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(170, 11003, '# Artificial Plant Reproduction & Vegetative Propagation: Complete Study Guide\r\n## Master Modern Agricultural Techniques, Tissue Culture, and Plant Breeding with Confidence\r\n\r\n---\r\n\r\n## 🎯 Introduction: Understanding Modern Plant Production Technologies\r\n\r\nWelcome to the **comprehensive guide** for mastering artificial plant reproduction and vegetative propagation! This essential chapter explores the revolutionary techniques that have transformed modern agriculture, enabling mass production of high-quality plants, preservation of endangered species, and development of superior crop varieties. From understanding the molecular basis of tissue culture to mastering traditional grafting and layering methods, this guide covers everything you need to know about asexual plant reproduction and commercial plant production.\r\n\r\n**Real-World Applications:**\r\n- 🌱 **Commercial Agriculture**: Mass production of uniform, high-quality crops\r\n- 🧬 **Biotechnology Industry**: Tissue culture laboratories and plant factories\r\n- 🌳 **Forestry Management**: Rapid multiplication of superior tree varieties\r\n- 🌺 **Ornamental Horticulture**: Production of decorative plants and flowers\r\n- 🍎 **Fruit Industry**: Grafting for disease resistance and improved fruit quality\r\n- 🔬 **Plant Conservation**: Preserving endangered plant species through propagation\r\n- 💰 **Agricultural Economics**: Reduced production costs and increased yields\r\n- 🌍 **Food Security**: Ensuring consistent crop production and genetic diversity\r\n\r\n**Key Learning Objectives**: \r\n- Master the principles and techniques of tissue culture technology\r\n- Understand grafting methods and their commercial applications\r\n- Learn various layering techniques for plant propagation\r\n- Explore the advantages of vegetative reproduction over sexual reproduction\r\n- Connect modern biotechnology to traditional agricultural practices\r\n- Understand the economic and environmental benefits of artificial reproduction\r\n\r\n**📊 Plant Production Features:**\r\n- 🧪 **Advanced biotechnology** - tissue culture, hormone applications, sterile techniques\r\n- 🌿 **Traditional methods** - grafting, layering, and their modern adaptations\r\n- 🏭 **Industrial applications** - commercial plant production and mass multiplication\r\n- 🛡️ **Conservation strategies** - endangered species preservation and genetic banking\r\n- 📈 **Economic benefits** - cost-effective production and improved crop quality\r\n- 📋 **Scientific methodology** - controlled conditions and systematic approaches\r\n- 🎨 **Visual learning aids** - authentic diagrams of reproduction techniques\r\n\r\n---\r\n\r\n## 🧠 Essential Concepts: Your Plant Reproduction Foundation\r\n\r\n### 🧬 **Tissue Culture: Modern Plant Biotechnology**\r\n\r\n#### **Definition and Principles:**\r\n**Tissue Culture**: A modern technique of reproduction in which a cell or tissue of a plant is grown in an artificial medium to regenerate a new plant.\r\n\r\n#### **Tissue Culture Process:**\r\n\r\n**Step-by-Step Methodology:**\r\n1. **Explant Selection**: Choose healthy plant tissue (meristem, shoot, leaf)\r\n2. **Sterilization**: Remove contaminating microorganisms\r\n3. **Culture Medium Preparation**: Artificial medium with nutrients and hormones\r\n4. **Inoculation**: Place explant in sterile culture medium\r\n5. **Callus Formation**: Unorganized cell mass development\r\n6. **Differentiation**: Root and shoot formation from callus\r\n7. **Plantlet Development**: Complete small plant formation\r\n8. **Acclimatization**: Transfer to soil for independent growth\r\n\r\n#### **Culture Medium Components:**\r\n- **Macronutrients**: Nitrogen, phosphorus, potassium, calcium, magnesium\r\n- **Micronutrients**: Iron, manganese, zinc, copper, boron\r\n- **Organic supplements**: Vitamins, amino acids, natural extracts\r\n- **Plant Growth Regulators**: Auxins (root formation), Cytokinins (shoot formation)\r\n- **Carbon source**: Sucrose or glucose for energy\r\n- **pH buffering**: Maintaining optimal pH (5.5-6.0)\r\n- **Solidifying agents**: Agar for semi-solid medium\r\n\r\n### 🌱 **Grafting: Combining Plant Parts for Superior Performance**\r\n\r\n#### **Grafting Components:**\r\n\r\n**Stock (Rootstock):**\r\n- **Definition**: The plant whose root system is used in grafting\r\n- **Function**: Provides root system, water and nutrient absorption\r\n- **Selection criteria**: Disease resistance, soil adaptation, vigor\r\n- **Examples**: Disease-resistant rootstocks for fruit trees\r\n\r\n**Scion:**\r\n- **Definition**: The plant whose shoot system (upper part) is taken for grafting\r\n- **Function**: Provides aerial parts, flowers, fruits, desired characteristics\r\n- **Selection criteria**: Fruit quality, flowering characteristics, growth habit\r\n- **Examples**: High-quality fruit varieties grafted onto hardy rootstocks\r\n\r\n#### **Grafting Process:**\r\n**The modern technique in which a part of one plant is transplanted to another plant of a closely related variety or species.**\r\n\r\n**Grafting Requirements:**\r\n- **Genetic compatibility**: Plants must be closely related (same family/genus)\r\n- **Cambial contact**: Growing tissues must align properly\r\n- **Environmental conditions**: Proper temperature, humidity, and protection\r\n- **Aftercare**: Support, protection from drying, infection prevention\r\n\r\n### 🍃 **Layering: Natural Root Development on Attached Branches**\r\n\r\n#### **Basic Layering Principle:**\r\n**Layering**: A method of preparing a new plant by developing roots from the branches of a parent while still attached.\r\n\r\n#### **Types of Layering:**\r\n\r\n**Simple Layering:**\r\n- **Method**: Bend branch to ground level and cover with soil\r\n- **Root development**: 2-3 months for root formation\r\n- **Separation**: After root establishment, separate from parent\r\n- **Applications**: Flexible-stemmed plants like lemon, grape, jasmine\r\n\r\n**Air Layering:**\r\n- **Method**: Root development on aerial parts of plant\r\n- **Process**: Ring-barking, hormone application, moist medium wrapping\r\n- **Advantages**: Suitable for plants that cannot be bent to ground\r\n- **Applications**: Trees and woody plants with rigid stems\r\n\r\n### 🏭 **Commercial Applications and Industrial Advantages**\r\n\r\n#### **Mass Production Benefits:**\r\n- **Rapid multiplication**: Thousands of plants from single explant\r\n- **Year-round production**: Independent of seasonal variations\r\n- **Space efficiency**: High plant density in controlled environments\r\n- **Quality control**: Uniform, disease-free plant material\r\n- **Cost effectiveness**: Reduced production costs per unit\r\n\r\n#### **Conservation Applications:**\r\n- **Endangered species preservation**: Rapid multiplication of rare plants\r\n- **Genetic banking**: Preserving plant genetic diversity\r\n- **Restoration projects**: Mass production for ecosystem restoration\r\n- **Research applications**: Standardized plant material for experiments\r\n\r\n---\r\n\r\n## 🎯 The GROWTH Method for Plant Reproduction Success\r\n\r\n### 📋 **G**-**R**-**O**-**W**-**T**-**H** Strategy\r\n\r\n#### **G**rafting Techniques Mastery\r\n- Learn stock and scion selection and compatibility\r\n- Master grafting procedures and aftercare requirements\r\n\r\n#### **R**eproduction Method Classification\r\n- Distinguish between sexual and asexual reproduction\r\n- Understand advantages and applications of each method\r\n\r\n#### **O**ptimization of Culture Conditions\r\n- Master tissue culture medium preparation and sterilization\r\n- Understand environmental controls for maximum success\r\n\r\n#### **W**orkflow and Systematic Procedures\r\n- Learn step-by-step processes for each reproduction method\r\n- Understand timing, sequencing, and quality control\r\n\r\n#### **T**echnology Integration\r\n- Connect traditional methods with modern biotechnology\r\n- Understand equipment, tools, and facility requirements\r\n\r\n#### **H**orticulture and Commercial Applications\r\n- Learn economic benefits and industrial applications\r\n- Understand market demands and production planning\r\n\r\n---\r\n\r\n## 📚 Complete Questions and Answers\r\n\r\n*All 12 questions with detailed explanations and plant reproduction context*\r\n\r\n### **Section A: Basic Terminology and Definitions**\r\n\r\n#### Question 1: Stock Definition ⭐ (FUNDAMENTAL CONCEPT)\r\n**Question:** What is the part of plant called that is used for root in grafting?\r\n\r\n**🎯 Topic:** Grafting terminology and components\r\n**🧠 Key Concept:** Understanding rootstock function in grafting\r\n\r\n**Complete Answer:**\r\n\r\n**Stock** is used for root in grafting.\r\n\r\n**🔍 Additional Context:**\r\n- **Also called**: Rootstock or understock\r\n- **Primary function**: Provides root system for water and nutrient absorption\r\n- **Selection criteria**: Disease resistance, soil tolerance, cold hardiness\r\n- **Examples**: Wild apple rootstocks for cultivated apple varieties\r\n- **Commercial importance**: Determines tree size, disease resistance, and adaptability\r\n\r\n---\r\n\r\n#### Question 2: Grafting Components 📝\r\n**Question:** Write the name of upper part and lower part used in grafting.\r\n\r\n**🎯 Topic:** Grafting terminology\r\n**🧠 Key Concept:** Two-part grafting system\r\n\r\n**Complete Answer:**\r\n\r\n**Upper part = Scion**\r\n**Lower part = Stock**\r\n\r\n**🔍 Component Functions:**\r\n- **Scion (upper)**: Provides desired fruit, flower, or foliar characteristics\r\n- **Stock (lower)**: Provides root system and determines plant vigor\r\n- **Integration**: Both parts grow together to form one functional plant\r\n- **Selection**: Each part chosen for specific advantageous traits\r\n\r\n---\r\n\r\n#### Question 3: Layering Definition 🌿\r\n**Question:** What is layering?\r\n\r\n**🎯 Topic:** Vegetative propagation methods\r\n**🧠 Key Concept:** Root development while attached to parent\r\n\r\n**Complete Answer:**\r\n\r\nA method of **preparing a new plant by developing roots from the branches of a parent** is **layering**.\r\n\r\n**🔍 Layering Characteristics:**\r\n- **Attached propagation**: New plant develops while connected to parent\r\n- **Natural process**: Mimics natural root development in nature\r\n- **Success rate**: High success due to continued parent plant support\r\n- **Applications**: Suitable for plants difficult to root as cuttings\r\n- **Types**: Simple layering, air layering, compound layering, tip layering\r\n\r\n---\r\n\r\n#### Question 4: Scion Definition ✂️\r\n**Question:** What is scion?\r\n\r\n**🎯 Topic:** Grafting components\r\n**🧠 Key Concept:** Upper grafting component characteristics\r\n\r\n**Complete Answer:**\r\n\r\nThe plant whose **shoot system (upper part) is taken for grafting** is called the **scion**.\r\n\r\n**🔍 Scion Details:**\r\n- **Genetic contribution**: Determines fruit quality, flower characteristics, growth habit\r\n- **Selection criteria**: Disease resistance, productivity, quality traits\r\n- **Compatibility**: Must be genetically compatible with rootstock\r\n- **Examples**: High-quality apple varieties grafted onto dwarf rootstocks\r\n- **Commercial value**: Often the expensive, desirable plant variety\r\n\r\n---\r\n\r\n#### Question 5: Grafting Definition 🔗\r\n**Question:** What is grafting?\r\n\r\n**🎯 Topic:** Artificial plant reproduction techniques\r\n**🧠 Key Concept:** Plant part transplantation for improved characteristics\r\n\r\n**Complete Answer:**\r\n\r\nThe **modern technique in which a part of one plant is transplanted to another plant of a closely related variety or species** is **grafting**.\r\n\r\n**🔍 Grafting Applications:**\r\n- **Fruit production**: Combining quality fruit with hardy rootstock\r\n- **Disease resistance**: Using resistant rootstocks with susceptible scions\r\n- **Size control**: Dwarf rootstocks for smaller tree size\r\n- **Climate adaptation**: Cold-hardy roots with warm-climate fruits\r\n- **Commercial advantage**: Faster production of mature plants\r\n\r\n---\r\n\r\n#### Question 6: Tissue Culture Definition 🧪\r\n**Question:** What is tissue culture?\r\n\r\n**🎯 Topic:** Modern biotechnology in plant reproduction\r\n**🧠 Key Concept:** In vitro plant regeneration\r\n\r\n**Complete Answer:**\r\n\r\n**Tissue culture** is a **modern technique of reproduction in which a cell or tissue of a plant is grown in an artificial medium to regenerate a new plant**.\r\n\r\n**🔍 Tissue Culture Features:**\r\n- **Sterile conditions**: Aseptic techniques prevent contamination\r\n- **Artificial medium**: Provides all necessary nutrients and hormones\r\n- **Totipotency**: Single cells can regenerate entire plants\r\n- **Rapid multiplication**: Exponential increase in plant numbers\r\n- **Quality control**: Produces disease-free, uniform plants\r\n\r\n---\r\n\r\n### **Section B: Commercial Applications and Advantages**\r\n\r\n#### Question 7: Artificial Reproduction Benefits 🏭\r\n**Question:** How does artificial reproduction help in the excess production of fruits?\r\n\r\n**🎯 Topic:** Commercial plant production advantages\r\n**🧠 Key Concept:** Economic and agricultural benefits\r\n\r\n**Complete Answer:**\r\n\r\nArtificial reproduction helps in the excess production of fruits by following ways:\r\n1. **Using the tissue culture method, numerous plants can be produced on an industrial scale by culturing meristem and shoot of a plant.**\r\n2. **Endangered plants can be protected by their rapid multiplication.**\r\n3. **So many new plants can be produced by using layering, grafting method.**\r\n\r\n**🔍 Commercial Production Benefits:**\r\n- **Scale advantages**: Industrial-scale production facilities\r\n- **Year-round availability**: Independent of seasonal constraints\r\n- **Quality consistency**: Uniform plant characteristics and performance\r\n- **Cost reduction**: Lower per-unit production costs with volume\r\n- **Market stability**: Reliable supply for commercial fruit production\r\n- **Genetic preservation**: Maintaining superior varieties indefinitely\r\n\r\n---\r\n\r\n#### Question 8: Tissue Culture Importance 📈\r\n**Question:** Write two importance of tissue culture.\r\n\r\n**🎯 Topic:** Biotechnology applications in agriculture\r\n**🧠 Key Concept:** Modern agricultural advantages\r\n\r\n**Complete Answer:**\r\n\r\nTwo importance of tissue culture are:\r\n1. **Numerous plants can be produced on an industrial scale by culturing meristem and shoot of a plant.**\r\n2. **Endangered plants can be preserved, it helps to produce mature plants quickly.**\r\n\r\n**🔍 Additional Importance:**\r\n- **Disease elimination**: Virus-free plants through meristem culture\r\n- **Space efficiency**: Maximum plant production in minimum space\r\n- **Genetic stability**: Maintains exact genetic characteristics\r\n- **Research applications**: Standardized plant material for scientific studies\r\n- **International trade**: Easy transport of plant genetic material\r\n\r\n---\r\n\r\n#### Question 9: Commercial Vegetative Propagation 💰\r\n**Question:** Write a cause that vegetative propagation is applied commercially.\r\n\r\n**🎯 Topic:** Economic applications of reproduction methods\r\n**🧠 Key Concept:** Commercial efficiency and productivity\r\n\r\n**Complete Answer:**\r\n\r\nA cause that vegetative propagation is applied commercially is **many plants can be produced in a short time**.\r\n\r\n**🔍 Commercial Advantages:**\r\n- **Time efficiency**: Faster than growing from seeds\r\n- **Uniformity**: Identical plants with predictable characteristics\r\n- **Maturity**: Plants reach productive age sooner\r\n- **Quality assurance**: Guaranteed characteristics of parent plant\r\n- **Economic returns**: Quicker return on investment for producers\r\n\r\n---\r\n\r\n#### Question 10: Vegetative Propagation Benefits 🌟\r\n**Question:** Write two importance of this propagation.\r\n\r\n**🎯 Topic:** General advantages of asexual reproduction\r\n**🧠 Key Concept:** Quality and conservation benefits\r\n\r\n**Complete Answer:**\r\n\r\nTwo importance of this propagation are:\r\n1. **By this method good quality plants can be produced.**\r\n2. **Endangered plants can be protected.**\r\n\r\n**🔍 Comprehensive Benefits:**\r\n- **Genetic fidelity**: Exact copies of superior parent plants\r\n- **Disease resistance**: Can propagate naturally resistant varieties\r\n- **Adaptation**: Plants already adapted to local conditions\r\n- **Conservation value**: Preserves rare and endangered species\r\n- **Research utility**: Consistent material for scientific studies\r\n\r\n---\r\n\r\n### **Section C: Specific Reproduction Techniques**\r\n\r\n#### Question 11: Air Layering Process 🌳\r\n**Question:** How does plant reproduce by air layering method? Explain.\r\n\r\n**🎯 Topic:** Advanced layering techniques\r\n**🧠 Key Concept:** Aerial root development process\r\n\r\n**Complete Answer:**\r\n\r\n**[ACTUAL DIAGRAM]**\r\n\r\n![Air Layering](https://res.cloudinary.com/dqyppcscn/image/upload/v1653496332/see-ko-guide/science/air_cpdvei.webp)\r\n\r\n*Figure: Air Layering (200×157 pixels)*\r\n\r\nIn this method, a **piece of branch is scrapped by removing a ring of the bark**. **Rooting hormone is placed at the cut parts**. The **cut part is covered with grafting clay and wrapped with a polythene sheet**. After a **month, roots appear**. The **rooted part is separated from the parent plant and is planted into the soil**.\r\n\r\n**🔍 Air Layering Details:**\r\n- **Ring-barking**: Removes bark in a ring to interrupt downward nutrient flow\r\n- **Hormone application**: Auxins stimulate root formation\r\n- **Moist medium**: Grafting clay or moss maintains humidity\r\n- **Protection**: Polythene prevents drying and contamination\r\n- **Root development**: 4-8 weeks depending on species and conditions\r\n- **Applications**: Trees that cannot be bent for simple layering\r\n\r\n---\r\n\r\n#### Question 12: Simple Layering Process 🍋\r\n**Question:** How can we grow new lemon plant from simple layering process? Explain briefly with a diagram.\r\n\r\n**🎯 Topic:** Traditional propagation methods\r\n**🧠 Key Concept:** Ground-level root development\r\n\r\n**Complete Answer:**\r\n\r\n**[ACTUAL DIAGRAM]**\r\n\r\n![Simple Layering](https://res.cloudinary.com/dqyppcscn/image/upload/v1653496331/see-ko-guide/science/simple_uwwtu5.webp)\r\n\r\n*Figure: Simple Layering (300×188 pixels)*\r\n\r\n**Old branches of the lemon plants are bent and inserted inside the soil**. After **2-3 months, the inserted parts develop roots**. By the **end of the rainy season, the rooted part is separated from the parent plant**. In this way, we can grow new lemon plants from the simple layering process.\r\n\r\n**🔍 Simple Layering Process:**\r\n- **Branch selection**: Choose flexible, young branches from current year\'s growth\r\n- **Soil preparation**: Loose, well-draining soil with organic matter\r\n- **Branch positioning**: Bend branch to ground, cover 4-6 inches with soil\r\n- **Anchoring**: Secure with stones or pegs to maintain position\r\n- **Root development**: Auxins naturally accumulate at buried nodes\r\n- **Separation timing**: Wait until strong root system develops\r\n\r\n---\r\n\r\n#### Question 13: Tissue Culture Plant Growth 🧬\r\n**Question:** How is plant grown using tissue culture?\r\n\r\n**🎯 Topic:** Biotechnology procedures and methodology\r\n**🧠 Key Concept:** In vitro plant regeneration process\r\n\r\n**Complete Answer:**\r\n\r\nIn this method, **a cell or a part of the tissue is cultured in an artificial culture medium which consists of nitrogen and hormones like auxin, and cytokinin in a balanced condition**. The **tissue grows into an unorganized mass called callus**. This **callus is divided into many pieces and is kept in another culture medium where roots and shoots grow and plantlets are formed**. The **plantlets are transformed into the soil for their independent growth**. In this way, the plant is grown using tissue culture.\r\n\r\n**🔍 Detailed Tissue Culture Process:**\r\n\r\n**Stage 1 - Initiation:**\r\n- **Explant preparation**: Sterilize and prepare plant tissue\r\n- **Medium inoculation**: Place on nutrient-rich agar medium\r\n- **Growth conditions**: 25°C temperature, 16-hour photoperiod\r\n- **Callus formation**: Undifferentiated cell mass develops\r\n\r\n**Stage 2 - Multiplication:**\r\n- **Subculturing**: Transfer callus to fresh medium\r\n- **Shoot induction**: High cytokinin:auxin ratio promotes shoots\r\n- **Multiplication**: Each shoot can produce multiple new shoots\r\n- **Quality control**: Monitor for contamination and abnormalities\r\n\r\n**Stage 3 - Rooting:**\r\n- **Root medium**: Transfer shoots to auxin-rich medium\r\n- **Root development**: Strong root system formation\r\n- **Plantlet completion**: Functional plants with shoots and roots\r\n\r\n**Stage 4 - Acclimatization:**\r\n- **Gradual exposure**: Slowly adapt to external conditions\r\n- **Soil transfer**: Move to sterile potting mix\r\n- **Hardening**: Reduce humidity gradually\r\n- **Field planting**: Transfer to final growing location\r\n\r\n---\r\n\r\n#### Question 14: Air Layering Method Identification 🔍\r\n**Question:** Study the given diagram and answer the following questions.\r\n\r\n[Small diagram reference]\r\n\r\n**🎯 Topic:** Visual identification of reproduction methods\r\n**🧠 Key Concept:** Diagram interpretation skills\r\n\r\n**Complete Answer:**\r\n\r\n**[ACTUAL DIAGRAM FOR ANALYSIS]**\r\n\r\n![Air Layering Analysis](https://res.cloudinary.com/dqyppcscn/image/upload/v1653496331/see-ko-guide/science/75sci2_cbxqtk.webp)\r\n\r\n*Figure: Air Layering Analysis (69×84 pixels)*\r\n\r\n**1. Name the method of vegetative propagation.**\r\n**The method of vegetative propagation is air layering.**\r\n\r\n**🔍 Identification Features:**\r\n- **Aerial positioning**: Root development above ground level\r\n- **Wrapping material**: Protective covering around treated area\r\n- **Branch attachment**: Still connected to parent plant\r\n- **Root formation zone**: Visible root development area\r\n\r\n---\r\n\r\n## ❌ Common Student Mistakes (Avoid These!)\r\n\r\n### 🚫 **Mistake #1: Confusing Stock and Scion**\r\n**The Error:** Mixing up which part provides roots vs. shoots in grafting\r\n**The Fix:** Stock = roots (bottom), Scion = shoots (top) - \"S\"tock = \"S\"oil level\r\n\r\n### 🚫 **Mistake #2: Tissue Culture Contamination Confusion**\r\n**The Error:** Not understanding the importance of sterile conditions\r\n**The Fix:** Remember: contamination = culture failure, sterility is essential\r\n\r\n### 🚫 **Mistake #3: Layering vs Cutting Confusion**\r\n**The Error:** Thinking layering involves cutting the branch from parent\r\n**The Fix:** Layering = attached to parent during rooting, cutting = separated first\r\n\r\n### 🚫 **Mistake #4: Oversimplifying Commercial Benefits**\r\n**The Error:** Only mentioning quantity, ignoring quality and conservation aspects\r\n**The Fix:** Include rapid multiplication, quality control, and conservation benefits\r\n\r\n---\r\n\r\n## 🎓 Examination Success Strategies\r\n\r\n### ⏱️ **Time Management for Plant Reproduction Questions**\r\n1. **Quick Definitions** (30 seconds): Stock, scion, layering, tissue culture\r\n2. **Process Descriptions** (2-3 minutes): Step-by-step procedures\r\n3. **Diagram Analysis** (3-4 minutes): Identifying methods and explaining processes\r\n4. **Commercial Applications** (4-5 minutes): Benefits, importance, and real-world uses\r\n\r\n### 📝 **Question Type Distribution**\r\n- **Definition Questions**: 35% (What is..., Define...)\r\n- **Process Questions**: 30% (How does..., Explain the method...)\r\n- **Diagram Analysis**: 20% (Study the diagram, Identify...)\r\n- **Application Questions**: 15% (Importance, Commercial uses)\r\n\r\n### 🎯 **Master Strategy Checklist**\r\n- ✅ All reproduction methods (tissue culture, grafting, layering) defined\r\n- ✅ Stock vs scion distinction mastered\r\n- ✅ Tissue culture process steps memorized\r\n- ✅ Layering methods (air, simple) understood\r\n- ✅ Commercial applications and benefits identified\r\n- ✅ Diagram interpretation skills practiced\r\n\r\n### 🧠 **Memory Techniques**\r\n- **Grafting parts**: \"**S**tock **S**upports, **S**cion **S**hows\" (root vs shoot functions)\r\n- **Tissue culture stages**: \"**I**nitiation **M**ultiplication **R**ooting **A**cclimatization\" (IMRA sequence)\r\n- **Layering types**: \"**S**imple **S**oil, **A**ir **A**bove\" (positioning memory aid)\r\n- **Commercial benefits**: \"**Q**uality **Q**uantity **C**onservation\" (QQC advantages)\r\n\r\n---\r\n\r\n## 📊 Quick Reference Charts\r\n\r\n### **Reproduction Method Comparison**\r\n\r\n| Method | Time Required | Equipment Needed | Success Rate | Commercial Viability | Main Applications |\r\n|--------|---------------|------------------|--------------|---------------------|-------------------|\r\n| **Tissue Culture** | 3-6 months | Laboratory setup | Very High | Excellent | Mass production, conservation |\r\n| **Air Layering** | 1-3 months | Basic materials | High | Good | Woody plants, fruit trees |\r\n| **Simple Layering** | 2-4 months | Minimal | High | Moderate | Flexible-stemmed plants |\r\n| **Grafting** | 2-6 weeks | Grafting tools | Medium-High | Excellent | Fruit trees, ornamentals |\r\n\r\n### **Tissue Culture Requirements**\r\n\r\n| Component | Function | Examples | Concentration |\r\n|-----------|----------|----------|---------------|\r\n| **Macronutrients** | Basic plant nutrition | N, P, K, Ca, Mg | mM levels |\r\n| **Micronutrients** | Enzyme cofactors | Fe, Mn, Zn, Cu, B | μM levels |\r\n| **Vitamins** | Metabolic processes | Thiamine, nicotinic acid | mg/L levels |\r\n| **Hormones** | Growth regulation | Auxins, cytokinins | mg/L levels |\r\n| **Carbon Source** | Energy and carbon | Sucrose, glucose | 20-30 g/L |\r\n| **pH Buffer** | Chemical stability | Phosphate, HEPES | pH 5.5-6.0 |\r\n\r\n### **Commercial Production Statistics**\r\n\r\n| Application | Production Scale | Time Savings | Cost Reduction | Quality Improvement |\r\n|-------------|-----------------|--------------|----------------|---------------------|\r\n| **Fruit Trees** | 10,000+ per year | 2-3 years faster | 30-50% | Disease-free stock |\r\n| **Ornamentals** | 100,000+ per year | 6-12 months faster | 40-60% | Uniform quality |\r\n| **Forest Trees** | 50,000+ per year | 1-2 years faster | 25-40% | Superior genetics |\r\n| **Endangered Species** | Variable | Critical for survival | Cost irrelevant | Genetic preservation |\r\n\r\n### **Layering Success Factors**\r\n\r\n| Factor | Air Layering | Simple Layering | Critical Points |\r\n|--------|--------------|-----------------|-----------------|\r\n| **Season** | Spring-Summer | Spring-Fall | Active growth period |\r\n| **Plant Age** | 1-3 years | Any age | Younger wood roots better |\r\n| **Moisture** | Critical | Important | Consistent moisture needed |\r\n| **Temperature** | 20-30°C | 15-25°C | Optimal rooting temperature |\r\n| **Hormones** | Often needed | Sometimes helpful | Auxins promote rooting |\r\n\r\n---\r\n\r\n**Remember:** Artificial plant reproduction combines the best of traditional agricultural wisdom with cutting-edge biotechnology to feed and beautify our world!\r\n\r\n**Final Encouragement:** These techniques are the foundation of modern agriculture and conservation - mastering them gives you the tools to contribute to food security and environmental protection!\r\n\r\n**Study Tip:** Practice identifying the different methods from diagrams and connect each technique to its real-world applications. Understanding the \"why\" behind each method helps you master the \"how\"!\r\n', 1, '2025-07-25 01:11:38', '2025-09-19 16:27:17');

