something or what do you wanna do?	12,175	140	[]
student	yeah, or tried to optimize this so we can find the 0 so that we can transform into a graph.	12,175	141	[]
student	as seen in the 2nd.	12,175	142	[]
volunteer	OK, well, we, we've already, OK, this box right here.	12,175	143	[]
volunteer	don't, don't we know the zeros of it already?	12,175	144	[]
student	Oh, but that's a required thing that they want.	12,175	145	[]
student	on form.	12,175	146	[]
volunteer	See what's the um there there's 30s here, right? How, how does, how can VFX equal to 0. Well, this could be 0.	12,175	147	[]
volunteer	What does, what do you need X to be for that to be equal to 0, the first box.	12,175	148	[]
student	What? Can you rephrase the statement, please, 21.	12,175	149	[]
student	Mm.	12,175	150	[]
volunteer	OK. All right, let me, let me undo this, this, um,	12,175	151	[]
volunteer	I'm trying to find the zeros of this	12,175	152	[]
volunteer	polynomial, right	12,175	153	[]
student	Yeah	12,175	154	[]
volunteer	OK, so in order for this to be zero	12,175	155	[]
volunteer	uh, a couple things	12,175	156	[]
volunteer	OK, let me, let me switch colors.	12,175	157	[]
student	Mm	12,175	158	[]
volunteer	This factor could be 0.	12,175	159	[]
volunteer	right? Or	12,175	160	[]
volunteer	this factor could be 0, right? Or this factor, you see how there's 3 parts, 123.	12,175	161	[]
student	Yeah	12,175	162	[]
volunteer	What, what is the 0? What makes this factor zero.	12,175	163	[]
volunteer	How does 14 minus 2x, how can that be equal to zero? What is X?	12,175	164	[]
student	Um	12,175	165	[]
student	For it to be 0.	12,175	166	[]
student	for	12,175	167	[]
student	um	12,175	168	[]
student	if you make to 0, it would still be 14.	12,175	169	[]
student	It would be, if you subsequent	12,175	170	[]
student	OK	12,175	171	[]
volunteer	No, no, no, no. I say, how, how do I make, how do I make 14 minus 2 x equal to zero. I want the whole thing. I want this, so I want this.	12,175	172	[]
volunteer	14	12,175	173	[]
volunteer	minus	12,175	174	[]
volunteer	2 X.	12,175	175	[]
volunteer	to be equal to	12,175	176	[]
volunteer	0	12,175	177	[]
student	Oh, that's gone. We transpose you to additive inverse, additive inverse method. Then we did then we divide it.	12,175	178	[]
student	so positive to x over 14, and then we just divide it so x equals 7.	12,175	179	[]
volunteer	Yeah, OK, so X equals 7 is a 0.	12,175	180	[]
student	Oh.	12,175	181	[]
volunteer	OK, so you just said X equal to 7, that's 10.	12,175	182	[]
volunteer	right?	12,175	183	[]
student	Yeah	12,175	184	[]
student	Oh	12,175	185	[]
volunteer	You see that if that's equal to 0, then that'll be, it forces the whole thing to be zero. OK, what's the second? What, what's, uh, how do I make this, this factor equal to zero. Same thing. 13 minus 2 X.	12,175	186	[]
student	So 2 X divided by 13 and oh, we just flip it. It's 13/2.	12,175	187	[]
student	We don't even need to solve. Oh, OK, um.	12,175	188	[]
student	I	12,175	189	[]
volunteer	Yeah, so that's X equal to 6.5, right?	12,175	190	[]
student	Yeah, 6.5.	12,175	191	[]
student	OK	12,175	192	[]
volunteer	Or you could say, yeah, 6.5 or 13.	12,175	193	[]
student	Did you actually doesn't mind if we answer it infraction, but she said the play it safe, you can just add the decimal or in the fraction to to play it safe.	12,175	194	[]
student	OK.	12,175	195	[]
volunteer	Yeah, so you, you could say at 13/2 or 6.5. OK, what's, how about this? What's this? How does X equal to zero? What's that?	12,175	196	[]
volunteer	Yeah	12,175	197	[]
student	X equals 0 cause you can't transport, you can't have to additive inverse.	12,175	198	[]
volunteer	OK, so	12,175	199	[]
student	props to organic chem through their doer for teaching goodness. I, I actually	12,175	200	[]
student	more	12,175	201	[]
volunteer	so this is, you know what a 3rd degree polynomial is.	12,175	202	[]
student	Yeah, a 3rd degree polynomial and it has a degree of 3 when its power is 3 fe'm not mistaken.	12,175	203	[]
volunteer	Right. So this, so it has 30s. So we found the 30s, right?	12,175	204	[]
student	Yeah	12,175	205	[]
student	continue	12,175	206	[]
volunteer	OK.	12,175	207	[]
volunteer	So now what do you want? I'm, I don't quite under what, what do you wanna do with this? You wanna graph it?	12,175	208	[]
student	Uh, essentially	12,175	209	[]
student	yes, but then we have the table of values, but then we have to find uh the turning points of the graph.	12,175	210	[]
student	We essentially have to find the turning points of the graph. Like turning points of the graphic letter G, we essentially do from what I've understand like the quadratic form, the quadratic formula, and then after that, we use those answers and we substitute it to the formula that you originally get from the polynomial ...	12,175	211	[]
student	ute it.	12,175	212	[]
student	We have to actually get.	12,175	213	[]
volunteer	See, I don't know why you need the quadratic formula because we've already got the quadratic formula finds the zeros.	12,175	214	[]
volunteer	We've already found the zeros, right? Boom.	12,175	215	[]
student	Oh, but the thing is, what's here is to find the turning points of the graph.	12,175	216	[]
student	We already have the extra, we need to find the turning points and	12,175	217	[]
student	we need to use	12,175	218	[]
student	oh yeah	12,175	219	[]
volunteer	Oh, so you're gonna take a derivative. Oh, you want to take a derivative. All right. So you want to find maximum points.	12,175	220	[]

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