Some of the stuff I said in the video may sound confusing to some, such as my remark about engineering mode and so on. Rest assured, I, too, was confused by some of the stuff I said after re-watching it. I had just woken up (can probably tell by voice), and the calculator was a also a new territory for me!
The cubic expression was entered incorrectly in RPN. The -2⋅x^2 term was entered as -(2⋅x)^2 which is equivalent to -4⋅x^2. That explains why you got a different result on the TI-89. The TI-89 only showed a single root x=1 for x^2-2⋅x^2+2⋅x-1=0 because the other roots are complex and you didn't use cSolve().
Indeed, I was totally off in this video, and even left a comment explaining why. I hadn't re-watched the whole thing, that's why I missed all the remarks you've pointed out. Thanks for doing so.
Fraction Mark flag . In some countries they use 0, xx for fractions. I don't remember now but hp48 and hp49 had an option to recover the last 4 entries. With blue shift and the left cursor bottom. Also the hp has a numeric solver menu to enter equations in numerical form (quadratics) 2 3 -1 ↓↓↓ 2*x^,+3*x-1 This is what this flag means X+Y*i : 2+3*i Cartesian form: (2,3), answers a display in the this way In case a quadratic equation would have many complex roots would display in this forn. { (2,3), (1,1)} With flag set (2+3*i,1+i)
Cheers for these videos and the intention of sharing what you know about the use of these calculators, however, please consider keeping the whole calculator in the frame of the camera while filming. Sometimes it's hard to follow what you are doing if it is not possible to see what keys you are pressing and, consequently, the result in the calculator screen.
A more didactic approach would be to go to the respective solve menu, solve a couple of quadratic equations (real solutions, complex ones) and afterwards try out the options and individual flags that influence the solving. I think starting with the flags distracts unnecessarily from the purpose of the video.
Some of the stuff I said in the video may sound confusing to some, such as my remark about engineering mode and so on. Rest assured, I, too, was confused by some of the stuff I said after re-watching it. I had just woken up (can probably tell by voice), and the calculator was a also a new territory for me!
I own the prime and 50g,is your g+ new
@@claudeshannan4000 Is it used, but seems to work perfectly.
The cubic expression was entered incorrectly in RPN. The -2⋅x^2 term was entered as -(2⋅x)^2 which is equivalent to -4⋅x^2. That explains why you got a different result on the TI-89. The TI-89 only showed a single root x=1 for x^2-2⋅x^2+2⋅x-1=0 because the other roots are complex and you didn't use cSolve().
Indeed, I was totally off in this video, and even left a comment explaining why. I hadn't re-watched the whole thing, that's why I missed all the remarks you've pointed out. Thanks for doing so.
Fraction Mark flag .
In some countries they use 0, xx for fractions.
I don't remember now but hp48 and hp49 had an option to recover the last 4 entries.
With blue shift and the left cursor bottom.
Also the hp has a numeric solver menu to enter equations in numerical form (quadratics)
2 3 -1
↓↓↓
2*x^,+3*x-1
This is what this flag means
X+Y*i : 2+3*i
Cartesian form: (2,3), answers a display in the this way
In case a quadratic equation would have many complex roots would display in this forn.
{ (2,3), (1,1)}
With flag set
(2+3*i,1+i)
Cheers for these videos and the intention of sharing what you know about the use of these calculators, however, please consider keeping the whole calculator in the frame of the camera while filming. Sometimes it's hard to follow what you are doing if it is not possible to see what keys you are pressing and, consequently, the result in the calculator screen.
Excellent! , thanks a lot.
How do we change the date and time😊
Thank you sir calculator boy.
A more didactic approach would be to go to the respective solve menu, solve a couple of quadratic equations (real solutions, complex ones) and afterwards try out the options and individual flags that influence the solving. I think starting with the flags distracts unnecessarily from the purpose of the video.