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) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `course_reviews`
--

INSERT INTO `course_reviews` (`id`, `course_id`, `user_id`, `rating`, `review`, `created_at`, `video_id`) VALUES
(1, 1, 101, 5, 'Great course for beginners! The concepts are well explained.', '2023-01-05 04:15:00', 1),
(2, 1, 102, 4, 'Good course, but could use more examples.', '2023-01-10 08:15:00', 1),
(3, 2, 103, 5, 'Excellent course for advanced learners.', '2023-02-20 03:15:00', 1);

--
-- Triggers `course_reviews`
--
DELIMITER $$
CREATE TRIGGER `update_reviews_count_after_review_delete` AFTER DELETE ON `course_reviews` FOR EACH ROW BEGIN
    DECLARE new_reviews_count INT;

    
    SELECT COUNT(*) INTO new_reviews_count
    FROM course_reviews
    WHERE course_id = OLD.course_id;

    
    UPDATE courses
    SET reviews_count = new_reviews_count
    WHERE id = OLD.course_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_reviews_count_after_review_insert` AFTER INSERT ON `course_reviews` FOR EACH ROW BEGIN
    DECLARE new_reviews_count INT;

    
    SELECT COUNT(*) INTO new_reviews_count
    FROM course_reviews
    WHERE course_id = NEW.course_id;

    
    UPDATE courses
    SET reviews_count = new_reviews_count
    WHERE id = NEW.course_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_reviews_count_after_review_update` AFTER UPDATE ON `course_reviews` FOR EACH ROW BEGIN
    DECLARE new_reviews_count INT;

    
    SELECT COUNT(*) INTO new_reviews_count
    FROM course_reviews
    WHERE course_id = NEW.course_id;

    
    UPDATE courses
    SET reviews_count = new_reviews_count
    WHERE id = NEW.course_id;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `course_tags`
--

CREATE TABLE `course_tags` (
  `course_id` int(11) NOT NULL,
  `tag_id` int(11) NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `course_tags`
--

INSERT INTO `course_tags` (`course_id`, `tag_id`) VALUES
(1, 1),
(1, 8),
(1, 17),
(1, 21),
(1, 35),
(1, 39),
(2, 1),
(2, 9),
(2, 10),
(2, 11),
(2, 12),
(2, 35),
(2, 39),
(3, 1),
(3, 13),
(3, 35),
(3, 39),
(4, 1),
(4, 14),
(4, 35),
(4, 39),
(5, 2),
(5, 8),
(5, 16),
(5, 22),
(5, 35),
(6, 2),
(6, 9),
(6, 10),
(6, 11),
(6, 12),
(6, 36),
(7, 2),
(7, 13),
(7, 36),
(8, 3),
(8, 8),
(8, 16),
(8, 17),
(8, 36),
(9, 3),
(9, 9),
(9, 10),
(9, 11),
(9, 36),
(10, 4),
(10, 8),
(10, 16),
(10, 17),
(10, 36),
(11, 4),
(11, 10),
(11, 23),
(11, 36),
(12, 4),
(12, 11),
(12, 29),
(12, 36),
(13, 4),
(13, 12),
(13, 31),
(13, 32),
(13, 36),
(14, 5),
(14, 8),
(14, 16),
(14, 19),
(14, 37),
(15, 5),
(15, 10),
(15, 24),
(15, 26),
(15, 37),
(16, 6),
(16, 8),
(16, 18),
(16, 37),
(16, 40),
(17, 6),
(17, 10),
(17, 23),
(17, 25),
(17, 37),
(18, 6),
(18, 11),
(18, 28),
(18, 29),
(18, 37),
(19, 7),
(19, 8),
(19, 18),
(19, 20),
(19, 38),
(19, 40),
(20, 7),
(20, 10),
(20, 27),
(20, 38),
(20, 40);

-- --------------------------------------------------------

--
-- Table structure for table `dashboard_presets`
--

CREATE TABLE `dashboard_presets` (
  `id` int(11) NOT NULL,
  `preset_id` varchar(50) NOT NULL,
  `name` varchar(100) NOT NULL,
  `description` text DEFAULT NULL,
  `config` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin NOT NULL CHECK (json_valid(`config`)),
  `is_system` tinyint(1) DEFAULT 1,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `dashboard_presets`
--

INSERT INTO `dashboard_presets` (`id`, `preset_id`, `name`, `description`, `config`, `is_system`, `created_at`, `updated_at`) VALUES
(1, 'default', 'Default', 'Standard dashboard with all widgets', '{\r\n  \"widgets\": [\r\n    {\"id\": \"hero_slider\", \"enabled\": true, \"order\": 0, \"settings\": {\"autoPlay\": true, \"interval\": 5000}},\r\n    {\"id\": \"quick_actions\", \"enabled\": true, \"order\": 1, \"settings\": {\"columns\": 4, \"showLabels\": true}},\r\n    {\"id\": \"stats\", \"enabled\": true, \"order\": 2, \"settings\": {\"display\": \"cards\"}},\r\n    {\"id\": \"enrolled_courses\", \"enabled\": true, \"order\": 3, \"settings\": {\"displayMode\": \"carousel\", \"maxItems\": 6}},\r\n    {\"id\": \"superapp\", \"enabled\": true, \"order\": 4, \"settings\": {\"showAllApps\": true}},\r\n    {\"id\": \"recent_activity\", \"enabled\": true, \"order\": 5, \"settings\": {\"maxItems\": 5}}\r\n  ],\r\n  \"theme\": \"default\",\r\n  \"layout\": \"grid\"\r\n}', 1, '2025-12-10 17:37:16', '2025-12-10 17:37:16'),
(2, 'student', 'Student Focus', 'Courses and learning first', '{\r\n  \"widgets\": [\r\n    {\"id\": \"enrolled_courses\", \"enabled\": true, \"order\": 0, \"settings\": {\"displayMode\": \"list\", \"maxItems\": 10}},\r\n    {\"id\": \"recent_activity\", \"enabled\": true, \"order\": 1, \"settings\": {\"maxItems\": 8}},\r\n    {\"id\": \"stats\", \"enabled\": true, \"order\": 2, \"settings\": {\"display\": \"compact\"}},\r\n    {\"id\": \"quick_actions\", \"enabled\": true, \"order\": 3, \"settings\": {\"columns\": 3}},\r\n    {\"id\": \"hero_slider\", \"enabled\": false, \"order\": 4},\r\n    {\"id\": \"superapp\", \"enabled\": false, \"order\": 5}\r\n  ],\r\n  \"theme\": \"default\",\r\n  \"layout\": \"list\"\r\n}', 1, '2025-12-10 17:37:16', '2025-12-10 17:37:16'),
(3, 'minimal', 'Minimal', 'Essential widgets only', '{\r\n  \"widgets\": [\r\n    {\"id\": \"quick_actions\", \"enabled\": true, \"order\": 0, \"settings\": {\"columns\": 4}},\r\n    {\"id\": \"enrolled_courses\", \"enabled\": true, \"order\": 1, \"settings\": {\"displayMode\": \"compact\", \"maxItems\": 4}},\r\n    {\"id\": \"hero_slider\", \"enabled\": false, \"order\": 2},\r\n    {\"id\": \"stats\", \"enabled\": false, \"order\": 3},\r\n    {\"id\": \"superapp\", \"enabled\": false, \"order\": 4},\r\n    {\"id\": \"recent_activity\", \"enabled\": false, \"order\": 5}\r\n  ],\r\n  \"theme\": \"default\",\r\n  \"layout\": \"grid\"\r\n}', 1, '2025-12-10 17:37:16', '2025-12-10 17:37:16'),
(4, 'institute', 'Institute Mode', 'Single institute focus', '{\r\n  \"widgets\": [\r\n    {\"id\": \"hero_slider\", \"enabled\": true, \"order\": 0, \"settings\": {\"instituteBanner\": true}},\r\n    {\"id\": \"enrolled_courses\", \"enabled\": true, \"order\": 1, \"settings\": {\"filterByInstitute\": true}},\r\n    {\"id\": \"quick_actions\", \"enabled\": true, \"order\": 2, \"settings\": {\"columns\": 4, \"instituteActions\": true}},\r\n    {\"id\": \"stats\", \"enabled\": true, \"order\": 3},\r\n    {\"id\": \"recent_activity\", \"enabled\": true, \"order\": 4},\r\n    {\"id\": \"superapp\", \"enabled\": false, \"order\": 5}\r\n  ],\r\n  \"theme\": \"institute\",\r\n  \"layout\": \"grid\",\r\n  \"instituteMode\": true\r\n}', 1, '2025-12-10 17:37:16', '2025-12-10 17:37:16');

-- --------------------------------------------------------

--
-- Table structure for table `discussion_votes`
--

CREATE TABLE `discussion_votes` (
  `id` int(11) NOT NULL,
  `discussion_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `vote_type` enum('up','down') NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=latin1 COLLATE=latin1_swedish_ci;

--
-- Dumping data for table `discussion_votes`
--

INSERT INTO `discussion_votes` (`id`, `discussion_id`, `user_id`, `vote_type`, `created_at`) VALUES
(1, 3, 60, 'down', '2025-07-26 09:15:02'),
(3, 4, 60, 'up', '2025-07-26 09:15:06');

-- --------------------------------------------------------

--
-- Table structure for table `doubts`
--

CREATE TABLE `doubts` (
  `id` int(11) NOT NULL,
  `title` varchar(255) NOT NULL,
  `content` text NOT NULL,
  `user_id` int(11) NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp(),
  `likes` int(11) DEFAULT 0,
  `views` int(11) DEFAULT 0,
  `is_solved` tinyint(1) DEFAULT 0,
  `course_id` int(11) DEFAULT NULL,
  `topic_id` int(11) DEFAULT NULL,
  `video_id` int(11) DEFAULT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `doubts`
--

INSERT INTO `doubts` (`id`, `title`, `content`, `user_id`, `created_at`, `updated_at`, `likes`, `views`, `is_solved`, `course_id`, `topic_id`, `video_id`) VALUES
(11, 'How to implement authentication in Next.js?', 'I am trying to implement authentication in my Next.js application. I have tried using NextAuth.js but I am facing issues with the session management. Can someone help me understand how to properly set up authentication?', 1, '2025-07-13 05:23:37', '2025-07-13 06:52:59', 5, 26, 0, NULL, NULL, NULL),
(12, 'Python list comprehension vs for loops', 'When should I use list comprehension instead of traditional for loops in Python? Are there performance benefits? I need to process large datasets efficiently.', 2, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 8, 42, 1, NULL, NULL, NULL),
(13, 'CSS Grid vs Flexbox', 'What are the main differences between CSS Grid and Flexbox? When should I use one over the other for layout design?', 4, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 15, 89, 1, NULL, NULL, NULL),
(14, 'MySQL query optimization techniques', 'My database queries are running slow. What are some techniques to optimize MySQL queries for better performance?', 5, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 7, 36, 0, NULL, NULL, NULL),
(15, 'How to handle API rate limiting?', 'I am building an application that uses external APIs. How should I handle rate limiting to ensure my application does not get blocked?', 1, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 4, 19, 0, NULL, NULL, NULL),
(16, 'Best practices for React component structure', 'What are the best practices for structuring React components? How should I organize my components for better maintainability?', 2, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 9, 45, 1, NULL, NULL, NULL),
(17, 'Understanding JavaScript closures', 'Can someone explain JavaScript closures in simple terms? I am having trouble understanding how they work and when to use them.', 4, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 11, 58, 0, NULL, NULL, NULL),
(18, 'Responsive design best practices', 'What are the current best practices for responsive web design? How can I ensure my website looks good on all devices?', 5, '2025-07-13 05:23:37', '2025-07-13 05:23:37', 14, 72, 1, NULL, NULL, NULL);

-- --------------------------------------------------------

--
-- Table structure for table `doubt_answers`
--

CREATE TABLE `doubt_answers` (
  `id` int(11) NOT NULL,
  `doubt_id` int(11) NOT NULL,
  `content` text NOT NULL,
  `user_id` int(11) NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp(),
  `likes` int(11) DEFAULT 0,
  `is_accepted` tinyint(1) DEFAULT 0,
  `is_by_mentor` tinyint(1) DEFAULT 0
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

-- --------------------------------------------------------

--
-- Table structure for table `doubt_answer_likes`
--

CREATE TABLE `doubt_answer_likes` (
  `answer_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Triggers `doubt_answer_likes`
--
DELIMITER $$
CREATE TRIGGER `update_answer_likes_count` AFTER INSERT ON `doubt_answer_likes` FOR EACH ROW BEGIN
  UPDATE doubt_answers SET likes = likes + 1 WHERE id = NEW.answer_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_answer_likes_count_on_delete` AFTER DELETE ON `doubt_answer_likes` FOR EACH ROW BEGIN
  UPDATE doubt_answers SET likes = likes - 1 WHERE id = OLD.answer_id;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `doubt_bookmarks`
--

CREATE TABLE `doubt_bookmarks` (
  `doubt_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

-- --------------------------------------------------------

--
-- Table structure for table `doubt_likes`
--

CREATE TABLE `doubt_likes` (
  `doubt_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Triggers `doubt_likes`
--
DELIMITER $$
CREATE TRIGGER `update_doubt_likes_count` AFTER INSERT ON `doubt_likes` FOR EACH ROW BEGIN
  UPDATE doubts SET likes = likes + 1 WHERE id = NEW.doubt_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_doubt_likes_count_on_delete` AFTER DELETE ON `doubt_likes` FOR EACH ROW BEGIN
  UPDATE doubts SET likes = likes - 1 WHERE id = OLD.doubt_id;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `doubt_tags`
--

CREATE TABLE `doubt_tags` (
  `id` int(11) NOT NULL,
  `name` varchar(50) NOT NULL,
  `count` int(11) DEFAULT 0,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `doubt_tags`
--

INSERT INTO `doubt_tags` (`id`, `name`, `count`, `created_at`) VALUES
(1, 'JavaScript', 0, '2025-07-13 05:07:04'),
(2, 'Python', 0, '2025-07-13 05:07:04'),
(3, 'React', 0, '2025-07-13 05:07:04'),
(4, 'Next.js', 0, '2025-07-13 05:07:04'),
(5, 'Database', 0, '2025-07-13 05:07:04'),
(6, 'CSS', 0, '2025-07-13 05:07:04'),
(7, 'HTML', 0, '2025-07-13 05:07:04'),
(8, 'API', 0, '2025-07-13 05:07:04'),
(9, 'Backend', 0, '2025-07-13 05:07:04'),
(10, 'Frontend', 0, '2025-07-13 05:07:04'),
(11, 'UI/UX', 0, '2025-07-13 05:07:04'),
(12, 'Performance', 0, '2025-07-13 05:07:04'),
(13, 'Security', 0, '2025-07-13 05:07:04'),
(14, 'Testing', 0, '2025-07-13 05:07:04'),
(15, 'Deployment', 0, '2025-07-13 05:07:04');

-- --------------------------------------------------------

--
-- Table structure for table `doubt_tag_relation`
--

CREATE TABLE `doubt_tag_relation` (
  `doubt_id` int(11) NOT NULL,
  `tag_id` int(11) NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Triggers `doubt_tag_relation`
--
DELIMITER $$
CREATE TRIGGER `update_tag_count` AFTER INSERT ON `doubt_tag_relation` FOR EACH ROW BEGIN
  UPDATE doubt_tags SET count = count + 1 WHERE id = NEW.tag_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_tag_count_on_delete` AFTER DELETE ON `doubt_tag_relation` FOR EACH ROW BEGIN
  UPDATE doubt_tags SET count = count - 1 WHERE id = OLD.tag_id;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `enrollments`
--

CREATE TABLE `enrollments` (
  `id` int(11) NOT NULL,
  `course_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `enrolled_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `progress` int(11) DEFAULT 0,
  `is_completed` tinyint(1) DEFAULT 0,
  `expiry_date` datetime DEFAULT NULL,
  `payment_status` enum('paid','free','pending','failed') DEFAULT 'paid',
  `payment_amount` decimal(10,2) DEFAULT 0.00,
  `payment_id` varchar(255) DEFAULT NULL,
  `coupon_id` int(11) DEFAULT NULL,
  `discount_applied` decimal(10,2) DEFAULT 0.00,
  `completion_date` datetime DEFAULT NULL,
  `created_by` int(11) DEFAULT NULL COMMENT 'Admin ID who created the enrollment',
  `notes` text DEFAULT NULL,
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp(),
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `enrollments`
--

INSERT INTO `enrollments` (`id`, `course_id`, `user_id`, `enrolled_at`, `progress`, `is_completed`, `expiry_date`, `payment_status`, `payment_amount`, `payment_id`, `coupon_id`, `discount_applied`, `completion_date`, `created_by`, `notes`, `updated_at`, `created_at`) VALUES
(1, 11, 60, '2025-12-25 04:18:03', 0, 0, '2026-12-25 10:03:03', 'pending', 3000.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-25 04:18:03', '2025-12-25 04:18:03'),
(2, 1, 60, '2025-12-25 06:08:09', 0, 0, '2026-12-25 11:53:09', 'pending', 1700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-25 06:08:09', '2025-12-25 06:08:09'),
(3, 8, 60, '2025-12-26 16:50:29', 0, 0, '2026-12-26 22:35:29', 'pending', 3700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-26 16:50:29', '2025-12-26 16:50:29'),
(4, 6, 60, '2025-12-26 17:11:37', 0, 0, '2026-12-26 22:56:37', 'pending', 3700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-26 17:11:37', '2025-12-26 17:11:37'),
(5, 9, 60, '2025-12-26 17:13:20', 0, 0, '2026-12-26 22:58:20', 'pending', 2700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-26 17:13:20', '2025-12-26 17:13:20'),
(6, 2, 60, '2025-12-26 17:14:01', 0, 0, '2026-12-26 22:59:01', 'pending', 1900.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2025-12-26 17:14:01', '2025-12-26 17:14:01'),
(7, 3, 60, '2025-12-26 17:14:57', 0, 0, '2026-12-26 22:59:57', 'paid', 2100.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-26 15:52:52', '2025-12-26 17:14:57'),
(8, 10, 60, '2025-12-26 17:16:16', 0, 0, '2026-12-26 23:01:16', 'paid', 2700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-26 15:43:00', '2025-12-26 17:16:16'),
(9, 7, 60, '2025-12-26 17:17:45', 0, 0, '2026-12-26 23:02:45', 'paid', 4200.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-26 15:42:54', '2025-12-26 17:17:45'),
(10, 4, 60, '2025-12-26 17:20:32', 0, 0, '2026-12-26 23:05:32', 'paid', 2700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-26 15:42:49', '2025-12-26 17:20:32'),
(13, 9, 101, '2026-01-25 14:55:10', 0, 0, '2027-01-25 20:40:10', 'paid', 2700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-25 16:13:11', '2026-01-25 14:55:10'),
(14, 8, 101, '2026-01-25 15:15:30', 0, 0, '2027-01-25 21:00:30', 'paid', 3700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-25 16:13:08', '2026-01-25 15:15:30'),
(15, 7, 101, '2026-01-25 15:26:06', 0, 0, '2027-01-25 21:11:06', 'paid', 4200.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-25 16:13:04', '2026-01-25 15:26:06'),
(16, 10, 101, '2026-01-25 15:31:14', 0, 0, '2027-01-25 21:16:14', 'paid', 2700.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-25 16:12:59', '2026-01-25 15:31:14'),
(19, 11, 101, '2026-01-26 15:41:30', 0, 0, '2027-01-26 21:26:30', 'free', 0.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-26 15:41:30', '2026-01-26 15:41:30'),
(20, 11, 2, '2026-01-27 21:17:22', 0, 0, '2027-01-28 03:02:22', 'free', 0.00, NULL, NULL, 0.00, NULL, NULL, NULL, '2026-01-27 21:17:22', '2026-01-27 21:17:22');

--
-- Triggers `enrollments`
--
DELIMITER $$
CREATE TRIGGER `set_enrollment_expiry` BEFORE INSERT ON `enrollments` FOR EACH ROW BEGIN
    
    IF NEW.payment_status = 'paid' AND NEW.expiry_date IS NULL THEN
        SET NEW.expiry_date = DATE_ADD(NOW(), INTERVAL 1 YEAR);
    END IF;
    
    
    IF NEW.enrolled_at IS NULL THEN
        SET NEW.enrolled_at = NOW();
    END IF;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_course_enrollment_count_on_delete` AFTER DELETE ON `enrollments` FOR EACH ROW BEGIN
    DECLARE new_count INT DEFAULT 0;
    
    SELECT COUNT(*) INTO new_count
    FROM enrollments 
    WHERE course_id = OLD.course_id;
    
    UPDATE courses 
    SET enrollments_count = new_count,
        updated_at = NOW()
    WHERE id = OLD.course_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_course_enrollment_count_on_insert` AFTER INSERT ON `enrollments` FOR EACH ROW BEGIN
    DECLARE new_count INT DEFAULT 0;
    
    SELECT COUNT(*) INTO new_count
    FROM enrollments 
    WHERE course_id = NEW.course_id;
    
    UPDATE courses 
    SET enrollments_count = new_count,
        updated_at = NOW()
    WHERE id = NEW.course_id;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_course_enrollment_count_on_update` AFTER UPDATE ON `enrollments` FOR EACH ROW BEGIN
    DECLARE old_count INT DEFAULT 0;
    DECLARE new_count INT DEFAULT 0;
    
    
    IF OLD.course_id != NEW.course_id THEN
        
        SELECT COUNT(*) INTO old_count
        FROM enrollments 
        WHERE course_id = OLD.course_id;
        
        UPDATE courses 
        SET enrollments_count = old_count,
            updated_at = NOW()
        WHERE id = OLD.course_id;
        
        
        SELECT COUNT(*) INTO new_count
        FROM enrollments 
        WHERE course_id = NEW.course_id;
        
        UPDATE courses 
        SET enrollments_count = new_count,
            updated_at = NOW()
        WHERE id = NEW.course_id;
    END IF;
END
$$
DELIMITER ;
DELIMITER $$
CREATE TRIGGER `update_user_enrollment_stats` AFTER INSERT ON `enrollments` FOR EACH ROW BEGIN
    
    INSERT INTO user_activity_log (
        user_id,
        activity_type,
        activity_data,
        created_at
    ) VALUES (
        NEW.user_id,
        'course_enrollment',
        JSON_OBJECT(
            'course_id', NEW.course_id,
            'payment_status', NEW.payment_status,
            'payment_amount', NEW.payment_amount,
            'enrollment_id', LAST_INSERT_ID()
        ),
        NOW()
    );
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `event_schedule`
--

CREATE TABLE `event_schedule` (
  `id` int(11) NOT NULL,
  `event_id` int(11) NOT NULL,
  `schedule_time` time NOT NULL,
  `title` varchar(255) NOT NULL,
  `description` text DEFAULT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `event_schedule`
--

INSERT INTO `event_schedule` (`id`, `event_id`, `schedule_time`, `title`, `description`) VALUES
(1, 1, '10:00:00', 'Opening Ceremony', 'Join us for the opening of the event.'),
(2, 1, '11:00:00', 'Keynote Speech', 'Listen to our keynote speaker, John Doe.'),
(3, 1, '13:00:00', 'Lunch Break', 'Enjoy a catered lunch and network with other attendees.'),
(4, 2, '09:00:00', 'Workshop: Data Science 101', 'A hands-on workshop for beginners in data science.');

-- --------------------------------------------------------

--
-- Table structure for table `event_speakers`
--

CREATE TABLE `event_speakers` (
  `id` int(11) NOT NULL,
  `event_id` int(11) NOT NULL,
  `speaker_name` varchar(255) NOT NULL,
  `speaker_image_url` varchar(500) NOT NULL,
  `speaker_description` text DEFAULT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `event_speakers`
--

INSERT INTO `event_speakers` (`id`, `event_id`, `speaker_name`, `speaker_image_url`, `speaker_description`) VALUES
(1, 1, 'John Doe', 'https://example.com/images/john_doe.jpg', 'John is a renowned keynote speaker with over 20 years of experience.'),
(2, 1, 'Jane Smith', 'https://example.com/images/jane_smith.jpg', 'Jane is a well-known author and speaker in the tech industry.'),
(3, 2, 'Alice Brown', 'https://example.com/images/alice_brown.jpg', 'Alice specializes in data science and has spoken at many international events.');

-- --------------------------------------------------------

--
-- Table structure for table `home_sliders`
--

CREATE TABLE `home_sliders` (
  `id` int(11) NOT NULL,
  `title` varchar(255) NOT NULL COMMENT 'Slider title',
  `description` text DEFAULT NULL COMMENT 'Slider description',
  `image_url` varchar(1000) NOT NULL COMMENT 'Slider image URL',
  `link_type` enum('course','institute','video','external','internal') DEFAULT 'internal' COMMENT 'Type of link',
  `link_value` varchar(500) DEFAULT NULL COMMENT 'Link destination (course_id, institute_id, url, etc)',
  `display_order` int(11) DEFAULT 0 COMMENT 'Display order (lower number = higher priority)',
  `is_active` tinyint(1) DEFAULT 1 COMMENT 'Active status',
  `start_date` timestamp NULL DEFAULT NULL COMMENT 'Slider start date',
  `end_date` timestamp NULL DEFAULT NULL COMMENT 'Slider end date',
  `button_text` varchar(100) DEFAULT 'Learn More' COMMENT 'CTA button text',
  `background_color` varchar(20) DEFAULT '#6366f1' COMMENT 'Background color for gradient',
  `created_at` timestamp NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Home page promotional sliders with links';

--
-- Dumping data for table `home_sliders`
--

INSERT INTO `home_sliders` (`id`, `title`, `description`, `image_url`, `link_type`, `link_value`, `display_order`, `is_active`, `start_date`, `end_date`, `button_text`, `background_color`, `created_at`, `updated_at`) VALUES
(1, 'Welcome to Ashlya Academy', 'Start your learning journey with our expert courses', 'https://images.unsplash.com/photo-1522202176988-66273c2fd55f?w=800', 'internal', '/courses', 1, 1, NULL, NULL, 'Explore Courses', '#6366f1', '2025-10-22 13:18:11', '2025-10-22 13:18:11'),
(2, 'Grade 11 Physics Course', 'Master Physics with CLC Sir - Comprehensive video lectures', 'https://images.unsplash.com/photo-1635070041078-e363dbe005cb?w=800', 'course', '8', 2, 1, NULL, NULL, 'Enroll Now', '#10b981', '2025-10-22 13:18:11', '2025-10-22 13:18:11'),
(3, 'Join Live Classes', 'Interactive live sessions with expert instructors', 'https://images.unsplash.com/photo-1588072432836-e10032774350?w=800', 'internal', '/live-classes', 3, 1, NULL, NULL, 'Join Now', '#f59e0b', '2025-10-22 13:18:11', '2025-10-22 13:18:11');

-- --------------------------------------------------------

--
-- Table structure for table `images`
--

CREATE TABLE `images` (
  `id` int(11) NOT NULL,
  `uuid` varchar(36) NOT NULL,
  `original_filename` varchar(255) NOT NULL,
  `storage_path` varchar(500) NOT NULL,
  `mime_type` varchar(100) NOT NULL,
  `file_size` int(11) NOT NULL,
  `reference_type` varchar(50) DEFAULT NULL,
  `reference_id` int(11) DEFAULT NULL,
  `status` enum('active','deleted') DEFAULT NULL,
  `created_at` datetime NOT NULL,
  `updated_at` datetime NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

-- --------------------------------------------------------

--
-- Table structure for table `institutes`
--

CREATE TABLE `institutes` (
  `id` int(11) NOT NULL,
  `name` varchar(255) NOT NULL COMMENT 'Institute name',
  `slogan` varchar(255) DEFAULT NULL COMMENT 'Institute slogan or tagline',
  `slug` varchar(255) NOT NULL COMMENT 'URL-friendly name',
  `custom_domain` varchar(255) DEFAULT NULL,
  `domain_verified` tinyint(1) DEFAULT 0,
  `domain_verification_code` varchar(64) DEFAULT NULL,
  `description` text DEFAULT NULL COMMENT 'Institute description',
  `logo_url` varchar(500) DEFAULT NULL COMMENT 'Institute logo image URL',
  `banner_url` varchar(500) DEFAULT NULL COMMENT 'Institute banner/cover image URL',
  `website` varchar(255) DEFAULT NULL COMMENT 'Institute website URL',
  `meta_title` varchar(255) DEFAULT NULL COMMENT 'SEO Meta Title',
  `meta_description` text DEFAULT NULL COMMENT 'SEO Meta Description',
  `keywords` text DEFAULT NULL COMMENT 'SEO Keywords',
  `author` varchar(255) DEFAULT NULL COMMENT 'SEO Author',
  `email` varchar(255) NOT NULL COMMENT 'Institute contact email',
  `phone` varchar(50) DEFAULT NULL COMMENT 'Institute contact phone',
  `address` text DEFAULT NULL COMMENT 'Institute physical address',
  `city` varchar(100) DEFAULT NULL COMMENT 'City',
  `state` varchar(100) DEFAULT NULL COMMENT 'State/Province',
  `country` varchar(100) DEFAULT 'Nepal' COMMENT 'Country',
  `postal_code` varchar(20) DEFAULT NULL COMMENT 'Postal/ZIP code',
  `registration_number` varchar(100) DEFAULT NULL COMMENT 'Official registration number',
  `tax_number` varchar(100) DEFAULT NULL COMMENT 'Tax identification number',
  `founded_year` year(4) DEFAULT NULL COMMENT 'Year institute was founded',
  `license_number` varchar(100) DEFAULT NULL COMMENT 'Educational license number',
  `institute_type` enum('school','college','university','training_center','coaching_center','individual','corporate','government') NOT NULL DEFAULT 'training_center',
  `status` enum('pending','active','inactive','suspended','rejected') NOT NULL DEFAULT 'pending',
  `is_verified` tinyint(1) DEFAULT 0 COMMENT 'Whether institute is verified',
  `verified_at` timestamp NULL DEFAULT NULL COMMENT 'When institute was verified',
  `verification_date` timestamp NULL DEFAULT NULL COMMENT 'Date of verification',
  `verified_by` int(11) DEFAULT NULL COMMENT 'Admin who verified the institute',
  `settings` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Institute-specific settings and preferences' CHECK (json_valid(`settings`)),
  `social_links` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Social media links' CHECK (json_valid(`social_links`)),
  `features` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Institute features and amenities' CHECK (json_valid(`features`)),
  `total_instructors` int(11) DEFAULT 0 COMMENT 'Total number of instructors',
  `total_courses` int(11) DEFAULT 0 COMMENT 'Total number of courses',
  `total_students` int(11) DEFAULT 0 COMMENT 'Total number of enrolled students',
  `average_rating` decimal(3,2) DEFAULT 0.00 COMMENT 'Average institute rating',
  `total_reviews` int(11) DEFAULT 0 COMMENT 'Total reviews count',
  `created_by` int(11) NOT NULL COMMENT 'User who created the institute',
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Educational institutes and organizations';

--
-- Dumping data for table `institutes`
--

INSERT INTO `institutes` (`id`, `name`, `slogan`, `slug`, `custom_domain`, `domain_verified`, `domain_verification_code`, `description`, `logo_url`, `banner_url`, `website`, `meta_title`, `meta_description`, `keywords`, `author`, `email`, `phone`, `address`, `city`, `state`, `country`, `postal_code`, `registration_number`, `tax_number`, `founded_year`, `license_number`, `institute_type`, `status`, `is_verified`, `verified_at`, `verification_date`, `verified_by`, `settings`, `social_links`, `features`, `total_instructors`, `total_courses`, `total_students`, `average_rating`, `total_reviews`, `created_by`, `created_at`, `updated_at`) VALUES
(1, 'Ashlya Academy', NULL, 'ashlya-academy', 'pukarphulara.com.np', 1, NULL, 'Leading educational institute providing comprehensive learning solutions', NULL, NULL, NULL, NULL, NULL, NULL, NULL, 'info@ashlya.com', '+977-1-4567890', NULL, NULL, NULL, 'Nepal', NULL, NULL, NULL, '2020', NULL, 'training_center', 'active', 1, NULL, NULL, NULL, NULL, NULL, '[\"Online Learning\", \"Certificate Programs\", \"Expert Instructors\"]', 0, 8, 0, 0.00, 0, 1, '2025-09-01 04:53:37', '2026-01-12 02:03:59'),
(2, 'Tech Skills Institute', NULL, 'tech-skills-institute', NULL, 0, NULL, 'Professional technology and digital skills training', NULL, NULL, NULL, NULL, NULL, NULL, NULL, 'contact@techskills.edu.np', '+977-1-5678901', NULL, NULL, NULL, 'Nepal', NULL, NULL, NULL, '2019', NULL, 'training_center', 'active', 1, NULL, NULL, NULL, NULL, NULL, '[\"Hands-on Training\", \"Industry Experts\", \"Job Placement Support\"]', 0, 0, 0, 0.00, 0, 1, '2025-09-01 04:53:37', '2025-09-01 04:53:37'),
(3, 'Digital Learning Center', NULL, 'digital-learning-center', NULL, 0, NULL, 'Modern digital education and skill development', NULL, NULL, NULL, NULL, NULL, NULL, NULL, 'hello@digitallearning.com.np', '+977-1-6789012', NULL, NULL, NULL, 'Nepal', NULL, NULL, NULL, '2021', NULL, 'training_center', 'pending', 0, NULL, NULL, NULL, NULL, NULL, '[\"Interactive Learning\", \"Flexible Schedule\", \"Certification Programs\"]', 0, 0, 0, 0.00, 0, 1, '2025-09-01 04:53:37', '2025-09-01 04:53:37');

-- --------------------------------------------------------

--
-- Table structure for table `institute_analytics`
--

CREATE TABLE `institute_analytics` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `period_type` enum('daily','weekly','monthly','yearly') NOT NULL,
  `period_start` date NOT NULL,
  `period_end` date NOT NULL,
  `new_enrollments` int(11) DEFAULT 0,
  `total_enrollments` int(11) DEFAULT 0,
  `course_completions` int(11) DEFAULT 0,
  `revenue` decimal(12,2) DEFAULT 0.00,
  `new_instructors` int(11) DEFAULT 0,
  `total_instructors` int(11) DEFAULT 0,
  `new_courses` int(11) DEFAULT 0,
  `total_active_courses` int(11) DEFAULT 0,
  `student_satisfaction_score` decimal(3,2) DEFAULT 0.00,
  `metrics_data` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Additional analytics data' CHECK (json_valid(`metrics_data`)),
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Institute performance analytics';

-- --------------------------------------------------------

--
-- Table structure for table `institute_config`
--

CREATE TABLE `institute_config` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `template_id` varchar(50) DEFAULT 'modern' COMMENT 'Selected template',
  `template_variant` varchar(50) DEFAULT 'default' COMMENT 'light, dark, colorful',
  `primary_color` varchar(9) DEFAULT '#10B981',
  `secondary_color` varchar(9) DEFAULT '#3B82F6',
  `accent_color` varchar(9) DEFAULT '#F59E0B',
  `text_color` varchar(9) DEFAULT '#1F2937',
  `text_muted_color` varchar(9) DEFAULT '#6B7280',
  `background_color` varchar(9) DEFAULT '#FFFFFF',
  `surface_color` varchar(9) DEFAULT '#F9FAFB',
  `border_color` varchar(9) DEFAULT '#E5E7EB',
  `gradient_start` varchar(9) DEFAULT '#10B981',
  `gradient_end` varchar(9) DEFAULT '#059669',
  `gradient_direction` varchar(50) DEFAULT 'to right',
  `heading_font` varchar(100) DEFAULT 'Inter',
  `body_font` varchar(100) DEFAULT 'Inter',
  `font_size_base` int(11) DEFAULT 16 COMMENT 'Base font size in pixels',
  `border_radius` varchar(20) DEFAULT '0.5rem',
  `shadow_style` enum('none','subtle','medium','strong') DEFAULT 'subtle',
  `header_style` enum('transparent','solid','gradient','sticky') DEFAULT 'solid',
  `header_bg_color` varchar(9) DEFAULT '#FFFFFF',
  `header_text_color` varchar(9) DEFAULT '#1F2937',
  `header_height` varchar(20) DEFAULT '70px',
  `show_top_bar` tinyint(1) DEFAULT 0,
  `top_bar_bg_color` varchar(9) DEFAULT '#1F2937',
  `top_bar_text` varchar(500) DEFAULT NULL,
  `header_cta_text` varchar(100) DEFAULT NULL,
  `header_cta_link` varchar(255) DEFAULT NULL,
  `logo_position` enum('left','center') DEFAULT 'left',
  `logo_size` varchar(20) DEFAULT '40px',
  `show_institute_name` tinyint(1) DEFAULT 1,
  `hero_style` enum('full','split','centered','video','slider','minimal') DEFAULT 'full',
  `hero_height` varchar(20) DEFAULT '80vh',
  `hero_title` text DEFAULT NULL,
  `hero_subtitle` text DEFAULT NULL,
  `hero_cta_primary_text` varchar(100) DEFAULT 'Explore Courses',
  `hero_cta_primary_link` varchar(255) DEFAULT '/marketplace',
  `hero_cta_secondary_text` varchar(100) DEFAULT 'Contact Us',
  `hero_cta_secondary_link` varchar(255) DEFAULT '/contact',
  `hero_image_url` varchar(500) DEFAULT NULL,
  `hero_video_url` varchar(500) DEFAULT NULL,
  `hero_overlay_enabled` tinyint(1) DEFAULT 1,
  `hero_overlay_color` varchar(9) DEFAULT '#00000080',
  `hero_text_align` enum('left','center','right') DEFAULT 'left',
  `sections_config` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT json_object('hero',json_object('enabled',1,'order',1),'stats',json_object('enabled',1,'order',2),'featured_courses',json_object('enabled',1,'order',3,'limit',6),'categories',json_object('enabled',1,'order',4),'instructors',json_object('enabled',1,'order',5,'limit',4),'testimonials',json_object('enabled',0,'order',6),'why_choose_us',json_object('enabled',1,'order',7),'cta',json_object('enabled',1,'order',8),'newsletter',json_object('enabled',0,'order',9),'partners',json_object('enabled',0,'order',10)) CHECK (json_valid(`sections_config`)),
  `stats_style` enum('simple','cards','animated') DEFAULT 'cards',
  `custom_stats` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Custom statistics to display' CHECK (json_valid(`custom_stats`)),
  `courses_layout` enum('grid','carousel','list') DEFAULT 'grid',
  `courses_per_row` int(11) DEFAULT 3,
  `show_course_price` tinyint(1) DEFAULT 1,
  `show_course_rating` tinyint(1) DEFAULT 1,
  `show_course_instructor` tinyint(1) DEFAULT 1,
  `footer_style` enum('simple','detailed','minimal','mega') DEFAULT 'detailed',
  `footer_bg_color` varchar(9) DEFAULT '#1F2937',
  `footer_text_color` varchar(9) DEFAULT '#D1D5DB',
  `footer_columns` int(11) DEFAULT 4,
  `show_powered_by` tinyint(1) DEFAULT 1,
  `copyright_text` varchar(500) DEFAULT NULL,
  `footer_links` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Custom footer links organized by columns' CHECK (json_valid(`footer_links`)),
  `nav_style` enum('horizontal','hamburger','mega') DEFAULT 'horizontal',
  `nav_items` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Custom navigation menu items' CHECK (json_valid(`nav_items`)),
  `show_search_in_nav` tinyint(1) DEFAULT 1,
  `show_auth_buttons` tinyint(1) DEFAULT 1,
  `custom_css` text DEFAULT NULL,
  `custom_js` text DEFAULT NULL,
  `custom_head_code` text DEFAULT NULL COMMENT 'Code to inject in <head>',
  `custom_body_start_code` text DEFAULT NULL,
  `custom_body_end_code` text DEFAULT NULL,
  `meta_title` varchar(255) DEFAULT NULL,
  `meta_description` text DEFAULT NULL,
  `meta_keywords` text DEFAULT NULL,
  `og_image_url` varchar(500) DEFAULT NULL,
  `favicon_url` varchar(500) DEFAULT NULL,
  `robots_txt` text DEFAULT NULL,
  `enable_dark_mode` tinyint(1) DEFAULT 1,
  `enable_language_switcher` tinyint(1) DEFAULT 0,
  `enable_search` tinyint(1) DEFAULT 1,
  `enable_wishlist` tinyint(1) DEFAULT 1,
  `enable_reviews` tinyint(1) DEFAULT 1,
  `enable_certificates` tinyint(1) DEFAULT 1,
  `enable_discussions` tinyint(1) DEFAULT 1,
  `enable_live_classes` tinyint(1) DEFAULT 1,
  `enable_blog` tinyint(1) DEFAULT 0,
  `enable_cart` tinyint(1) DEFAULT 1,
  `show_floating_contact` tinyint(1) DEFAULT 0,
  `floating_contact_position` enum('bottom-right','bottom-left') DEFAULT 'bottom-right',
  `floating_contact_config` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL CHECK (json_valid(`floating_contact_config`)),
  `display_social_in_header` tinyint(1) DEFAULT 0,
  `display_social_in_footer` tinyint(1) DEFAULT 1,
  `google_analytics_id` varchar(50) DEFAULT NULL,
  `google_tag_manager_id` varchar(50) DEFAULT NULL,
  `facebook_pixel_id` varchar(50) DEFAULT NULL,
  `custom_tracking_code` text DEFAULT NULL,
  `mobile_menu_style` enum('slide','fullscreen','dropdown') DEFAULT 'slide',
  `mobile_bottom_nav` tinyint(1) DEFAULT 0,
  `mobile_bottom_nav_items` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL CHECK (json_valid(`mobile_bottom_nav_items`)),
  `loading_style` enum('spinner','skeleton','progress','none') DEFAULT 'skeleton',
  `animations_enabled` tinyint(1) DEFAULT 1,
  `animation_speed` enum('slow','normal','fast') DEFAULT 'normal',
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Comprehensive institute customization settings';

--
-- Dumping data for table `institute_config`
--

INSERT INTO `institute_config` (`id`, `institute_id`, `template_id`, `template_variant`, `primary_color`, `secondary_color`, `accent_color`, `text_color`, `text_muted_color`, `background_color`, `surface_color`, `border_color`, `gradient_start`, `gradient_end`, `gradient_direction`, `heading_font`, `body_font`, `font_size_base`, `border_radius`, `shadow_style`, `header_style`, `header_bg_color`, `header_text_color`, `header_height`, `show_top_bar`, `top_bar_bg_color`, `top_bar_text`, `header_cta_text`, `header_cta_link`, `logo_position`, `logo_size`, `show_institute_name`, `hero_style`, `hero_height`, `hero_title`, `hero_subtitle`, `hero_cta_primary_text`, `hero_cta_primary_link`, `hero_cta_secondary_text`, `hero_cta_secondary_link`, `hero_image_url`, `hero_video_url`, `hero_overlay_enabled`, `hero_overlay_color`, `hero_text_align`, `sections_config`, `stats_style`, `custom_stats`, `courses_layout`, `courses_per_row`, `show_course_price`, `show_course_rating`, `show_course_instructor`, `footer_style`, `footer_bg_color`, `footer_text_color`, `footer_columns`, `show_powered_by`, `copyright_text`, `footer_links`, `nav_style`, `nav_items`, `show_search_in_nav`, `show_auth_buttons`, `custom_css`, `custom_js`, `custom_head_code`, `custom_body_start_code`, `custom_body_end_code`, `meta_title`, `meta_description`, `meta_keywords`, `og_image_url`, `favicon_url`, `robots_txt`, `enable_dark_mode`, `enable_language_switcher`, `enable_search`, `enable_wishlist`, `enable_reviews`, `enable_certificates`, `enable_discussions`, `enable_live_classes`, `enable_blog`, `enable_cart`, `show_floating_contact`, `floating_contact_position`, `floating_contact_config`, `display_social_in_header`, `display_social_in_footer`, `google_analytics_id`, `google_tag_manager_id`, `facebook_pixel_id`, `custom_tracking_code`, `mobile_menu_style`, `mobile_bottom_nav`, `mobile_bottom_nav_items`, `loading_style`, `animations_enabled`, `animation_speed`, `created_at`, `updated_at`) VALUES
(1, 3, 'modern', 'default', '#8B5CF6', '#A78BFA', '#F59E0B', '#1F2937', '#6B7280', '#FFFFFF', '#F5F3FF', '#DDD6FE', '#8B5CF6', '#7C3AED', 'to right', 'Inter', 'Inter', 16, '0.5rem', 'subtle', 'solid', '#8B5CF6', '#FFFFFF', '70px', 0, '#1F2937', NULL, NULL, NULL, 'left', '40px', 1, 'full', '80vh', NULL, NULL, 'Explore Courses', '/marketplace', 'Contact Us', '/contact', NULL, NULL, 1, '#00000080', 'left', '{\"hero\": {\"enabled\": 1, \"order\": 1}, \"stats\": {\"enabled\": 1, \"order\": 2}, \"featured_courses\": {\"enabled\": 1, \"order\": 3, \"limit\": 6}, \"categories\": {\"enabled\": 1, \"order\": 4}, \"instructors\": {\"enabled\": 1, \"order\": 5, \"limit\": 4}, \"testimonials\": {\"enabled\": 0, \"order\": 6}, \"why_choose_us\": {\"enabled\": 1, \"order\": 7}, \"cta\": {\"enabled\": 1, \"order\": 8}, \"newsletter\": {\"enabled\": 0, \"order\": 9}, \"partners\": {\"enabled\": 0, \"order\": 10}}', 'cards', NULL, 'grid', 3, 1, 1, 1, 'detailed', '#4C1D95', '#DDD6FE', 4, 1, NULL, NULL, 'horizontal', NULL, 1, 1, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, 1, 0, 1, 1, 1, 1, 1, 1, 0, 1, 0, 'bottom-right', NULL, 0, 1, NULL, NULL, NULL, NULL, 'slide', 0, NULL, 'skeleton', 1, 'normal', '2026-01-12 02:42:21', '2026-01-12 09:40:14'),
(2, 1, 'classic', 'default', '#521f85', '#521f85', '#FBBF24', '#1F2937', '#6B7280', '#FFFFFF', '#FEF2F2', '#FECACA', '#EF4444', '#DC2626', 'to right', 'Inter', 'Inter', 16, '0.5rem', 'subtle', 'solid', '#521f85', '#FFFFFF', '70px', 0, '#1F2937', NULL, NULL, NULL, 'left', '40px', 1, 'full', '80vh', NULL, NULL, 'Explore Courses', '/marketplace', 'Contact Us', '/contact', NULL, NULL, 1, '#00000080', 'left', '{\"hero\": {\"enabled\": 1, \"order\": 1}, \"stats\": {\"enabled\": 1, \"order\": 2}, \"featured_courses\": {\"enabled\": 1, \"order\": 3, \"limit\": 6}, \"categories\": {\"enabled\": 1, \"order\": 4}, \"instructors\": {\"enabled\": 1, \"order\": 5, \"limit\": 4}, \"testimonials\": {\"enabled\": 0, \"order\": 6}, \"why_choose_us\": {\"enabled\": 1, \"order\": 7}, \"cta\": {\"enabled\": 1, \"order\": 8}, \"newsletter\": {\"enabled\": 0, \"order\": 9}, \"partners\": {\"enabled\": 0, \"order\": 10}}', 'cards', NULL, 'grid', 3, 1, 1, 1, 'detailed', '#521f85', '#FECACA', 4, 1, NULL, NULL, 'horizontal', NULL, 1, 1, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, 1, 0, 1, 1, 1, 1, 1, 1, 0, 1, 0, 'bottom-right', NULL, 0, 1, NULL, NULL, NULL, NULL, 'slide', 0, NULL, 'skeleton', 1, 'normal', '2026-01-12 02:42:21', '2026-01-12 12:22:35'),
(3, 2, 'minimal', 'default', '#3B82F6', '#60A5FA', '#FBBF24', '#1F2937', '#6B7280', '#FFFFFF', '#EFF6FF', '#BFDBFE', '#3B82F6', '#2563EB', 'to right', 'Inter', 'Inter', 16, '0.5rem', 'subtle', 'solid', '#3B82F6', '#FFFFFF', '70px', 0, '#1F2937', NULL, NULL, NULL, 'left', '40px', 1, 'full', '80vh', NULL, NULL, 'Explore Courses', '/marketplace', 'Contact Us', '/contact', NULL, NULL, 1, '#00000080', 'left', '{\"hero\": {\"enabled\": 1, \"order\": 1}, \"stats\": {\"enabled\": 1, \"order\": 2}, \"featured_courses\": {\"enabled\": 1, \"order\": 3, \"limit\": 6}, \"categories\": {\"enabled\": 1, \"order\": 4}, \"instructors\": {\"enabled\": 1, \"order\": 5, \"limit\": 4}, \"testimonials\": {\"enabled\": 0, \"order\": 6}, \"why_choose_us\": {\"enabled\": 1, \"order\": 7}, \"cta\": {\"enabled\": 1, \"order\": 8}, \"newsletter\": {\"enabled\": 0, \"order\": 9}, \"partners\": {\"enabled\": 0, \"order\": 10}}', 'cards', NULL, 'grid', 3, 1, 1, 1, 'detailed', '#1E3A5F', '#BFDBFE', 4, 1, NULL, NULL, 'horizontal', NULL, 1, 1, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, NULL, 1, 0, 1, 1, 1, 1, 1, 1, 0, 1, 0, 'bottom-right', NULL, 0, 1, NULL, NULL, NULL, NULL, 'slide', 0, NULL, 'skeleton', 1, 'normal', '2026-01-12 02:42:21', '2026-01-12 10:48:52');

-- --------------------------------------------------------

--
-- Table structure for table `institute_courses`
--

CREATE TABLE `institute_courses` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `course_id` int(11) NOT NULL,
  `display_order` int(11) DEFAULT 0,
  `is_featured` tinyint(1) DEFAULT 0,
  `custom_price` decimal(10,2) DEFAULT NULL COMMENT 'Institute-specific pricing',
  `custom_description` text DEFAULT NULL COMMENT 'Institute-specific description',
  `status` enum('active','inactive','archived') DEFAULT 'active',
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Course management within institutes';

--
-- Dumping data for table `institute_courses`
--

INSERT INTO `institute_courses` (`id`, `institute_id`, `course_id`, `display_order`, `is_featured`, `custom_price`, `custom_description`, `status`, `created_at`) VALUES
(1, 1, 1, 1, 1, NULL, NULL, 'active', '2025-09-01 04:56:55'),
(2, 1, 2, 2, 1, NULL, NULL, 'active', '2025-09-01 04:56:55'),
(3, 1, 3, 3, 0, NULL, NULL, 'active', '2025-09-01 04:56:55'),
(4, 1, 8, 4, 1, NULL, 'Complete Grade 11 Physics course with expert instruction by CLC Sir', 'active', '2025-09-04 03:08:01');

-- --------------------------------------------------------

--
-- Table structure for table `institute_members`
--

CREATE TABLE `institute_members` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `role` enum('owner','admin','instructor','moderator','content_creator','support') NOT NULL DEFAULT 'instructor',
  `permissions` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Specific permissions for this member' CHECK (json_valid(`permissions`)),
  `status` enum('active','inactive','pending','suspended') NOT NULL DEFAULT 'pending',
  `title` varchar(100) DEFAULT NULL COMMENT 'Job title within institute',
  `department` varchar(100) DEFAULT NULL COMMENT 'Department or division',
  `invited_by` int(11) DEFAULT NULL COMMENT 'User who invited this member',
  `invitation_token` varchar(100) DEFAULT NULL COMMENT 'Invitation token for pending invitations',
  `invitation_expires_at` timestamp NULL DEFAULT NULL COMMENT 'When invitation expires',
  `joined_at` timestamp NULL DEFAULT NULL COMMENT 'When member actually joined',
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Institute team members and their roles';

--
-- Dumping data for table `institute_members`
--

INSERT INTO `institute_members` (`id`, `institute_id`, `user_id`, `role`, `permissions`, `status`, `title`, `department`, `invited_by`, `invitation_token`, `invitation_expires_at`, `joined_at`, `created_at`, `updated_at`) VALUES
(1, 1, 1, 'owner', NULL, 'active', NULL, NULL, NULL, NULL, NULL, '2025-09-01 04:53:37', '2025-09-01 04:53:37', '2025-09-01 04:53:37'),
(2, 1, 2, 'instructor', NULL, 'active', NULL, NULL, NULL, NULL, NULL, '2025-09-01 04:53:37', '2025-09-01 04:53:37', '2025-09-01 04:53:37'),
(3, 2, 1, 'admin', NULL, 'active', NULL, NULL, NULL, NULL, NULL, '2025-09-01 04:53:37', '2025-09-01 04:53:37', '2025-09-01 04:53:37');

-- --------------------------------------------------------

--
-- Table structure for table `institute_pages`
--

CREATE TABLE `institute_pages` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `slug` varchar(100) NOT NULL,
  `title` varchar(255) NOT NULL,
  `content` longtext DEFAULT NULL,
  `page_type` enum('static','landing','course_list','instructor_list','custom') DEFAULT 'static',
  `template` varchar(50) DEFAULT 'default',
  `meta_title` varchar(255) DEFAULT NULL,
  `meta_description` text DEFAULT NULL,
  `is_published` tinyint(1) DEFAULT 0,
  `show_in_nav` tinyint(1) DEFAULT 0,
  `nav_order` int(11) DEFAULT 0,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Custom pages created by institutes';

-- --------------------------------------------------------

--
-- Table structure for table `institute_reviews`
--

CREATE TABLE `institute_reviews` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `user_id` int(11) NOT NULL,
  `course_id` int(11) DEFAULT NULL COMMENT 'Specific course if review is course-related',
  `rating` tinyint(4) NOT NULL CHECK (`rating` >= 1 and `rating` <= 5),
  `title` varchar(255) DEFAULT NULL,
  `comment` text DEFAULT NULL,
  `is_verified` tinyint(1) DEFAULT 0 COMMENT 'Verified review flag',
  `is_featured` tinyint(1) DEFAULT 0 COMMENT 'Featured review flag',
  `helpful_count` int(11) DEFAULT 0 COMMENT 'Number of helpful votes',
  `status` enum('pending','approved','rejected','hidden') DEFAULT 'pending',
  `moderated_by` int(11) DEFAULT NULL COMMENT 'Admin who moderated this review',
  `moderated_at` timestamp NULL DEFAULT NULL,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Reviews and ratings for institutes';

--
-- Triggers `institute_reviews`
--
DELIMITER $$
CREATE TRIGGER `update_institute_rating` AFTER INSERT ON `institute_reviews` FOR EACH ROW BEGIN 
    UPDATE institutes 
    SET average_rating = (
        SELECT AVG(rating) FROM institute_reviews 
        WHERE institute_id = NEW.institute_id AND status = 'approved'
    ),
    total_reviews = (
        SELECT COUNT(*) FROM institute_reviews 
        WHERE institute_id = NEW.institute_id AND status = 'approved'
    )
    WHERE id = NEW.institute_id;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `institute_settings`
--

CREATE TABLE `institute_settings` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `allow_public_courses` tinyint(1) DEFAULT 1,
  `require_course_approval` tinyint(1) DEFAULT 1,
  `allow_instructor_signup` tinyint(1) DEFAULT 0,
  `auto_approve_instructors` tinyint(1) DEFAULT 0,
  `primary_color` varchar(7) DEFAULT '#3B82F6',
  `secondary_color` varchar(7) DEFAULT '#8B5CF6',
  `custom_css` text DEFAULT NULL COMMENT 'Custom CSS for institute branding',
  `welcome_message` text DEFAULT NULL,
  `course_completion_message` text DEFAULT NULL,
  `certificate_message` text DEFAULT NULL,
  `payment_methods` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Accepted payment methods' CHECK (json_valid(`payment_methods`)),
  `default_currency` varchar(3) DEFAULT 'NPR',
  `tax_rate` decimal(5,2) DEFAULT 0.00,
  `email_from_name` varchar(100) DEFAULT NULL,
  `email_from_address` varchar(255) DEFAULT NULL,
  `email_templates` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Custom email templates' CHECK (json_valid(`email_templates`)),
  `integrations` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Third-party integrations' CHECK (json_valid(`integrations`)),
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Institute-specific settings and configurations';

--
-- Dumping data for table `institute_settings`
--

INSERT INTO `institute_settings` (`id`, `institute_id`, `allow_public_courses`, `require_course_approval`, `allow_instructor_signup`, `auto_approve_instructors`, `primary_color`, `secondary_color`, `custom_css`, `welcome_message`, `course_completion_message`, `certificate_message`, `payment_methods`, `default_currency`, `tax_rate`, `email_from_name`, `email_from_address`, `email_templates`, `integrations`, `created_at`, `updated_at`) VALUES
(1, 1, 1, 1, 0, 0, '#3B82F6', '#8B5CF6', NULL, NULL, NULL, NULL, NULL, 'NPR', 0.00, NULL, NULL, NULL, NULL, '2025-09-01 04:56:55', '2025-09-01 04:56:55');

-- --------------------------------------------------------

--
-- Table structure for table `institute_templates`
--

CREATE TABLE `institute_templates` (
  `id` varchar(50) NOT NULL,
  `name` varchar(100) NOT NULL,
  `description` text DEFAULT NULL,
  `thumbnail_url` varchar(500) DEFAULT NULL,
  `preview_url` varchar(500) DEFAULT NULL,
  `category` enum('modern','classic','minimal','bold','academic') DEFAULT 'modern',
  `is_premium` tinyint(1) DEFAULT 0,
  `is_active` tinyint(1) DEFAULT 1,
  `default_config` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Default configuration for this template' CHECK (json_valid(`default_config`)),
  `created_at` timestamp NOT NULL DEFAULT current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Pre-built website templates for institutes';

--
-- Dumping data for table `institute_templates`
--

INSERT INTO `institute_templates` (`id`, `name`, `description`, `thumbnail_url`, `preview_url`, `category`, `is_premium`, `is_active`, `default_config`, `created_at`) VALUES
('academic', 'Academic', 'Formal design suitable for universities and colleges', '/templates/academic.png', NULL, 'academic', 0, 1, '{\"header_style\":\"solid\",\"hero_style\":\"centered\",\"footer_style\":\"detailed\",\"primary_color\":\"#0F172A\",\"secondary_color\":\"#334155\"}', '2026-01-12 02:42:21'),
('bold', 'Bold', 'Vibrant colors and eye-catching elements for maximum impact', '/templates/bold.png', NULL, 'bold', 0, 1, '{\"header_style\":\"gradient\",\"hero_style\":\"full\",\"footer_style\":\"detailed\",\"primary_color\":\"#DC2626\",\"secondary_color\":\"#F59E0B\"}', '2026-01-12 02:42:21'),
('classic', 'Classic', 'Traditional academic look with structured layout', '/templates/classic.png', NULL, 'classic', 0, 1, '{\"header_style\":\"solid\",\"hero_style\":\"centered\",\"footer_style\":\"detailed\",\"primary_color\":\"#1E40AF\",\"secondary_color\":\"#7C3AED\"}', '2026-01-12 02:42:21'),
('minimal', 'Minimal', 'Simple, content-focused design with clean aesthetics', '/templates/minimal.png', NULL, 'minimal', 0, 1, '{\"header_style\":\"transparent\",\"hero_style\":\"split\",\"footer_style\":\"simple\",\"primary_color\":\"#111827\",\"secondary_color\":\"#6B7280\"}', '2026-01-12 02:42:21'),
('modern', 'Modern', 'Clean, professional design with subtle animations and gradients', '/templates/modern.png', NULL, 'modern', 0, 1, '{\"header_style\":\"solid\",\"hero_style\":\"full\",\"footer_style\":\"detailed\",\"primary_color\":\"#10B981\",\"secondary_color\":\"#3B82F6\"}', '2026-01-12 02:42:21');

-- --------------------------------------------------------

--
-- Table structure for table `institute_widgets`
--

CREATE TABLE `institute_widgets` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) NOT NULL,
  `widget_type` enum('banner','announcement','countdown','promo','featured_course','course_carousel','testimonial','testimonial_slider','stats','stats_animated','cta','cta_split','video','video_gallery','faq','accordion','team','team_carousel','partners','partner_logos','newsletter','newsletter_popup','social_feed','instagram_feed','custom_html','custom_section') NOT NULL,
  `title` varchar(255) DEFAULT NULL,
  `subtitle` text DEFAULT NULL,
  `config` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin NOT NULL COMMENT 'Widget-specific configuration' CHECK (json_valid(`config`)),
  `content` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Widget content data' CHECK (json_valid(`content`)),
  `position` enum('header_above','header_below','hero_above','hero_below','content','sidebar','footer_above','footer_below','modal','popup','floating') DEFAULT 'content',
  `page_target` varchar(100) DEFAULT 'all' COMMENT 'Which pages to show: all, home, courses, etc',
  `display_order` int(11) DEFAULT 0,
  `is_active` tinyint(1) DEFAULT 1,
  `start_date` datetime DEFAULT NULL,
  `end_date` datetime DEFAULT NULL,
  `display_rules` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Conditional display rules' CHECK (json_valid(`display_rules`)),
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci COMMENT='Dynamic content widgets for institutes';

--
-- Dumping data for table `institute_widgets`
--

INSERT INTO `institute_widgets` (`id`, `institute_id`, `widget_type`, `title`, `subtitle`, `config`, `content`, `position`, `page_target`, `display_order`, `is_active`, `start_date`, `end_date`, `display_rules`, `created_at`, `updated_at`) VALUES
(1, 1, 'banner', '🎉 New Year Special - 30% Off All Courses!', 'Limited time offer. Use code: NEWYEAR2026', '{\"backgroundColor\": \"#10B981\", \"textColor\": \"#FFFFFF\"}', '{}', 'header_above', 'all', 1, 1, NULL, NULL, NULL, '2026-01-12 11:20:38', '2026-01-12 11:20:38'),
(2, 1, 'stats', 'Our Achievements', 'Join thousands of successful students', '{\"backgroundColor\": \"#10B981\"}', '{\"items\": [{\"label\": \"Students\", \"value\": \"10,000+\"}, {\"label\": \"Courses\", \"value\": \"150+\"}, {\"label\": \"Instructors\", \"value\": \"50+\"}, {\"label\": \"Countries\", \"value\": \"25+\"}]}', 'hero_below', 'all', 2, 1, NULL, NULL, NULL, '2026-01-12 11:20:38', '2026-01-12 11:20:38'),
(3, 1, 'testimonial', 'What Our Students Say', 'Real stories from real learners', '{}', '{\"items\": [{\"name\": \"Rajan Sharma\", \"text\": \"Ashlya Academy transformed my career! The courses are excellent.\", \"role\": \"Software Engineer\"}, {\"name\": \"Priya Thapa\", \"text\": \"Best online learning platform in Nepal. Highly recommended!\", \"role\": \"Data Analyst\"}, {\"name\": \"Bikash KC\", \"text\": \"The instructors are knowledgeable and supportive.\", \"role\": \"Web Developer\"}]}', 'content', 'all', 3, 1, NULL, NULL, NULL, '2026-01-12 11:20:38', '2026-01-12 11:20:38'),
(4, 1, 'partners', 'Trusted By Leading Companies', NULL, '{}', '{\"items\": [{\"name\": \"TechCorp Nepal\"}, {\"name\": \"Digital Solutions\"}, {\"name\": \"CloudBase\"}, {\"name\": \"DataTech\"}]}', 'footer_above', 'all', 4, 1, NULL, NULL, NULL, '2026-01-12 11:20:38', '2026-01-12 11:20:38'),
(5, 1, 'cta', 'Ready to Start Learning?', 'Join over 10,000 students and start your learning journey today!', '{\"backgroundColor\": \"#111827\", \"ctaText\": \"Get Started Free\", \"ctaLink\": \"/register\"}', '{}', 'footer_above', 'all', 5, 1, NULL, NULL, NULL, '2026-01-12 11:20:38', '2026-01-12 11:20:38'),
(6, 2, 'announcement', '📢 Enrollment Open for Spring 2026!', 'Register now to secure your spot', '{\"type\": \"info\"}', '{}', 'header_below', 'all', 1, 1, NULL, NULL, NULL, '2026-01-12 11:21:04', '2026-01-12 11:21:04'),
(7, 2, 'testimonial', 'Student Success Stories', 'Hear from our alumni', '{}', '{\"items\": [{\"name\": \"Anil Gurung\", \"text\": \"The tech bootcamp prepared me for my dream job!\", \"role\": \"Full Stack Developer\"}]}', 'content', 'all', 2, 1, NULL, NULL, NULL, '2026-01-12 11:21:04', '2026-01-12 11:21:04'),
(8, 3, 'stats', 'By the Numbers', 'Our growing community', '{\"backgroundColor\": \"#8B5CF6\"}', '{\"items\": [{\"label\": \"Students\", \"value\": \"5,000+\"}, {\"label\": \"Courses\", \"value\": \"75+\"}]}', 'hero_below', 'all', 1, 1, NULL, NULL, NULL, '2026-01-12 11:21:04', '2026-01-12 11:21:04'),
(9, 3, 'cta', 'Start Your Digital Journey', 'Transform your skills with our expert-led courses', '{\"backgroundColor\": \"#4F46E5\", \"ctaText\": \"Explore Courses\", \"ctaLink\": \"/marketplace\"}', '{}', 'footer_above', 'all', 2, 1, NULL, NULL, NULL, '2026-01-12 11:21:04', '2026-01-12 11:21:04');

-- --------------------------------------------------------

--
-- Table structure for table `instructors`
--

CREATE TABLE `instructors` (
  `id` int(11) NOT NULL,
  `institute_id` int(11) DEFAULT NULL COMMENT 'Associated institute',
  `user_id` int(11) DEFAULT NULL COMMENT 'Associated user account',
  `name` varchar(255) NOT NULL,
  `bio` text DEFAULT NULL,
  `specializations` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Teaching specializations' CHECK (json_valid(`specializations`)),
  `qualifications` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Educational qualifications' CHECK (json_valid(`qualifications`)),
  `experience_years` int(11) DEFAULT 0 COMMENT 'Years of teaching experience',
  `hourly_rate` decimal(10,2) DEFAULT NULL COMMENT 'Hourly teaching rate',
  `availability` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_bin DEFAULT NULL COMMENT 'Teaching availability schedule' CHECK (json_valid(`availability`)),
  `linkedin_url` varchar(255) DEFAULT NULL COMMENT 'LinkedIn profile URL',
  `github_url` varchar(255) DEFAULT NULL COMMENT 'GitHub profile URL',
  `portfolio_url` varchar(255) DEFAULT NULL COMMENT 'Portfolio website URL',
  `status` enum('active','inactive','pending','suspended') DEFAULT 'pending',
  `is_featured` tinyint(1) DEFAULT 0 COMMENT 'Featured instructor flag',
  `profile_image_url` varchar(1000) DEFAULT NULL,
  `rating` float DEFAULT 0,
  `total_courses` int(11) DEFAULT 0,
  `created_at` timestamp NOT NULL DEFAULT current_timestamp(),
  `updated_at` timestamp NOT NULL DEFAULT current_timestamp() ON UPDATE current_timestamp()
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_ci;

--
-- Dumping data for table `instructors`
--

INSERT INTO `instructors` (`id`, `institute_id`, `user_id`, `name`, `bio`, `specializations`, `qualifications`, `experience_years`, `hourly_rate`, `availability`, `linkedin_url`, `github_url`, `portfolio_url`, `status`, `is_featured`, `profile_image_url`, `rating`, `total_courses`, `created_at`, `updated_at`) VALUES
(1, 1, 1, 'Bishal Regmi', 'A passionate creator specializing in Graphic Designing and Video Editing, Ashvik brings visuals to life with a creative edge and technical precision.', '[\"Web Development\", \"JavaScript\", \"React\"]', '[\"Bachelor in Computer Science\", \"Full Stack Developer Certification\"]', 5, NULL, NULL, NULL, NULL, NULL, 'active', 0, 'http://ashlyaapi.stemcenterktm.com/skilldarbar_storage/1741763533640%20(1).jpg', 4.9, 10, '2025-01-14 15:03:28', '2025-09-01 04:53:37'),
(2, 1, 2, 'Chheda Lal CHaudhary', 'A certified digital marketing expert focused on Meta Ads. Sarthak empowers businesses with result-driven strategies to boost online reach and conversions.', '[\"Digital Marketing\", \"Meta Ads\", \"Social Media\"]', '[\"Digital Marketing Certification\", \"Meta Blueprint Certified\"]', 3, NULL, NULL, NULL, NULL, NULL, 'active', 0, 'http://ashlyaapi.stemcenterktm.com/skilldarbar_storage/WhatsApp%20Image%202025-05-12%20at%2019.21.28_c535b9d2.jpg', 4.6, 6, '2025-05-22 06:18:25', '2025-09-01 04:53:37'),
(3, 2, 4, 'Pukar Phulara', 'An experienced WordPress Developer dedicated to building responsive, high-performance websites. Aaditya blends functionality with aesthetics to create impactful digital experiences.', '[\"WordPress Development\", \"Web Design\", \"PHP\"]', '[\"WordPress Developer Certification\", \"PHP Programming Certificate\"]', 4, NULL, NULL, NULL, NULL, NULL, 'active', 0, 'http://ashlyaapi.stemcenterktm.com/skilldarbar_storage/472275339_573049835597049_2866111553641808328_n.jpg', 4.7, 8, '2025-05-22 06:18:25', '2025-09-01 04:56:55');

--
-- Triggers `instructors`
--
DELIMITER $$
CREATE TRIGGER `update_institute_instructor_count` AFTER INSERT ON `instructors` FOR EACH ROW BEGIN 
    IF NEW.institute_id IS NOT NULL THEN
        UPDATE institutes 
        SET total_instructors = (
            SELECT COUNT(*) FROM instructors 
            WHERE institute_id = NEW.institute_id AND status = 'active'
        ) 
        WHERE id = NEW.institute_id;
    END IF;
END
$$
DELIMITER ;

-- --------------------------------------------------------

--
-- Table structure for table `live_ai_sessions`
--

CREATE TABLE `live_ai_sessions` (
  `id` int(11) NOT NULL,
  `session_id` varchar(255) NOT NULL,
  `user_id` varchar(255) NOT NULL,
  `title` text DEFAULT NULL,
  `topic_id` varchar(255) DEFAULT NULL,
  `course_id` varchar(255) DEFAULT NULL,
  `language_code` varchar(50) DEFAULT 'en-US',
  `language_name` varchar(100) DEFAULT 'English',
  `system_prompt` text DEFAULT NULL,
  `study_context` text DEFAULT NULL,
  `created_at` datetime DEFAULT current_timestamp(),
  `updated_at` datetime DEFAULT current_timestamp() ON UPDATE current_timestamp(),
  `ended_at` datetime DEFAULT NULL,
  `is_active` tinyint(4) DEFAULT 1,
  `total_interactions` int(11) DEFAULT 0,
  `understanding_level` decimal(3,2) DEFAULT 0.50,
  `duration_seconds` int(11) DEFAULT 0,
  `key_topics` text DEFAULT NULL,
  `session_metrics` text DEFAULT NULL,
  `emotional_state` varchar(50) DEFAULT 'neutral',
  `confidence_level` decimal(3,2) DEFAULT 0.50,
  `engagement_level` decimal(3,2) DEFAULT 0.50,
  `learning_style` varchar(50) DEFAULT 'balanced',
  `pace_preference` varchar(50) DEFAULT 'moderate',
  `curiosity_score` decimal(3,2) DEFAULT 0.50,
  `conversation_momentum` decimal(3,2) DEFAULT 0.50,
  `breakthrough_moments` text DEFAULT NULL,
  `struggle_points` text DEFAULT NULL,
  `personality_traits` text DEFAULT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_general_ci;

--
-- Dumping data for table `live_ai_sessions`
--

INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(1, '2b03c5e5-c12e-47de-8e94-e4c0dea8cd41', '60', 'AI Call - 2025-09-25 09:44', NULL, NULL, 'ne-NP', 'नेपाली (Nepali)', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-25 09:42:00', '2025-09-25 09:44:18', '2025-09-25 09:44:18', 0, 4, 0.50, 137, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(7, 'd6737334-1f3d-428a-a898-e3c910939f12', '60', 'AI Call - 2025-09-25 11:38', '33', '0', 'ne-NP', 'नेपाली (Nepali)', 'You are an AI tutor specializing in helping students understand individual Q&A questions and master the underlying concepts through live conversation.\n\nQUESTION CONTEXT:\n- Course: \n- Topic: Nepali\n- Difficulty: all\n- Points: 2\n- Keywords: व्याकरण, छन्द, भाषाको संरचना, सृजनशीलता, भाषा विकास\n\nPRIMARY RESPONSIBILITIES:\n- Help the student understand what the question is really asking\n- Break down the reasoning behind the correct answer approach\n- Explain the underlying concepts thoroughly with detailed examples\n- Provide step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts\n- Generate similar practice questions for reinforcement\n\nCONVERSATION STYLE:\n- Be patient and thorough in explanations\n- Use analogies and real-world examples to clarify concepts\n- Break complex ideas into digestible steps\n- Ask questions to check understanding\n- Encourage critical thinking and problem-solving\n- Provide comprehensive, discussion-style responses\n\nFocus on deep understanding rather than just memorization. Help them master the concepts so they can tackle similar questions confidently.', 'Question Analysis - Question 1\nCourse: \nTopic: Nepali\nDifficulty: all\nMarks: 2\nTime Limit: 5 minutes\n\nQuestion: **Question:** आप नेपाली भाषाको व्याकरण र छन्द लेक्झ्दा किन महत्वपूर्ण हुन्छ भन्ने विस्तृत रुपमा व्याख्या गर्नुहोस्। यसले भाषाको विकास र यसको प्रयोगमा के भूमिका खेल्छ?**\nExpected Answer: एक राम्रो उत्तरले व्याकरण र छन्दको महत्वलाई व्याख्या गर्नुपर्छ, जस्तै भाषाको सही संरचना, भाव व्यक्त गर्ने क्षमता, कविता र लेखनमा सृजनशीलता अभिवृद्धि, र भाषा विकासमा भूमिका। सही व्याकरणले संदेश स्पष्ट बाध्दछ र छन्दले कविता र गद्यलाई सौंदर्य दिन्छ। साथै, यो भाषा साक्षरता र सृजनशीलता को आधार हो।\nExplanation: यो प्रश्नले विद्यार्थीमा नेपाली भाषाको व्याकरण र छन्दको महत्व बुझेको छ कि छैन भनेर मूल्याङ्कन गर्दछ, साथै भाषाको समृद्धि र अभिव्यक्तिको आवश्यकतालाई बुझ्न सहायता पुर्‍याउँछ।\nKey Concepts: व्याकरण, छन्द, भाषाको संरचना, सृजनशीलता, भाषा विकास', '2025-09-25 11:36:08', '2025-09-25 11:38:06', '2025-09-25 11:38:06', 0, 3, 0.50, 117, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(12, '39318652-292b-4056-9135-ec194b0b2c7c', '60', 'AI Call - 2025-09-25 11:41', '33', '0', 'en-US', 'English', 'You are an AI tutor specializing in helping students understand individual Q&A questions and master the underlying concepts through live conversation.\n\nQUESTION CONTEXT:\n- Course: \n- Topic: Nepali\n- Difficulty: all\n- Points: 2\n- Keywords: व्याकरण, छन्द, भाषाको संरचना, सृजनशीलता, भाषा विकास\n\nPRIMARY RESPONSIBILITIES:\n- Help the student understand what the question is really asking\n- Break down the reasoning behind the correct answer approach\n- Explain the underlying concepts thoroughly with detailed examples\n- Provide step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts\n- Generate similar practice questions for reinforcement\n\nCONVERSATION STYLE:\n- Be patient and thorough in explanations\n- Use analogies and real-world examples to clarify concepts\n- Break complex ideas into digestible steps\n- Ask questions to check understanding\n- Encourage critical thinking and problem-solving\n- Provide comprehensive, discussion-style responses\n\nFocus on deep understanding rather than just memorization. Help them master the concepts so they can tackle similar questions confidently.', 'Question Analysis - Question 1\nCourse: \nTopic: Nepali\nDifficulty: all\nMarks: 2\nTime Limit: 5 minutes\n\nQuestion: **Question:** आप नेपाली भाषाको व्याकरण र छन्द लेक्झ्दा किन महत्वपूर्ण हुन्छ भन्ने विस्तृत रुपमा व्याख्या गर्नुहोस्। यसले भाषाको विकास र यसको प्रयोगमा के भूमिका खेल्छ?**\nExpected Answer: एक राम्रो उत्तरले व्याकरण र छन्दको महत्वलाई व्याख्या गर्नुपर्छ, जस्तै भाषाको सही संरचना, भाव व्यक्त गर्ने क्षमता, कविता र लेखनमा सृजनशीलता अभिवृद्धि, र भाषा विकासमा भूमिका। सही व्याकरणले संदेश स्पष्ट बाध्दछ र छन्दले कविता र गद्यलाई सौंदर्य दिन्छ। साथै, यो भाषा साक्षरता र सृजनशीलता को आधार हो।\nExplanation: यो प्रश्नले विद्यार्थीमा नेपाली भाषाको व्याकरण र छन्दको महत्व बुझेको छ कि छैन भनेर मूल्याङ्कन गर्दछ, साथै भाषाको समृद्धि र अभिव्यक्तिको आवश्यकतालाई बुझ्न सहायता पुर्‍याउँछ।\nKey Concepts: व्याकरण, छन्द, भाषाको संरचना, सृजनशीलता, भाषा विकास', '2025-09-25 11:40:22', '2025-09-25 11:41:51', '2025-09-25 11:41:51', 0, 1, 0.50, 88, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(15, '9c8a7fca-599b-4bb4-82ff-3d4e6b967200', '60', 'AI Call - 2025-09-25 11:58', '35', '0', 'ne-NP', 'नेपाली (Nepali)', 'You are an AI Question Analysis Tutor specializing in helping students achieve deep understanding of individual Q&A questions and master the underlying concepts through comprehensive live conversation.\n\nIMPORTANT: You have been provided with the COMPLETE QUESTION CONTENT, including the question text, expected answer, detailed explanation, and key concepts. Use ALL this information for thorough analysis and education.\n\nQUESTION ANALYSIS CONTEXT:\n- Course: \n- Topic: गद्य र पद्य\n- Difficulty Level: ALL\n- Points Worth: 2\n- Key Concepts: भाषा विकास, न नयाँ शब्द, सामाजिक प्रगति, शैक्षिक संस्थान, संचार, ज्ञान\n- Source: AI Generated\n\nPRIMARY EDUCATIONAL RESPONSIBILITIES:\n- ANALYZE the complete question content thoroughly to understand all learning objectives\n- Help the student understand what the question is really asking and why\n- Break down the reasoning behind the correct answer approach step-by-step\n- Explain the underlying concepts thoroughly with detailed examples and analogies\n- Provide comprehensive step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts in \n- Generate similar practice questions for reinforcement and concept mastery\n- Reference the provided explanation and expand on it with additional insights\n\nCOMPREHENSIVE CONVERSATION STYLE:\n- Provide detailed, thorough responses that explore concepts in depth\n- Be patient, encouraging, and engaging like an expert tutor having an in-depth discussion\n- Use real-world analogies and practical examples to make abstract concepts concrete\n- Break complex ideas into digestible, logical steps with clear explanations\n- Ask thoughtful follow-up questions to check and deepen understanding\n- Encourage critical thinking and problem-solving approaches\n- Reference specific parts of the question content and elaborate on connections\n- Feel free to provide substantial, meaningful explanations that truly enhance learning\n\nEDUCATIONAL FOCUS AREAS:\n- Conceptual Understanding: Help students grasp the fundamental principles behind the question\n- Problem-Solving Skills: Teach systematic approaches to similar question types\n- Knowledge Connections: Link this question to broader course topics and real-world applications\n- Critical Thinking: Guide students to analyze questions independently\n- Study Strategies: Provide specific tips for mastering this type of content\n- Confidence Building: Help students feel prepared to tackle similar challenges\n\nCONTENT MASTERY APPROACH:\n- You have access to the complete question details including expected answers and explanations\n- Use this content as your primary source for detailed analysis and instruction\n- Help the student master the material through comprehensive, discussion-style explanations\n- Connect concepts within the question to build deep, integrated understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n- Focus on teaching principles and methods that apply beyond just this single question\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses that help students achieve mastery of both this specific question and the underlying subject matter.', '=== Q&A QUESTION ANALYSIS SESSION ===\nQuestion Number: 2\n\n=== QUESTION METADATA AND CONTEXT ===\nCourse: \nTopic: गद्य र पद्य\nTopic Path: Grade 7 Full Course/Nepali/गद्य र पद्य\nDifficulty Level: ALL\nPoints Worth: 2 marks\nTime Limit: 5 minutes\nSource: AI Generated\nAI Model Used: gpt_4o\nCreated: 2/9/2025 9:21\n\n=== COMPLETE QUESTION CONTENT FOR ANALYSIS ===\nQuestion Text:\n**Question:** भाषा विकासको प्रक्रिया र यसको महत्त्वको बारेमा विस्तृत व्याख्या गर्नुहोस्। किन भाषा विकास हाम्रो सामाजिक र शैक्षिक प्रगतिको लागि आवश्यक मानिन्छ?**\n\n=== EXPECTED ANSWER AND EXPLANATION ===\nExpected Answer:\nएउटा राम्रो उत्तरले भाषा विकासको प्रक्रिया, जस्तै नयाँ शब्दहरूको सिर्जना, व्याकरणको क्रमिक सुधार र प्रयोगमा नवीनता लाई व्याख्या गर्नुपर्छ। साथै, यसले सामाजिक र शैक्षिक प्रगति मा यसको भूमिका, संचारको सुविधा, ज्ञान आदानप्रदानमा मद्धत जस्ता पक्षहरुलाई व्याख्या गर्दछ। भाषा विकासले व्यक्तिको व्यक्तित्व र राष्ट्रको समृद्धिमा योगदान पुर्‍याउँछ भन्ने कुरालाई पनि समेट्नुपर्छ।\n\nDetailed Explanation:\nयस प्रश्नले विद्यार्थीको भाषा र यसको विकासबारे समझलाई परिक्षण गर्दछ, र किन भाषा सामाजिक र शैक्षिक बैज्ञानिक प्रगतिको आधारभूत तत्व हो भन्ने बुझ्न मद्दत गर्दछ।\n\n=== KEY CONCEPTS AND LEARNING OBJECTIVES ===\nKey Concepts to Master:\n1. भाषा विकास\n2. न नयाँ शब्द\n3. सामाजिक प्रगति\n4. शैक्षिक संस्थान\n5. संचार\n6. ज्ञान\n\n=== EDUCATIONAL SUPPORT GUIDELINES ===\n- Help the student understand the underlying concepts thoroughly\n- Explain the reasoning behind the correct approach step-by-step\n- Provide real-world examples and analogies to clarify concepts\n- Connect this question to broader topics in \n- Generate similar practice questions for reinforcement\n- Focus on deep conceptual understanding rather than memorization\n- Encourage critical thinking and problem-solving approaches', '2025-09-25 11:56:11', '2025-09-25 11:58:22', '2025-09-25 11:58:22', 0, 4, 0.50, 131, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(21, '160c8c74-d377-4931-8408-47de25908f97', '60', 'AI Call - 2025-09-25 11:59', '35', '0', 'en-US', 'English', 'You are an AI Question Analysis Tutor specializing in helping students achieve deep understanding of individual Q&A questions and master the underlying concepts through comprehensive live conversation.\n\nIMPORTANT: You have been provided with the COMPLETE QUESTION CONTENT, including the question text, expected answer, detailed explanation, and key concepts. Use ALL this information for thorough analysis and education.\n\nQUESTION ANALYSIS CONTEXT:\n- Course: \n- Topic: गद्य र पद्य\n- Difficulty Level: ALL\n- Points Worth: 2\n- Key Concepts: भाषा विकास, न नयाँ शब्द, सामाजिक प्रगति, शैक्षिक संस्थान, संचार, ज्ञान\n- Source: AI Generated\n\nPRIMARY EDUCATIONAL RESPONSIBILITIES:\n- ANALYZE the complete question content thoroughly to understand all learning objectives\n- Help the student understand what the question is really asking and why\n- Break down the reasoning behind the correct answer approach step-by-step\n- Explain the underlying concepts thoroughly with detailed examples and analogies\n- Provide comprehensive step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts in \n- Generate similar practice questions for reinforcement and concept mastery\n- Reference the provided explanation and expand on it with additional insights\n\nCOMPREHENSIVE CONVERSATION STYLE:\n- Provide detailed, thorough responses that explore concepts in depth\n- Be patient, encouraging, and engaging like an expert tutor having an in-depth discussion\n- Use real-world analogies and practical examples to make abstract concepts concrete\n- Break complex ideas into digestible, logical steps with clear explanations\n- Ask thoughtful follow-up questions to check and deepen understanding\n- Encourage critical thinking and problem-solving approaches\n- Reference specific parts of the question content and elaborate on connections\n- Feel free to provide substantial, meaningful explanations that truly enhance learning\n\nEDUCATIONAL FOCUS AREAS:\n- Conceptual Understanding: Help students grasp the fundamental principles behind the question\n- Problem-Solving Skills: Teach systematic approaches to similar question types\n- Knowledge Connections: Link this question to broader course topics and real-world applications\n- Critical Thinking: Guide students to analyze questions independently\n- Study Strategies: Provide specific tips for mastering this type of content\n- Confidence Building: Help students feel prepared to tackle similar challenges\n\nCONTENT MASTERY APPROACH:\n- You have access to the complete question details including expected answers and explanations\n- Use this content as your primary source for detailed analysis and instruction\n- Help the student master the material through comprehensive, discussion-style explanations\n- Connect concepts within the question to build deep, integrated understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n- Focus on teaching principles and methods that apply beyond just this single question\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses that help students achieve mastery of both this specific question and the underlying subject matter.', '=== Q&A QUESTION ANALYSIS SESSION ===\nQuestion Number: 2\n\n=== QUESTION METADATA AND CONTEXT ===\nCourse: \nTopic: गद्य र पद्य\nTopic Path: Grade 7 Full Course/Nepali/गद्य र पद्य\nDifficulty Level: ALL\nPoints Worth: 2 marks\nTime Limit: 5 minutes\nSource: AI Generated\nAI Model Used: gpt_4o\nCreated: 2/9/2025 9:21\n\n=== COMPLETE QUESTION CONTENT FOR ANALYSIS ===\nQuestion Text:\n**Question:** भाषा विकासको प्रक्रिया र यसको महत्त्वको बारेमा विस्तृत व्याख्या गर्नुहोस्। किन भाषा विकास हाम्रो सामाजिक र शैक्षिक प्रगतिको लागि आवश्यक मानिन्छ?**\n\n=== EXPECTED ANSWER AND EXPLANATION ===\nExpected Answer:\nएउटा राम्रो उत्तरले भाषा विकासको प्रक्रिया, जस्तै नयाँ शब्दहरूको सिर्जना, व्याकरणको क्रमिक सुधार र प्रयोगमा नवीनता लाई व्याख्या गर्नुपर्छ। साथै, यसले सामाजिक र शैक्षिक प्रगति मा यसको भूमिका, संचारको सुविधा, ज्ञान आदानप्रदानमा मद्धत जस्ता पक्षहरुलाई व्याख्या गर्दछ। भाषा विकासले व्यक्तिको व्यक्तित्व र राष्ट्रको समृद्धिमा योगदान पुर्‍याउँछ भन्ने कुरालाई पनि समेट्नुपर्छ।\n\nDetailed Explanation:\nयस प्रश्नले विद्यार्थीको भाषा र यसको विकासबारे समझलाई परिक्षण गर्दछ, र किन भाषा सामाजिक र शैक्षिक बैज्ञानिक प्रगतिको आधारभूत तत्व हो भन्ने बुझ्न मद्दत गर्दछ।\n\n=== KEY CONCEPTS AND LEARNING OBJECTIVES ===\nKey Concepts to Master:\n1. भाषा विकास\n2. न नयाँ शब्द\n3. सामाजिक प्रगति\n4. शैक्षिक संस्थान\n5. संचार\n6. ज्ञान\n\n=== EDUCATIONAL SUPPORT GUIDELINES ===\n- Help the student understand the underlying concepts thoroughly\n- Explain the reasoning behind the correct approach step-by-step\n- Provide real-world examples and analogies to clarify concepts\n- Connect this question to broader topics in \n- Generate similar practice questions for reinforcement\n- Focus on deep conceptual understanding rather than memorization\n- Encourage critical thinking and problem-solving approaches', '2025-09-25 11:58:27', '2025-09-25 11:59:43', '2025-09-25 11:59:43', 0, 3, 0.50, 76, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(26, '7f5d2db2-5423-4944-924a-8ebe8dcb8a40', '60', 'AI Call - 2025-09-25 12:01', '1057759e-7fb7-45d7-a67f-cb9285bdc46d', '1057759e-7fb7-45d7-a67f-cb9285bdc46d', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:58\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Chemistry\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Which of the following reactions with Grignard reagent is incorrect?\nAvailable Options:\n  A) Ester to form tertiary alcohol\n  B) Aldehyde to form alcohol\n  C) Acetaldehyde to form 3° alcohol\n  D) CO₂ to give carboxylic acid\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Chemistry\n2. Inorganic Chemistry\n3. Zoology\n4. Mechanics\n5. Botany\n6. MAT\n7. Ear\n8. Plant Anatomy\n9. Animal tissue\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 12:00:53', '2025-09-25 12:01:25', '2025-09-25 12:01:25', 0, 1, 0.50, 31, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(29, '208e3955-798e-425c-b7a6-dded1cf5a2bb', '60', 'AI Call - 2025-09-25 12:14', '8db57fcb-c86c-4dbb-91b7-c88d83a75a0e', '8db57fcb-c86c-4dbb-91b7-c88d83a75a0e', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:57\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 2/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 2\nTopic: Zoology\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Which gas was not present in the primitive atmosphere?\nAvailable Options:\n  A) CH₄\n  B) NH₃\n  C) H₂\n  D) O₂\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. MAT\n2. Zoology\n3. Botany\n4. Modern Physics\n5. Electricity and Magnetism\n6. Digestive System\n7. Mechanics\n8. Numerical Reasoning\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 12:12:17', '2025-09-25 13:27:58', '2025-09-25 12:14:55', 1, 3, 0.50, 158, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(34, '75e060b2-0ba4-4e0e-a861-ae020f83bad7', '60', 'AI Call - 2025-09-25 13:32', NULL, NULL, 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:57\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 2/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 2\nTopic: Zoology\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Which gas was not present in the primitive atmosphere?\nAvailable Options:\n  A) CH₄\n  B) NH₃\n  C) H₂\n  D) O₂\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. MAT\n2. Zoology\n3. Botany\n4. Modern Physics\n5. Electricity and Magnetism\n6. Digestive System\n7. Mechanics\n8. Numerical Reasoning\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 13:28:05', '2025-09-25 13:32:16', '2025-09-25 13:32:16', 0, 5, 0.50, 250, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(41, '1e831574-95a3-457e-9927-50337cf2846f', '60', 'AI Call - 2025-09-25 18:20', '35', '0', 'en-US', 'English', 'You are an AI Question Analysis Tutor specializing in helping students achieve deep understanding of individual Q&A questions and master the underlying concepts through comprehensive live conversation.\n\nIMPORTANT: You have been provided with the COMPLETE QUESTION CONTENT, including the question text, expected answer, detailed explanation, and key concepts. Use ALL this information for thorough analysis and education.\n\nQUESTION ANALYSIS CONTEXT:\n- Course: \n- Topic: गद्य र पद्य\n- Difficulty Level: ALL\n- Points Worth: 2\n- Key Concepts: भाषा विकास, न नयाँ शब्द, सामाजिक प्रगति, शैक्षिक संस्थान, संचार, ज्ञान\n- Source: AI Generated\n\nPRIMARY EDUCATIONAL RESPONSIBILITIES:\n- ANALYZE the complete question content thoroughly to understand all learning objectives\n- Help the student understand what the question is really asking and why\n- Break down the reasoning behind the correct answer approach step-by-step\n- Explain the underlying concepts thoroughly with detailed examples and analogies\n- Provide comprehensive step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts in \n- Generate similar practice questions for reinforcement and concept mastery\n- Reference the provided explanation and expand on it with additional insights\n\nCOMPREHENSIVE CONVERSATION STYLE:\n- Provide detailed, thorough responses that explore concepts in depth\n- Be patient, encouraging, and engaging like an expert tutor having an in-depth discussion\n- Use real-world analogies and practical examples to make abstract concepts concrete\n- Break complex ideas into digestible, logical steps with clear explanations\n- Ask thoughtful follow-up questions to check and deepen understanding\n- Encourage critical thinking and problem-solving approaches\n- Reference specific parts of the question content and elaborate on connections\n- Feel free to provide substantial, meaningful explanations that truly enhance learning\n\nEDUCATIONAL FOCUS AREAS:\n- Conceptual Understanding: Help students grasp the fundamental principles behind the question\n- Problem-Solving Skills: Teach systematic approaches to similar question types\n- Knowledge Connections: Link this question to broader course topics and real-world applications\n- Critical Thinking: Guide students to analyze questions independently\n- Study Strategies: Provide specific tips for mastering this type of content\n- Confidence Building: Help students feel prepared to tackle similar challenges\n\nCONTENT MASTERY APPROACH:\n- You have access to the complete question details including expected answers and explanations\n- Use this content as your primary source for detailed analysis and instruction\n- Help the student master the material through comprehensive, discussion-style explanations\n- Connect concepts within the question to build deep, integrated understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n- Focus on teaching principles and methods that apply beyond just this single question\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses that help students achieve mastery of both this specific question and the underlying subject matter.', '=== Q&A QUESTION ANALYSIS SESSION ===\nQuestion Number: 2\n\n=== QUESTION METADATA AND CONTEXT ===\nCourse: \nTopic: गद्य र पद्य\nTopic Path: Grade 7 Full Course/Nepali/गद्य र पद्य\nDifficulty Level: ALL\nPoints Worth: 2 marks\nTime Limit: 5 minutes\nSource: AI Generated\nAI Model Used: gpt_4o\nCreated: 2/9/2025 9:21\n\n=== COMPLETE QUESTION CONTENT FOR ANALYSIS ===\nQuestion Text:\n**Question:** भाषा विकासको प्रक्रिया र यसको महत्त्वको बारेमा विस्तृत व्याख्या गर्नुहोस्। किन भाषा विकास हाम्रो सामाजिक र शैक्षिक प्रगतिको लागि आवश्यक मानिन्छ?**\n\n=== EXPECTED ANSWER AND EXPLANATION ===\nExpected Answer:\nएउटा राम्रो उत्तरले भाषा विकासको प्रक्रिया, जस्तै नयाँ शब्दहरूको सिर्जना, व्याकरणको क्रमिक सुधार र प्रयोगमा नवीनता लाई व्याख्या गर्नुपर्छ। साथै, यसले सामाजिक र शैक्षिक प्रगति मा यसको भूमिका, संचारको सुविधा, ज्ञान आदानप्रदानमा मद्धत जस्ता पक्षहरुलाई व्याख्या गर्दछ। भाषा विकासले व्यक्तिको व्यक्तित्व र राष्ट्रको समृद्धिमा योगदान पुर्‍याउँछ भन्ने कुरालाई पनि समेट्नुपर्छ।\n\nDetailed Explanation:\nयस प्रश्नले विद्यार्थीको भाषा र यसको विकासबारे समझलाई परिक्षण गर्दछ, र किन भाषा सामाजिक र शैक्षिक बैज्ञानिक प्रगतिको आधारभूत तत्व हो भन्ने बुझ्न मद्दत गर्दछ।\n\n=== KEY CONCEPTS AND LEARNING OBJECTIVES ===\nKey Concepts to Master:\n1. भाषा विकास\n2. न नयाँ शब्द\n3. सामाजिक प्रगति\n4. शैक्षिक संस्थान\n5. संचार\n6. ज्ञान\n\n=== EDUCATIONAL SUPPORT GUIDELINES ===\n- Help the student understand the underlying concepts thoroughly\n- Explain the reasoning behind the correct approach step-by-step\n- Provide real-world examples and analogies to clarify concepts\n- Connect this question to broader topics in \n- Generate similar practice questions for reinforcement\n- Focus on deep conceptual understanding rather than memorization\n- Encourage critical thinking and problem-solving approaches', '2025-09-25 13:32:47', '2025-09-25 13:32:55', NULL, 0, 1, 0.50, 7, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(44, 'fc936427-17d4-426b-9499-a410ef8cd8ee', '60', 'AI Call - 2025-09-25 18:21', '6a80e0db-2cc8-4bcf-a795-eb3e914801c6', '6a80e0db-2cc8-4bcf-a795-eb3e914801c6', 'ne-NP', 'नेपाली (Nepali)', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:58\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: General and Physical Chemistry\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: If a is the initial concentration and K is the rate constant of a zero order reaction, the time for the reaction to go to completion will be\nAvailable Options:\n  A) $1/aK$\n  B) $K/2a$\n  C) $aK/2$\n  D) $a/K$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. General and Physical Chemistry\n2. Optics\n3. Organic Chemistry\n4. Physics\n5. Applied Botany\n6. Heat and Thermodynamics\n7. Mechanics\n8. Botany\n9. Zoology\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 18:20:51', '2025-09-25 18:21:28', '2025-09-25 18:21:28', 0, 0, 0.50, 36, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(46, 'ff243d9b-3586-4b80-98f4-3ff34efe57a5', '60', 'AI Call - 2025-09-25 18:24', '6a80e0db-2cc8-4bcf-a795-eb3e914801c6', '6a80e0db-2cc8-4bcf-a795-eb3e914801c6', 'ne-NP', 'नेपाली (Nepali)', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:19\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: General and Physical Chemistry\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: If a is the initial concentration and K is the rate constant of a zero order reaction, the time for the reaction to go to completion will be\nAvailable Options:\n  A) $1/aK$\n  B) $K/2a$\n  C) $aK/2$\n  D) $a/K$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. General and Physical Chemistry\n2. Optics\n3. Organic Chemistry\n4. Physics\n5. Applied Botany\n6. Heat and Thermodynamics\n7. Mechanics\n8. Botany\n9. Zoology\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 18:21:31', '2025-09-25 18:24:12', '2025-09-25 18:24:12', 0, 4, 0.50, 161, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(52, 'aaaac9f7-2cbf-4a4a-a061-41f1962e0732', '60', 'AI Call - 2025-09-27 08:27', '6aa9c162-0657-4af5-bd36-55a5af9bc989', '6aa9c162-0657-4af5-bd36-55a5af9bc989', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:58\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Waves and Sound\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: The loudness and pitch of a sound depends respectively on\nAvailable Options:\n  A) Intensity & velocity\n  B) Intensity & frequency\n  C) Frequency & velocity\n  D) Frequency & number of harmonics\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Waves and Sound\n2. Physics\n3. MAT\n4. Parasitology\n5. Mechanics\n6. Spatial Relations\n7. Earthworm\n8. General and Physical Chemistry\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-25 18:30:03', '2025-09-25 18:32:04', NULL, 0, 3, 0.50, 120, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(57, '3bdf971a-94ed-4d97-9d98-181b73a1a51d', '60', 'AI Call - 2025-09-27 08:2', '133', '133', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during model test taking for CEE Entrance Preparation course assessment without giving away answers.\n\nCRITICAL: The student is actively taking a model test for CEE Entrance Preparation course in Entrance Exam category and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic for CEE Entrance Preparation course\n- Provide general study strategies and problem-solving approaches specific to Entrance Exam\n- Help with time management and test-taking techniques during the model test\n- Offer encouragement and stress management guidance for course preparation\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n- Focus on course-specific preparation strategies\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area relevant to CEE Entrance Preparation\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn for the course assessment\n- Reference study techniques and approaches for similar question types in Entrance Exam\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding for academic success\n\nTUTORING FOCUS:\n- You have access to the model test context and current question topic\n- Use this information to provide relevant conceptual education for CEE Entrance Preparation preparation\n- Help the student develop problem-solving skills and critical thinking for the assessment\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning for Entrance Exam\n- Emphasize assessment preparation strategies and techniques\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards for course assessment preparation\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners for CEE Entrance Preparation\n- Support their educational growth within appropriate boundaries\n- Focus on long-term learning that will benefit them in the course assessment\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any model test answers. Help them prepare effectively for CEE Entrance Preparation through conceptual understanding.', 'Model Test Session Information:\nModel Set Title: CEE Model Test (Help For Entrance Set 29)\nModel Set Description: Complete CEE model examination with 200 questions from Set 29 covering Physics, Chemistry, Botany, Zoology, and MAT.\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty Level: MIXED\nTotal Questions: 195\nTime Remaining: 179:58\nTime Limit: 180 minutes\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/195\nQuestions Answered: 0\nQuestions Remaining: 195\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Modern Physics\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: The momentum of a photon of wavelength 0.01 Å is.\nAvailable Options:\n  A) $10^{-2}h$\n  B) $10^{2}h$\n  C) $10^{12}h$\n  D) $3	imes10^{-2}h$\n\n=== MODEL TEST TOPICS FOR STUDY GUIDANCE ===\n1. Modern Physics\n2. Organic Chemistry\n3. Animal Classification\n4. Zoology\n5. Verbal Reasoning\n6. Plant Ecology\n7. General and Physical Chemistry\n8. Plant Anatomy\n9. Waves and Sound\n10. Eye\n11. Frog\n12. Inorganic Chemistry\n13. Spatial Relations\n14. Heat and Thermodynamics\n15. Biomolecules\n16. Cell Biology and Genetics\n17. Electricity and Magnetism\n18. Digestive System\n19. Applied Botany\n20. Human Disease, Immunology, Social Health and Drugs\n21. Blood\n22. Earthworm\n23. Parasitology\n24. Numerical Reasoning\n25. Cardiovascular System\n26. Reproductive system\n27. Mechanics\n28. Evolution and Origin of Life\n29. Logical Sequencing\n30. Endocrinology\n31. Optics\n32. Animal Behavior and Adaptation\n33. Nervous System\n34. Excretory System\n\n=== EXAM PREPARATION CONTEXT ===\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty: MIXED\nThis is a comprehensive model test for course assessment and preparation\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies for exam preparation\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach\n- Focus on exam-specific preparation strategies', '2025-09-27 08:27:32', '2025-09-27 14:56:53', '2025-09-27 08:29:30', 0, 1, 0.50, 117, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(60, '6e3924c7-5685-4921-847d-1fd08cb474ea', '60', 'AI Call - 2025-09-28 09:01', '11152', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Open Letter to UN Secretary-General Antonio Guterres - Grade 10 English Notes\r\n## Unit 1: Current Affairs & Issues - Complete Chapter with All Exercises - NEB Curriculum\r\n\r\n## 🎯 Chapter Overview\r\nWhat happens when children\'s voices aren\'t heard in the most important decisions affecting their future? This compelling open letter addresses one of the most pressing issues of our time - climate change - from a unique perspective: the exclusion of children under 18 from global climate decision-making processes.\r\n\r\nThrough this formal letter to UN Secretary-General Antonio Guterres, organizations like Save the Children and Child Rights Connect advocate for meaningful inclusion of young climate activists in international policy discussions. The letter showcases how children worldwide have become powerful agents of change, sparked by figures like Greta Thunberg.\r\n\r\nThis chapter combines reading comprehension, formal letter analysis, and advanced grammar practice while exploring themes of youth activism, climate justice, and the importance of inclusive decision-making in global governance.\r\n\r\n**Skills Focus:** Formal Letter Analysis, Advanced Reading Comprehension, Reported Speech, Letter Writing  \r\n**Time Required:** 8-10 periods\r\n\r\n## 📚 Learning Objectives\r\nAfter studying this chapter, you will be able to:\r\n- Analyze formal letters and understand their structure and purpose\r\n- Extract key arguments and supporting evidence from advocacy texts\r\n- Understand vocabulary related to climate change, activism, and international organizations\r\n- Master complex reported speech transformations\r\n- Write formal letters to authorities requesting action\r\n- Evaluate the role of youth in global decision-making processes\r\n- Discuss climate change issues and potential solutions\r\n- Apply reading comprehension techniques effectively\r\n\r\n## 📖 Reading Text: Open Letter to UN Secretary-General Antonio Guterres\r\n\r\n### Letter Header and Address\r\n**His Excellency Antonio Guterres**  \r\nUnited Nations Secretary-General  \r\nUnited Nations Secretariat  \r\n42nd Street, New York, NY 10017  \r\n\r\n**Date:** 7 August 2020  \r\n\r\n**RE:** Inclusion of children in the Youth Advisory Group on Climate Change\r\n\r\n### Opening and Congratulations\r\nYour Excellency,\r\n\r\nCongratulations on your recent announcement of seven young climate leaders between the ages of 18 and 28 years old to your **Youth Advisory Group on climate change**, who will advise you regularly on **accelerating** global action and the ambition to **tackle** the worsening climate crisis. We appreciate this important focus on bringing young leaders into **decision-making** and planning processes related to climate action. We also welcome the **emphasis** you place on receiving and giving **frank** and fearless advice, and the urgency of **holding** government and **corporate** leaders to **account** on climate action.\r\n\r\n### The Core Concern\r\nWe are disappointed, however, that you have not expanded this list of young climate leaders to children in all their **diversity**. Millions of children took part in school strikes for climate action in 2019 and early 2020 and **demonstrated** their **outrage** and constructive solutions in equal measure. They have been **agents** of change in the climate debate using their channels of **influence** - schools, social media, and street protest - to **catalyse** **global** **activism** on the climate crisis.\r\n\r\nWe have seen children from the global North to the global South **engaging** with political and corporate leaders - in their home countries and also within the international system - most recently at the UN Human Rights Council - claiming their right to a safe, clean, healthy and sustainable environment as critical foundation to realizing their wellbeing and rights.\r\n\r\n### Youth Leadership Examples\r\nIt was, after all, a child, **Greta Thunberg**, who sparked this global movement through an **inspiring** solo protest in 2018. By 2019, she was able to rightly **assert**: \"We proved that it does not matter what you do and that no one is too small to make a difference.\" In 2020, children are saying the same thing.\r\n\r\nLike **Fabrizio**, a 16-year-old boy from Peru, who told us on a recent child-led online conversation, \"The Future of Children is **at stake** now, tomorrow will be too late.\" Children like Fabrizio are vocal in their **anxiety** that our dash to **economic** recovery will scupper climate change and **net-zero** **commitments**. They continue to pressure us all for urgency, and to fight for a green recovery.\r\n\r\n### Final Request and Conclusion\r\nOnce again, Secretary-General, we congratulate you on the **establishment** of the Youth Advisory Group on climate change. We ask, however, that it be **inclusive** of children and **adolescents** younger than 18; respecting their right to be heard and to contribute their **expertise** directly. We also ask that as preparations for COP26 advance, you call for the UK and Italy to give children a safe space to influence these upcoming preparatory events.\r\n\r\nWe would of course be happy to support a process that facilitates meaningful engagement with children across the globe on both your Group and COP26.\r\n\r\nIf the last two years have taught us anything it is that children, armed with information and a sense of purpose, have a unique role to play by participating in decision-making processes and in combating crises with constructive solutions. Let us make sure that we learn and apply this lesson to the planning process related to climate action.\r\n\r\n**Sincerely Yours,**  \r\nSave the Children  \r\nChild Rights Connect\r\n\r\n## 📝 Advanced Vocabulary Development\r\n\r\n### Key Terms with Context\r\n| Word | Pronunciation | Definition | Context Usage |\r\n|------|---------------|------------|---------------|\r\n| **Accelerating** | /əkˈsɛləreɪtɪŋ/ | Making something happen more quickly | Accelerating global climate action |\r\n| **Account** | /əˈkaʊnt/ | Responsibility; being answerable | Holding leaders to account |\r\n| **Activism** | /ˈæktɪvɪzəm/ | Using vigorous campaigning for change | Global climate activism |\r\n| **Adolescent** | /ˌædəˈlɛsənt/ | Young person developing into adult | Children and adolescents under 18 |\r\n| **Agent** | /ˈeɪdʒənt/ | Person taking active role | Agents of change |\r\n| **Anxiety** | /æŋˈzaɪəti/ | Worry about uncertain outcomes | Children\'s anxiety about future |\r\n| **Assert** | /əˈsɜrt/ | State confidently and forcefully | Greta\'s assertion about making difference |\r\n| **Catalyze** | /ˈkatəlʌɪz/ | Cause or accelerate reaction | Catalyze global activism |\r\n| **Commitment** | /kəˈmɪtmənt/ | Dedication to cause or promise | Net-zero commitments |\r\n| **Corporate** | /ˈkɔːpərət/ | Relating to large companies | Corporate leaders |\r\n| **Decision-making** | /dɪˈsɪʒnˌmeɪkɪŋ/ | Process of making important choices | Youth in decision-making |\r\n| **Demonstrate** | /ˈdɛmənstreɪt/ | Show or prove clearly | Demonstrated their outrage |\r\n| **Diversity** | /daɪˈvɜːsɪti/ | Range of different backgrounds | Children in all their diversity |\r\n| **Economic** | /ˌiːkəˈnɒmɪk/ | Relating to economy | Economic recovery |\r\n| **Emphasis** | /ˈɛmfəsɪs/ | Special importance given | Emphasis on frank advice |\r\n| **Engage** | /ɪnˈɡeɪdʒ/ | Participate or become involved | Engaging with leaders |\r\n| **Establishment** | /ɪˈstæblɪʃmənt/ | Action of setting up | Establishment of advisory group |\r\n| **Expertise** | /ˌɛkspɜːˈtiːz/ | Expert knowledge | Children\'s expertise |\r\n| **Frank** | /fræŋk/ | Open, honest, direct | Frank and fearless advice |\r\n| **Global** | /ˈɡləʊbl/ | Relating to whole world | Global climate movement |\r\n| **Inclusive** | /ɪnˈkluːsɪv/ | Including everyone | Inclusive advisory group |\r\n| **Influence** | /ˈɪnflʊəns/ | Capacity to affect others | Channels of influence |\r\n| **Inspiring** | /ɪnˈspɪrɪtɪŋ/ | Uplifting, encouraging | Inspiring solo protest |\r\n\r\n### Climate Change Vocabulary\r\n- **Net-zero**: Achieving balance between greenhouse gas emissions and removal\r\n- **COP26**: 26th UN Climate Change Conference of Parties\r\n- **Green recovery**: Economic recovery prioritizing environmental sustainability\r\n- **Climate crisis**: Urgent global environmental emergency\r\n- **Sustainable environment**: Environment maintained without depletion\r\n\r\n## 📋 Exercise Solutions\r\n\r\n### A. Fill in the blanks with correct words\r\n\r\n| Sentence | Missing Word | Answer |\r\n|----------|--------------|---------|\r\n| The _____ headquarters of the company is in Dubai. | corporate | **corporate** |\r\n| According to Greta, the leaders are failing to _____ the key issues. | tackle | **tackle** |\r\n| Some viruses _____ the step in production of other viruses. | catalyse | **catalyse** |\r\n| His _____ in business helped him greatly to run the company. | expertise | **expertise** |\r\n| Nepal governing plans to reduce carbon dioxide emissions to _____. | net-zero | **net-zero** |\r\n| He doesn\'t have good knowledge of business. So, he has put his investment _____. | at stake | **at stake** |\r\n| His controversial remarks caused public _____. | outrage | **outrage** |\r\n\r\n### B. True/False/Not Given Analysis\r\n\r\n| Statement | Answer | Explanation |\r\n|-----------|---------|-------------|\r\n| Save the Children congratulates Antonio Guterres on his recent appointment as General Secretary | **Not Given** | Letter congratulates on Youth Advisory Group announcement, not appointment |\r\n| Youth Advisory Group was announced at request of children between 18-21 years | **False** | Group consists of people 18-28 years old, not requested by children |\r\n| Dissatisfaction is that representation of children is not inclusive | **True** | Main complaint is exclusion of children under 18 |\r\n| Greta Thunberg protested for right to safe, clean, healthy environment | **True** | Text mentions children claiming this right |\r\n| Children demand their physical safety in UK and Italy | **Not Given** | Text mentions \"safe space to influence\" events, not physical safety |\r\n| Children think they can participate in decision-making to fight climate crisis | **True** | Letter emphasizes children\'s unique role in decision-making |\r\n\r\n### C. Comprehensive Questions and Answers\r\n\r\n**a. Where is the office of the UN Secretary-General?**\r\n**Answer:** The office of the UN Secretary-General is located at the United Nations Secretariat, 42nd Street, New York, NY 10017.\r\n\r\n**b. What is the purpose of writing this letter to Antonio Guterres?**\r\n**Answer:** The purpose of writing this letter is to request the inclusion of children and adolescents younger than 18 in the Youth Advisory Group on Climate Change, advocating for their right to be heard and contribute their expertise to climate decision-making processes.\r\n\r\n**c. Why was the Youth Advisory Group announced?**\r\n**Answer:** The Youth Advisory Group was announced to advise the UN Secretary-General regularly on accelerating global action and increasing ambition to tackle the worsening climate crisis.\r\n\r\n**d. What roles have children played in the time of climate crisis?**\r\n**Answer:** Children have played crucial roles as:\r\n- **Agents of change** in climate debate\r\n- **Activists** using schools, social media, and street protests\r\n- **Catalysts** for global climate activism\r\n- **Advocates** engaging with political and corporate leaders\r\n- **Rights claimants** demanding safe, clean, healthy, and sustainable environment\r\n\r\n**e. Describe Greta Thunberg and Fabrizio\'s contributions.**\r\n**Answer:** \r\n- **Greta Thunberg**: Sparked the global climate movement through an inspiring solo protest in 2018, proving that \"no one is too small to make a difference\"\r\n- **Fabrizio** (16-year-old from Peru): Represents children\'s anxiety about climate future, stating \"The Future of Children is at stake now, tomorrow will be too late,\" and pressures for urgency in climate action and green recovery\r\n\r\n**f. What is the final demand of the children?**\r\n**Answer:** The final demand includes:\r\n- Making the Youth Advisory Group **inclusive** of children and adolescents younger than 18\r\n- Respecting their **right to be heard** and contribute expertise directly\r\n- Calling for UK and Italy to provide children **safe space to influence** COP26 preparatory events\r\n- Facilitating **meaningful engagement** with children globally on climate issues\r\n\r\n### D. Student Role in Climate Action\r\n\r\n**As a student, what roles can you play to control climate change and its effects?**\r\n\r\n**Individual Actions:**\r\n- **Reduce carbon footprint**: Use public transport, walk, cycle instead of private vehicles\r\n- **Energy conservation**: Turn off lights, unplug electronics, use energy-efficient appliances\r\n- **Water conservation**: Take shorter showers, fix leaks, use refillable bottles\r\n- **Sustainable consumption**: Reduce meat consumption, choose local products, minimize waste\r\n\r\n**Educational and Advocacy Roles:**\r\n- **Climate education**: Learn and share knowledge about climate science and solutions\r\n- **Peer influence**: Educate classmates and friends about environmental issues\r\n- **School initiatives**: Organize eco-clubs, tree planting, waste reduction programs\r\n- **Digital activism**: Use social media responsibly to raise climate awareness\r\n\r\n**Community Engagement:**\r\n- **Local advocacy**: Participate in community environmental projects\r\n- **Policy engagement**: Write to local representatives about climate concerns\r\n- **Sustainable practices**: Promote recycling, composting, and green transportation\r\n- **Youth movements**: Join climate action groups and environmental organizations\r\n\r\n**Long-term Impact:**\r\n- **Career choices**: Consider environmental careers and sustainable technologies\r\n- **Lifestyle changes**: Adopt long-term sustainable living practices\r\n- **Leadership development**: Prepare to become future environmental leaders\r\n- **Global citizenship**: Understand climate change as global challenge requiring collective action\r\n\r\n## 🎯 Grammar Focus: Advanced Reported Speech\r\n\r\n### A. Multiple Choice - Reported Speech Rules\r\n\r\n**Choose the correct alternatives:**\r\n\r\n| Direct Speech | Reported Speech Options | Correct Answer |\r\n|---------------|------------------------|----------------|\r\n| Abhilasha said, \"I witnessed the accident.\" | a) witnesses b) **witnessed** c) had witnessed | **b) witnessed** |\r\n| Teacher: \"The earth revolves round the sun.\" | a) **revolves** b) revolved c) had revolved | **a) revolves** (Universal truth) |\r\n| Smarika says, \"I can\'t stay here anymore.\" | a) couldn\'t b) **can\'t** c) won\'t | **b) can\'t** (Present reporting verb) |\r\n| Sachita says, \"I love to listen to music.\" | a) loved b) **loves** c) had loved | **b) loves** (Present reporting verb) |\r\n| Brother: \"I have completed my homework.\" | a) has completed b) **had completed** c) completed | **b) had completed** |\r\n| Father: \"The sun is very hot.\" | a) **is** b) was c) had been | **a) is** (Universal truth) |\r\n| Jennifer said, \"I want to be a nurse.\" | a) **wants** b) wanted c) had wanted | **a) wants** (Present intention) |\r\n\r\n### B. Direct to Reported Speech Transformations\r\n\r\n**Transform the following sentences:**\r\n\r\n| Direct Speech | Reported Speech |\r\n|---------------|-----------------|\r\n| Raima said, \"We had to cross the river and go ahead.\" | Raima said that they had had to cross the river and go ahead. |\r\n| Smarika said, \"I will meet you tomorrow, friends.\" | Smarika told her friends that she would meet them the following day. |\r\n| \"I can\'t come to school tomorrow,\" Chandani said. | Chandani said that she couldn\'t come to school the following day. |\r\n| Dorje said, \"Sorry, I cannot lend you any money today.\" | Dorje apologized and said that he could not lend me any money that day. |\r\n| Teacher: \"Now, you can solve the remaining problems.\" | The teacher said that we could solve the remaining problems then. |\r\n| Police: \"The incident probably took place yesterday.\" | The police said that the incident had probably taken place the day before. |\r\n| I said to him, \"I live in Changunarayan these days.\" | I told him that I lived in Changunarayan those days. |\r\n| They said to us, \"We would like to join you too.\" | They told us that they would like to join us too. |\r\n| Science teacher: \"Coal gives off thick smoke.\" | The Science teacher said that coal gives off thick smoke. |\r\n| Resham: \"I have never seen such a strange animal.\" | Resham said that she had never seen such a strange animal anywhere. |\r\n| Father: \"I love my children more than wealth.\" | The father said that he loved his children more than wealth. |\r\n\r\n### Key Grammar Rules Applied:\r\n1. **Past reporting verbs**: Tense shifts (present→past, past→past perfect)\r\n2. **Present reporting verbs**: No tense change required\r\n3. **Universal truths**: No tense change (earth revolves, sun is hot)\r\n4. **Time expressions**: tomorrow→the following day, yesterday→the day before\r\n5. **Pronoun changes**: I→he/she, you→I/they, we→they\r\n6. **Modal verbs**: can→could, will→would, may→might\r\n\r\n## ✍️ Writing Practice: Formal Letter to Local Authority\r\n\r\n### Sample Letter to Mayor\r\n\r\n**Your Address**  \r\nLalitpur  \r\nMarch 3, 2023\r\n\r\n**The Mayor**  \r\nLalitpur Metropolitan City  \r\nLalitpur, Nepal\r\n\r\n**Subject:** Request for Children\'s Representation in Municipal Decision-Making\r\n\r\nDear Sir/Madam,\r\n\r\nI am writing to express my concern regarding the **lack of representation** of children in decision-making processes that directly affect their welfare and future in our metropolitan city.\r\n\r\nAs a responsible citizen and student, I believe it is **imperative** that we involve children\'s representatives in discussions about issues that impact their lives, education, health, and overall development. Children are often the most vulnerable members of our community, and their perspectives deserve consideration in municipal planning.\r\n\r\n**Specific Requests:**\r\n- **Establish a Children\'s Advisory Council** with representatives from different age groups and backgrounds\r\n- **Include youth voices** in education policy, playground development, and safety measures\r\n- **Create safe spaces** for children to express their concerns and suggestions\r\n- **Implement child-friendly complaint mechanisms** for issues affecting them\r\n\r\nThe global climate movement has demonstrated that children, when given information and platform, can contribute meaningfully to solving complex problems. By involving them in local governance, we can:\r\n- Foster **civic responsibility** from early age\r\n- Ensure **inclusive decision-making** that considers all community members\r\n- Create more **effective solutions** to local challenges\r\n- Build **sustainable community development**\r\n\r\nI would be grateful if you could consider establishing formal mechanisms for children\'s participation in municipal governance. This initiative would demonstrate our commitment to **democratic values** and **inclusive development**.\r\n\r\nThank you for your attention to this important matter. I look forward to your positive response.\r\n\r\nSincerely,  \r\n[Your Name]  \r\n[Your School/Address]\r\n\r\n### Letter Writing Tips:\r\n1. **Formal structure**: Address, date, recipient, subject, body, closing\r\n2. **Clear purpose**: State request in subject line and opening paragraph\r\n3. **Supporting arguments**: Provide logical reasons for your request\r\n4. **Specific suggestions**: Offer concrete solutions, not just complaints\r\n5. **Respectful tone**: Use formal language and courteous expressions\r\n6. **Call to action**: Clearly state what you want the recipient to do\r\n\r\n## 📖 Reading Comprehension Techniques\r\n\r\n### Four Essential Reading Strategies\r\n\r\n**1. Skimming**\r\n- **Purpose**: Get general overview of content quickly\r\n- **Technique**: Read title, headings, first/last paragraphs, topic sentences\r\n- **When to use**: Previewing material, checking relevance, time constraints\r\n- **Example**: Quickly reviewing newspaper to find interesting articles\r\n\r\n**2. Scanning**\r\n- **Purpose**: Find specific information rapidly\r\n- **Technique**: Look for keywords, numbers, names, dates\r\n- **When to use**: Searching for phone numbers, specific facts, answers to questions\r\n- **Example**: Finding Antonio Guterres\' address in the letter header\r\n\r\n**3. Intensive Reading**\r\n- **Purpose**: Complete understanding and analysis\r\n- **Technique**: Read slowly, analyze every word, take notes, reread sections\r\n- **When to use**: Academic texts, important documents, complex arguments\r\n- **Example**: Analyzing the letter\'s persuasive techniques and arguments\r\n\r\n**4. Extensive Reading**\r\n- **Purpose**: General comprehension and enjoyment\r\n- **Technique**: Read at comfortable pace, don\'t worry about every detail\r\n- **When to use**: Pleasure reading, building reading fluency, background knowledge\r\n- **Example**: Reading novels, magazines, blogs for general information\r\n\r\n### Additional Comprehension Strategies\r\n\r\n**Previewing**: Examine title, author, publication date, headings before reading\r\n**Visualizing**: Create mental images of described situations or concepts\r\n**Questioning**: Ask yourself questions about content as you read\r\n**Summarizing**: Restate main points in your own words after reading sections\r\n**Making Connections**: Relate new information to prior knowledge and experience\r\n**Monitoring**: Check your understanding and adjust reading speed accordingly\r\n\r\n## ✅ Chapter Assessment Checklist\r\n\r\n**Reading Comprehension Mastery:**\r\n- [ ] I can identify main arguments and supporting evidence in formal letters\r\n- [ ] I understand the structure and purpose of advocacy correspondence\r\n- [ ] I can distinguish between facts and opinions in persuasive texts\r\n- [ ] I can analyze how writers use evidence to support their claims\r\n\r\n**Vocabulary Development:**\r\n- [ ] I know 25+ terms related to climate change and activism\r\n- [ ] I can use formal vocabulary appropriately in writing\r\n- [ ] I understand the difference between formal and informal language\r\n- [ ] I can recognize word families and root meanings\r\n\r\n**Grammar Excellence:**\r\n- [ ] I can transform direct speech to reported speech accurately\r\n- [ ] I understand when tenses change and when they remain the same\r\n- [ ] I can use appropriate reporting verbs for different speech acts\r\n- [ ] I can handle complex pronoun and time reference changes\r\n\r\n**Writing Skills:**\r\n- [ ] I can write formal letters following proper structure\r\n- [ ] I can make persuasive arguments supported by evidence\r\n- [ ] I can adapt my tone and language to different audiences\r\n- [ ] I can proofread and edit my writing for clarity and correctness\r\n\r\n## 🎊 Conclusion\r\n\r\nThis powerful open letter demonstrates how formal writing can be used to advocate for important social causes. Through studying this text, you\'ve not only improved your English language skills but also learned about the vital role young people play in addressing global challenges like climate change.\r\n\r\nThe letter\'s structure, arguments, and language choices provide an excellent model for effective advocacy writing. Whether you\'re writing to local authorities, international organizations, or other stakeholders, the principles demonstrated here - clear purpose, respectful tone, evidence-based arguments, and specific requests - will serve you well.\r\n\r\nAs future leaders and global citizens, you now have both the linguistic tools and the inspiration to make your voices heard on issues that matter to you and your community.\r\n\r\n**Remember**: Effective communication can change the world - use your English skills to advocate for positive change and inclusive decision-making in your community and beyond!\r\n\n=== END OF NOTES CONTENT ===', '2025-09-28 09:01:42', '2025-09-28 09:01:54', '2025-09-28 09:01:54', 0, 0, 0.50, 11, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
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(62, '28c5c3cb-e3be-4ab5-8d67-4ee1ce55a058', '60', 'AI Call - 2025-09-28 13:41', '13104', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Grade 10 Optional Mathematics: Matrix Study Guide\r\n## Unit: Algebra | Chapter: Matrix | Complete Solutions\r\n\r\n---\r\n\r\n## 🎯 Chapter Introduction\r\n\r\nWelcome to the comprehensive study guide for the **Matrix** chapter. This note is designed to make complex concepts easy to understand, with clear definitions, essential formulas, and detailed, step-by-step solutions to a wide range of problems. By the end of this guide, you will have mastered matrix operations, determinants, inverses, and solving systems of equations using Cramer\'s Rule. 📈\r\n\r\n### Key Learning Areas\r\n1.  **Matrix Fundamentals:** Definitions, order, and types of matrices.\r\n2.  **Matrix Operations:** Multiplication of matrices and its conditions.\r\n3.  **Determinants:** How to calculate the determinant of a 2x2 matrix.\r\n4.  **Inverse of a Matrix:** Finding the adjoint and inverse of a 2x2 matrix.\r\n5.  **Cramer\'s Rule:** A method for solving systems of linear equations.\r\n\r\n---\r\n\r\n## 🔑 Key Concepts & Formulas\r\n\r\nBefore we solve the problems, let\'s understand the main tools we\'ll be using.\r\n\r\n### 1. Core Definitions\r\n\r\n* **Matrix:** A rectangular array of numbers arranged in rows and columns, enclosed in brackets `[]` or parentheses `()`.\r\n* **Order of a Matrix:** A matrix with `m` rows and `n` columns has an order of `m x n`.\r\n* **Identity Matrix (I):** A square matrix with `1`s on the main diagonal and `0`s elsewhere. For a 2x2 matrix: $I = \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}$. Multiplying any matrix by `I` leaves it unchanged (i.e., `AI = IA = A`).\r\n* **Null Matrix (O):** A matrix where all elements are zero.\r\n* **Transpose of a Matrix ($A^T$):** The matrix obtained by interchanging the rows and columns of matrix A.\r\n* **Inverse Matrix ($A^{-1}$):** If A and B are two square matrices of the same order such that their product is the identity matrix ($AB = BA = I$), then B is the inverse of A, and A is the inverse of B.\r\n\r\n---\r\n\r\n### 2. Matrix Multiplication\r\n\r\n* **Condition:** Two matrices A (order `m x n`) and B (order `p x q`) can be multiplied to get the product AB only if the **number of columns in A is equal to the number of rows in B** (i.e., `n = p`).\r\n    * The resulting matrix AB will have an order of `m x q`.\r\n\r\n---\r\n\r\n### 3. Determinant of a 2x2 Matrix\r\n\r\nThe determinant of a matrix is a special number that can be calculated from its elements. For a matrix $A = \\begin{bmatrix} a & b \\\\ c & d \\end{bmatrix}$, the determinant is denoted as `|A|` or `det(A)`.\r\n\r\n* **Formula:**\r\n    $$|A| = ad - bc$$\r\n\r\n* **Singular Matrix:** A matrix whose determinant is zero (`|A| = 0`). A singular matrix does **not** have an inverse. This is the necessary condition for an inverse to be undefined.\r\n\r\n---\r\n\r\n### 4. Inverse of a 2x2 Matrix\r\n\r\n* **Condition for Existence:** The inverse of a matrix A exists **only if its determinant is not zero** (i.e., $|A| \\neq 0$).\r\n\r\n* **Steps to Find the Inverse:**\r\n    1.  **Find the Determinant:** Calculate $|A| = ad - bc$. If it\'s zero, stop. The inverse does not exist.\r\n    2.  **Find the Adjoint:** For a matrix $A = \\begin{bmatrix} a & b \\\\ c & d \\end{bmatrix}$, the adjoint of A, denoted `adj(A)`, is found by swapping the elements of the main diagonal and changing the signs of the other two elements:\r\n        $$adj(A) = \\begin{bmatrix} d & -b \\\\ -c & a \\end{bmatrix}$$\r\n    3.  **Calculate the Inverse:** Use the formula:\r\n        $$A^{-1} = \\frac{1}{|A|} \\text{adj}(A)$$\r\n\r\n---\r\n\r\n### 5. Cramer\'s Rule\r\n\r\nCramer\'s Rule is a method for solving systems of linear equations using determinants.\r\nFor a system of two linear equations:\r\n$$\r\n\\begin{aligned}\r\na_1x + b_1y &= c_1 \\\\\r\na_2x + b_2y &= c_2\r\n\\end{aligned}\r\n$$\r\n**Step 1: Define the Determinants.**\r\n* **D (Coefficient Determinant):** The determinant of the coefficient matrix.\r\n    $$D = \\begin{vmatrix} a_1 & b_1 \\\\ a_2 & b_2 \\end{vmatrix}$$\r\n* **$D_x$:** Replace the x-column in D with the constant terms.\r\n    $$D_x = \\begin{vmatrix} c_1 & b_1 \\\\ c_2 & b_2 \\end{vmatrix}$$\r\n* **$D_y$:** Replace the y-column in D with the constant terms.\r\n    $$D_y = \\begin{vmatrix} a_1 & c_1 \\\\ a_2 & c_2 \\end{vmatrix}$$\r\n\r\n\r\n\r\n**Step 2: Solve for x and y.**\r\n$$\r\nx = \\frac{D_x}{D} \\quad \\text{and} \\quad y = \\frac{D_y}{D}\r\n$$\r\n\r\n* **Condition for a Unique Solution:** A unique solution exists only if the determinant of the coefficient matrix is non-zero ($D \\neq 0$).\r\n\r\n---\r\n\r\n## 📚 Exercise Solutions\r\n\r\n### Short Questions\r\n\r\n***\r\n\r\n#### Question 1: Find an Unknown Matrix\r\n**If $\\begin{bmatrix} 4 \\\\ 1 \\end{bmatrix} \\cdot C = \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix}$, find the matrix C.**\r\n\r\n**Solution:**\r\nThe first matrix is $2 \\times 1$. The resulting matrix is $2 \\times 2$.\r\nFor the multiplication to be possible, matrix C must have an order of $1 \\times 2$.\r\nLet $C = \\begin{bmatrix} a & b \\end{bmatrix}$.\r\n\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} 4 \\\\ 1 \\end{bmatrix} \\begin{bmatrix} a & b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4 \\cdot a & 4 \\cdot b \\\\ 1 \\cdot a & 1 \\cdot b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4a & 4b \\\\ a & b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the corresponding elements:\r\nFrom the first column: $a = -2$.\r\nFrom the second column: $b = 3$.\r\n\r\nThus, **$C = \\begin{bmatrix} -2 & 3 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 2: Find an Unknown Matrix\r\n**If $\\begin{bmatrix} 4 \\\\ 3 \\end{bmatrix} \\cdot p = \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix}$, find the matrix p.**\r\n\r\n**Solution:**\r\nLet the matrix $p$ be a $1 \\times 2$ matrix, $p = \\begin{bmatrix} a & b \\end{bmatrix}$.\r\n\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} 4 \\\\ 3 \\end{bmatrix} \\begin{bmatrix} a & b \\end{bmatrix} &= \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4a & 4b \\\\ 3a & 3b \\end{bmatrix} &= \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the corresponding elements:\r\nFrom the first column: $3a = 6 \\implies a=2$.\r\nFrom the second column: $3b = -3 \\implies b=-1$.\r\n\r\nThus, **$p = \\begin{bmatrix} 2 & -1 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 3: Matrix Multiplication\r\n**If $A = \\begin{bmatrix} 1 & 2 & -3 \\\\ -2 & 0 & 5 \\end{bmatrix}$ and $B = \\begin{bmatrix} 2 & 3 \\\\ -4 & 0 \\\\ 5 & -1 \\end{bmatrix}$, find AB.**\r\n\r\n**Solution:**\r\nMatrix A is $2 \\times 3$ and B is $3 \\times 2$. The product AB will be a $2 \\times 2$ matrix.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 1 & 2 & -3 \\\\ -2 & 0 & 5 \\end{bmatrix} \\begin{bmatrix} 2 & 3 \\\\ -4 & 0 \\\\ 5 & -1 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (1)(2) + (2)(-4) + (-3)(5) & (1)(3) + (2)(0) + (-3)(-1) \\\\ (-2)(2) + (0)(-4) + (5)(5) & (-2)(3) + (0)(0) + (5)(-1) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 2 - 8 - 15 & 3 + 0 + 3 \\\\ -4 + 0 + 25 & -6 + 0 - 5 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} -21 & 6 \\\\ 21 & -11 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nThus, **$AB = \\begin{bmatrix} -21 & 6 \\\\ 21 & -11 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 4: Singular Matrix\r\n**If the inverse of the matrix $\\begin{bmatrix} x & 3 \\\\ 4 & 2 \\end{bmatrix}$ cannot be defined, find the value of x.**\r\n\r\n**Solution:**\r\nAn inverse of a matrix cannot be defined if the matrix is singular, which means its determinant is 0.\r\nLet $A = \\begin{bmatrix} x & 3 \\\\ 4 & 2 \\end{bmatrix}$.\r\n$$\r\n\\begin{aligned}\r\n|A| &= 0 \\\\\r\n(x)(2) - (3)(4) &= 0 \\\\\r\n2x - 12 &= 0 \\\\\r\n2x &= 12 \\\\\r\nx &= 6\r\n\\end{aligned}\r\n$$\r\nThus, **$x=6$**.\r\n\r\n***\r\n\r\n#### Question 5: Find an Inverse Matrix\r\n**If matrix $A = \\begin{bmatrix} 5 & 3 \\\\ 7 & 4 \\end{bmatrix}$, find $A^{-1}$.**\r\n\r\n**Solution:**\r\n**Step 1: Find the determinant.**\r\n$$\r\n|A| = (5)(4) - (3)(7) = 20 - 21 = -1\r\n$$\r\nSince $|A| \\neq 0$, the inverse exists.\r\n\r\n**Step 2: Find the adjoint.**\r\n$$\r\nadj(A) = \\begin{bmatrix} 4 & -3 \\\\ -7 & 5 \\end{bmatrix}\r\n$$\r\n**Step 3: Calculate the inverse.**\r\n$$\r\nA^{-1} = \\frac{1}{|A|} \\text{adj}(A) = \\frac{1}{-1} \\begin{bmatrix} 4 & -3 \\\\ -7 & 5 \\end{bmatrix} = \\begin{bmatrix} -4 & 3 \\\\ 7 & -5 \\end{bmatrix}\r\n$$\r\nThus, **$A^{-1} = \\begin{bmatrix} -4 & 3 \\\\ 7 & -5 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 6: Finding a Value from an Inverse\r\n**If the inverse of the matrix $\\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix}$ is the matrix $\\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix}$, find the value of m.**\r\n\r\n**Solution:**\r\nLet $A = \\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix}$ and $A^{-1} = \\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix}$.\r\nBy the definition of an inverse, $A \\cdot A^{-1} = I$.\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix} \\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 3m - 14 & -2m + 2m \\\\ 21 - 21 & -14 + 3m \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 3m - 14 & 0 \\\\ 0 & 3m - 14 \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the top-left elements:\r\n$$\r\n\\begin{aligned}\r\n3m - 14 &= 1 \\\\\r\n3m &= 15 \\\\\r\nm &= 5\r\n\\end{aligned}\r\n$$\r\nThus, **$m=5$**.\r\n\r\n***\r\n\r\n#### Question 7: Matrix and its Transpose\r\n**If matrix $A = \\begin{bmatrix} 3 & 1 \\\\ -1 & 2 \\end{bmatrix}$, find $A \\cdot A^T$.**\r\n\r\n**Solution:**\r\nFirst, find the transpose of A, $A^T$.\r\n$$\r\nA^T = \\begin{bmatrix} 3 & -1 \\\\ 1 & 2 \\end{bmatrix}\r\n$$\r\nNow, multiply A by $A^T$.\r\n$$\r\n\\begin{aligned}\r\nA \\cdot A^T &= \\begin{bmatrix} 3 & 1 \\\\ -1 & 2 \\end{bmatrix} \\begin{bmatrix} 3 & -1 \\\\ 1 & 2 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (3)(3) + (1)(1) & (3)(-1) + (1)(2) \\\\ (-1)(3) + (2)(1) & (-1)(-1) + (2)(2) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 9+1 & -3+2 \\\\ -3+2 & 1+4 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 10 & -1 \\\\ -1 & 5 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nThus, **$A \\cdot A^T = \\begin{bmatrix} 10 & -1 \\\\ -1 & 5 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 8: Find an Unknown from a Matrix Equation\r\n**If $A = \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix}$, $B = \\begin{bmatrix} 4 & 0 \\\\ -9 & 1 \\end{bmatrix}$ and $A^2 = B$, find the value of x.**\r\n\r\n**Solution:**\r\nFirst, calculate $A^2$.\r\n$$\r\n\\begin{aligned}\r\nA^2 &= A \\cdot A = \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix} \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (2)(2) + (0)(-3) & (2)(0) + (0)(x) \\\\ (-3)(2) + (x)(-3) & (-3)(0) + (x)(x) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 4 & 0 \\\\ -6 - 3x & x^2 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nNow, set $A^2 = B$.\r\n$$\r\n\\begin{bmatrix} 4 & 0 \\\\ -6 - 3x & x^2 \\end{bmatrix} = \\begin{bmatrix} 4 & 0 \\\\ -9 & 1 \\end{bmatrix}\r\n$$\r\nEquating the bottom-right elements:\r\n$$x^2 = 1 \\implies x = \\pm 1$$\r\nEquating the bottom-left elements:\r\n$$-6 - 3x = -9 \\implies -3x = -3 \\implies x = 1$$\r\nBoth conditions must be true, so the only valid solution is **$x=1$**.\r\n\r\n***\r\n\r\n#### Question 9: Finding a Value from Determinant\r\n**If $M = \\begin{bmatrix} 5 & 3 \\\\ 6 & K \\end{bmatrix}$ and $|M| = 27$, find the value of K.**\r\n\r\n**Solution:**\r\nCalculate the determinant of M and set it equal to 27.\r\n$$\r\n\\begin{aligned}\r\n|M| &= (5)(K) - (3)(6) \\\\\r\n27 &= 5K - 18 \\\\\r\n45 &= 5K \\\\\r\nK &= 9\r\n\\end{aligned}\r\n$$\r\nThus, **$K=9$**.\r\n\r\n***\r\n\r\n#### Question 10: Prove AB is a Null Matrix\r\n**If $A = \\begin{bmatrix} 1 & -1 \\\\ 3 & -3 \\end{bmatrix}$ and $B = \\begin{bmatrix} 2 & -5 \\\\ 2 & -5 \\end{bmatrix}$, show that AB is a null matrix.**\r\n\r\n**Solution:**\r\nMultiply the matrices A and B.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 1 & -1 \\\\ 3 & -3 \\end{bmatrix} \\begin{bmatrix} 2 & -5 \\\\ 2 & -5 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (1)(2) + (-1)(2) & (1)(-5) + (-1)(-5) \\\\ (3)(2) + (-3)(2) & (3)(-5) + (-3)(-5) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 2-2 & -5+5 \\\\ 6-6 & -15+15 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 0 & 0 \\\\ 0 & 0 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nSince the resulting matrix contains only zeros, **AB is a null matrix**.\r\n\r\n***\r\n\r\n#### Question 11: Finding a Matrix from its Inverse\r\n**If the inverse of a matrix A is $A^{-1} = \\begin{bmatrix} 1 & 3 \\\\ 2 & 4 \\end{bmatrix}$, find the matrix A.**\r\n\r\n**Solution:**\r\nThe inverse of an inverse matrix is the original matrix, i.e., $(A^{-1})^{-1} = A$. So, we find the inverse of the given $A^{-1}$.\r\nLet $M = A^{-1} = \\begin{bmatrix} 1 & 3 \\\\ 2 & 4 \\end{bmatrix}$.\r\n\r\n**Step 1: Find the determinant of M.**\r\n$$\r\n|M| = (1)(4) - (3)(2) = 4 - 6 = -2\r\n$$\r\n**Step 2: Find the adjoint of M.**\r\n$$\r\nadj(M) = \\begin{bmatrix} 4 & -3 \\\\ -2 & 1 \\end{bmatrix}\r\n$$\r\n**Step 3: Calculate the inverse of M.**\r\n$$\r\nA = M^{-1} = \\frac{1}{|M|}adj(M) = \\frac{1}{-2} \\begin{bmatrix} 4 & -3 \\\\ -2 & 1 \\end{bmatrix} = \\begin{bmatrix} -2 & 3/2 \\\\ 1 & -1/2 \\end{bmatrix}\r\n$$\r\nThus, **$A = \\begin{bmatrix} -2 & 3/2 \\\\ 1 & -1/2 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 12: Prove AB is an Identity Matrix\r\n**If $A = \\begin{bmatrix} 3 & 4 \\\\ 2 & 3 \\end{bmatrix}$ and $B = \\begin{bmatrix} 3 & -4 \\\\ -2 & 3 \\end{bmatrix}$, prove that AB is an identity matrix.**\r\n\r\n**Solution:**\r\nMultiply the matrices A and B.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 3 & 4 \\\\ 2 & 3 \\end{bmatrix} \\begin{bmatrix} 3 & -4 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (3)(3) + (4)(-2) & (3)(-4) + (4)(3) \\\\ (2)(3) + (3)(-2) & (2)(-4) + (3)(3) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 9-8 & -12+12 \\\\ 6-6 & -8+9 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nSince the result is $\\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}$, **AB is an identity matrix**.\r\n\r\n***\r\n\r\n#### Question 13: Find Unknowns in a Matrix Equation\r\n**If $\\begin{pmatrix} -2 & 0 \\\\ 0 & -5 \\end{pmatrix} \\begin{pmatrix} x \\\\ y \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix}$, find the values of x and y.**\r\n\r\n**Solution:**\r\nPerform the matrix multiplication on the left side:\r\n$$\r\n\\begin{pmatrix} (-2)(x) + (0)(y) \\\\ (0)(x) + (-5)(y) \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix} \\\\\r\n\\begin{pmatrix} -2x \\\\ -5y \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix}\r\n$$\r\nEquating the corresponding elements:\r\n$$-2x = -2 \\implies x = 1$$\r\n$$-5y = -10 \\implies y = 2$$\r\nThus, **$x=1$ and $y=2$**.\r\n\r\n***\r\n\r\n#### Question 14: Find Unknowns in a Matrix Equation\r\n**If $\\begin{pmatrix} x + 1 \\\\ y - 2 \\end{pmatrix} = \\begin{pmatrix} 1 & 0 \\\\ 0 & -1 \\end{pmatrix} \\begin{pmatrix} 2 \\\\ 3 \\end{pmatrix}$, find the values of x and y.**\r\n\r\n**Solution:**\r\nFirst, perform the matrix multiplication on the right side:\r\n$$\r\n\\begin{pmatrix} 1 & 0 \\\\ 0 & -1 \\end{pmatrix} \\begin{pmatrix} 2 \\\\ 3 \\end{pmatrix} = \\begin{pmatrix} (1)(2) + (0)(3) \\\\ (0)(2) + (-1)(3) \\end{pmatrix} = \\begin{pmatrix} 2 \\\\ -3 \\end{pmatrix}\r\n$$\r\nNow, equate the matrices:\r\n$$\r\n\\begin{pmatrix} x + 1 \\\\ y - 2 \\end{pmatrix} = \\begin{pmatrix} 2 \\\\ -3 \\end{pmatrix}\r\n$$\r\nEquating corresponding elements:\r\n$$x+1 = 2 \\implies x=1$$\r\n$$y-2 = -3 \\implies y = -1$$\r\nThus, **$x=1$ and $y=-1$**.\r\n\r\n***\r\n\r\n#### Question 15: Find a Value from Determinant\r\n**If the determinant of the matrix $M = \\begin{bmatrix} -5 & -8 \\\\ p & 12 \\end{bmatrix}$ is 20, find the value of p.**\r\n\r\n**Solution:**\r\nGiven $|M|=20$.\r\n$$\r\n\\begin{aligned}\r\n|M| &= (-5)(12) - (-8)(p) \\\\\r\n20 &= -60 + 8p \\\\\r\n80 &= 8p \\\\\r\np &= 10\r\n\\end{aligned}\r\n$$\r\nThus, **$p=10$**.\r\n\r\n---\r\n\r\n### Solving Systems of Linear Equations\r\n\r\n***\r\n\r\n#### Question 16: Solve using Cramer\'s Rule\r\n**Solve: $2x - y = 3$ and $y + 3x = 7$.**\r\n\r\n**Solution:**\r\nFirst, arrange the equations in standard form:\r\n$$\r\n\\begin{aligned}\r\n2x - y &= 3 \\\\\r\n3x + y &= 7\r\n\\end{aligned}\r\n$$\r\nNow, find the determinants D, $D_x$, and $D_y$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 2 & -1 \\\\ 3 & 1 \\end{vmatrix} = (2)(1) - (-1)(3) = 2 + 3 = 5 \\\\\r\nD_x &= \\begin{vmatrix} 3 & -1 \\\\ 7 & 1 \\end{vmatrix} = (3)(1) - (-1)(7) = 3 + 7 = 10 \\\\\r\nD_y &= \\begin{vmatrix} 2 & 3 \\\\ 3 & 7 \\end{vmatrix} = (2)(7) - (3)(3) = 14 - 9 = 5\r\n\\end{aligned}\r\n$$\r\nNow, solve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{10}{5} = 2\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{5}{5} = 1\r\n$$\r\nThe solution is **$x=2, y=1$**.\r\n\r\n***\r\n\r\n#### Question 17: Solve using Cramer\'s Rule\r\n**Solve: $y = 2x$ and $x - \\frac{3}{2}y + 1 = 0$.**\r\n\r\n**Solution:**\r\nArrange the equations in standard form:\r\n$$\r\n\\begin{aligned}\r\n2x - y &= 0 \\\\\r\nx - \\frac{3}{2}y &= -1 \\implies 2x - 3y = -2\r\n\\end{aligned}\r\n$$\r\nFind the determinants:\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 2 & -1 \\\\ 2 & -3 \\end{vmatrix} = (2)(-3) - (-1)(2) = -6 + 2 = -4 \\\\\r\nD_x &= \\begin{vmatrix} 0 & -1 \\\\ -2 & -3 \\end{vmatrix} = (0)(-3) - (-1)(-2) = 0 - 2 = -2 \\\\\r\nD_y &= \\begin{vmatrix} 2 & 0 \\\\ 2 & -2 \\end{vmatrix} = (2)(-2) - (0)(2) = -4 - 0 = -4\r\n\\end{aligned}\r\n$$\r\nSolve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{-2}{-4} = \\frac{1}{2}\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{-4}{-4} = 1\r\n$$\r\nThe solution is **$x = 1/2, y = 1$**.\r\n\r\n***\r\n\r\n#### Question 18: Solve using Cramer\'s Rule\r\n**Solve: $\\frac{4}{x} + \\frac{5}{y} = 28$ and $\\frac{7}{x} + \\frac{3}{y} = 67$.**\r\n\r\n**Solution:**\r\nLet $u = \\frac{1}{x}$ and $v = \\frac{1}{y}$. The equations become:\r\n$$\r\n\\begin{aligned}\r\n4u + 5v &= 28 \\\\\r\n7u + 3v &= 67\r\n\\end{aligned}\r\n$$\r\nFind the determinants D, $D_u$, and $D_v$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 4 & 5 \\\\ 7 & 3 \\end{vmatrix} = (4)(3) - (5)(7) = 12 - 35 = -23 \\\\\r\nD_u &= \\begin{vmatrix} 28 & 5 \\\\ 67 & 3 \\end{vmatrix} = (28)(3) - (5)(67) = 84 - 335 = -251 \\\\\r\nD_v &= \\begin{vmatrix} 4 & 28 \\\\ 7 & 67 \\end{vmatrix} = (4)(67) - (28)(7) = 268 - 196 = 72\r\n\\end{aligned}\r\n$$\r\nSolve for u and v:\r\n$$\r\nu = \\frac{D_u}{D} = \\frac{-251}{-23} = 11 \\quad \\implies \\frac{1}{x} = 11 \\implies x = \\frac{1}{11}\r\n$$\r\n$$\r\nv = \\frac{D_v}{D} = \\frac{72}{-23} \\quad \\implies \\frac{1}{y} = -\\frac{72}{23} \\implies y = -\\frac{23}{72}\r\n$$\r\nThe solution is **$x=\\frac{1}{11}, y=-\\frac{23}{72}$**.\r\n\r\n***\r\n\r\n#### Question 19: Solve using Cramer\'s Rule\r\n**Solve: $3y + 4x = 2xy$ and $18y - 4x = 5xy$.**\r\n\r\n**Solution:**\r\nDivide both equations by $xy$ to get them in linear form.\r\nEquation 1:\r\n$$\r\n\\frac{3y}{xy} + \\frac{4x}{xy} = 2 \\implies \\frac{3}{x} + \\frac{4}{y} = 2\r\n$$\r\nEquation 2:\r\n$$\r\n\\frac{18y}{xy} - \\frac{4x}{xy} = 5 \\implies \\frac{18}{x} - \\frac{4}{y} = 5\r\n$$\r\nLet $u = \\frac{1}{x}$ and $v = \\frac{1}{y}$. The system is:\r\n$$\r\n\\begin{aligned}\r\n3u + 4v &= 2 \\\\\r\n18u - 4v &= 5\r\n\\end{aligned}\r\n$$\r\nFind the determinants:\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 3 & 4 \\\\ 18 & -4 \\end{vmatrix} = (3)(-4) - (4)(18) = -12 - 72 = -84 \\\\\r\nD_u &= \\begin{vmatrix} 2 & 4 \\\\ 5 & -4 \\end{vmatrix} = (2)(-4) - (4)(5) = -8 - 20 = -28 \\\\\r\nD_v &= \\begin{vmatrix} 3 & 2 \\\\ 18 & 5 \\end{vmatrix} = (3)(5) - (2)(18) = 15 - 36 = -21\r\n\\end{aligned}\r\n$$\r\nSolve for u and v:\r\n$$\r\nu = \\frac{D_u}{D} = \\frac{-28}{-84} = \\frac{1}{3} \\quad \\implies \\frac{1}{x} = \\frac{1}{3} \\implies x = 3\r\n$$\r\n$$\r\nv = \\frac{D_v}{D} = \\frac{-21}{-84} = \\frac{1}{4} \\quad \\implies \\frac{1}{y} = \\frac{1}{4} \\implies y = 4\r\n$$\r\nThe solution is **$x=3, y=4$**.\r\n\r\n***\r\n\r\n#### Question 20: Solve using Cramer\'s Rule\r\n**Solve: $4(x - 1) + 5(y + 2) = 10$ and $5(x - 1) - 3(y + 2) + 6 = 0$.**\r\n\r\n**Solution:**\r\nFirst, simplify both equations.\r\nEquation 1:\r\n$$\r\n\\begin{aligned}\r\n4x - 4 + 5y + 10 &= 10 \\\\\r\n4x + 5y + 6 &= 10 \\\\\r\n4x + 5y &= 4\r\n\\end{aligned}\r\n$$\r\nEquation 2:\r\n$$\r\n\\begin{aligned}\r\n5x - 5 - 3y - 6 + 6 &= 0 \\\\\r\n5x - 3y - 5 &= 0 \\\\\r\n5x - 3y &= 5\r\n\\end{aligned}\r\n$$\r\nNow find the determinants for the system: $4x+5y=4$ and $5x-3y=5$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 4 & 5 \\\\ 5 & -3 \\end{vmatrix} = (4)(-3) - (5)(5) = -12 - 25 = -37 \\\\\r\nD_x &= \\begin{vmatrix} 4 & 5 \\\\ 5 & -3 \\end{vmatrix} = (4)(-3) - (5)(5) = -12 - 25 = -37 \\\\\r\nD_y &= \\begin{vmatrix} 4 & 4 \\\\ 5 & 5 \\end{vmatrix} = (4)(5) - (4)(5) = 20 - 20 = 0\r\n\\end{aligned}\r\n$$\r\nSolve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{-37}{-37} = 1\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{0}{-37} = 0\r\n$$\r\nThe solution is **$x=1, y=0$**.\n=== END OF NOTES CONTENT ===', '2025-09-28 13:40:53', '2025-09-28 13:41:06', NULL, 0, 1, 0.50, 12, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(64, '1b4da4af-d9f4-47c3-ba1c-db9dfcefd6d2', '60', 'AI Call - 2025-09-28 13:45', '13104', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Grade 10 Optional Mathematics: Matrix Study Guide\r\n## Unit: Algebra | Chapter: Matrix | Complete Solutions\r\n\r\n---\r\n\r\n## 🎯 Chapter Introduction\r\n\r\nWelcome to the comprehensive study guide for the **Matrix** chapter. This note is designed to make complex concepts easy to understand, with clear definitions, essential formulas, and detailed, step-by-step solutions to a wide range of problems. By the end of this guide, you will have mastered matrix operations, determinants, inverses, and solving systems of equations using Cramer\'s Rule. 📈\r\n\r\n### Key Learning Areas\r\n1.  **Matrix Fundamentals:** Definitions, order, and types of matrices.\r\n2.  **Matrix Operations:** Multiplication of matrices and its conditions.\r\n3.  **Determinants:** How to calculate the determinant of a 2x2 matrix.\r\n4.  **Inverse of a Matrix:** Finding the adjoint and inverse of a 2x2 matrix.\r\n5.  **Cramer\'s Rule:** A method for solving systems of linear equations.\r\n\r\n---\r\n\r\n## 🔑 Key Concepts & Formulas\r\n\r\nBefore we solve the problems, let\'s understand the main tools we\'ll be using.\r\n\r\n### 1. Core Definitions\r\n\r\n* **Matrix:** A rectangular array of numbers arranged in rows and columns, enclosed in brackets `[]` or parentheses `()`.\r\n* **Order of a Matrix:** A matrix with `m` rows and `n` columns has an order of `m x n`.\r\n* **Identity Matrix (I):** A square matrix with `1`s on the main diagonal and `0`s elsewhere. For a 2x2 matrix: $I = \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}$. Multiplying any matrix by `I` leaves it unchanged (i.e., `AI = IA = A`).\r\n* **Null Matrix (O):** A matrix where all elements are zero.\r\n* **Transpose of a Matrix ($A^T$):** The matrix obtained by interchanging the rows and columns of matrix A.\r\n* **Inverse Matrix ($A^{-1}$):** If A and B are two square matrices of the same order such that their product is the identity matrix ($AB = BA = I$), then B is the inverse of A, and A is the inverse of B.\r\n\r\n---\r\n\r\n### 2. Matrix Multiplication\r\n\r\n* **Condition:** Two matrices A (order `m x n`) and B (order `p x q`) can be multiplied to get the product AB only if the **number of columns in A is equal to the number of rows in B** (i.e., `n = p`).\r\n    * The resulting matrix AB will have an order of `m x q`.\r\n\r\n---\r\n\r\n### 3. Determinant of a 2x2 Matrix\r\n\r\nThe determinant of a matrix is a special number that can be calculated from its elements. For a matrix $A = \\begin{bmatrix} a & b \\\\ c & d \\end{bmatrix}$, the determinant is denoted as `|A|` or `det(A)`.\r\n\r\n* **Formula:**\r\n    $$|A| = ad - bc$$\r\n\r\n* **Singular Matrix:** A matrix whose determinant is zero (`|A| = 0`). A singular matrix does **not** have an inverse. This is the necessary condition for an inverse to be undefined.\r\n\r\n---\r\n\r\n### 4. Inverse of a 2x2 Matrix\r\n\r\n* **Condition for Existence:** The inverse of a matrix A exists **only if its determinant is not zero** (i.e., $|A| \\neq 0$).\r\n\r\n* **Steps to Find the Inverse:**\r\n    1.  **Find the Determinant:** Calculate $|A| = ad - bc$. If it\'s zero, stop. The inverse does not exist.\r\n    2.  **Find the Adjoint:** For a matrix $A = \\begin{bmatrix} a & b \\\\ c & d \\end{bmatrix}$, the adjoint of A, denoted `adj(A)`, is found by swapping the elements of the main diagonal and changing the signs of the other two elements:\r\n        $$adj(A) = \\begin{bmatrix} d & -b \\\\ -c & a \\end{bmatrix}$$\r\n    3.  **Calculate the Inverse:** Use the formula:\r\n        $$A^{-1} = \\frac{1}{|A|} \\text{adj}(A)$$\r\n\r\n---\r\n\r\n### 5. Cramer\'s Rule\r\n\r\nCramer\'s Rule is a method for solving systems of linear equations using determinants.\r\nFor a system of two linear equations:\r\n$$\r\n\\begin{aligned}\r\na_1x + b_1y &= c_1 \\\\\r\na_2x + b_2y &= c_2\r\n\\end{aligned}\r\n$$\r\n**Step 1: Define the Determinants.**\r\n* **D (Coefficient Determinant):** The determinant of the coefficient matrix.\r\n    $$D = \\begin{vmatrix} a_1 & b_1 \\\\ a_2 & b_2 \\end{vmatrix}$$\r\n* **$D_x$:** Replace the x-column in D with the constant terms.\r\n    $$D_x = \\begin{vmatrix} c_1 & b_1 \\\\ c_2 & b_2 \\end{vmatrix}$$\r\n* **$D_y$:** Replace the y-column in D with the constant terms.\r\n    $$D_y = \\begin{vmatrix} a_1 & c_1 \\\\ a_2 & c_2 \\end{vmatrix}$$\r\n\r\n\r\n\r\n**Step 2: Solve for x and y.**\r\n$$\r\nx = \\frac{D_x}{D} \\quad \\text{and} \\quad y = \\frac{D_y}{D}\r\n$$\r\n\r\n* **Condition for a Unique Solution:** A unique solution exists only if the determinant of the coefficient matrix is non-zero ($D \\neq 0$).\r\n\r\n---\r\n\r\n## 📚 Exercise Solutions\r\n\r\n### Short Questions\r\n\r\n***\r\n\r\n#### Question 1: Find an Unknown Matrix\r\n**If $\\begin{bmatrix} 4 \\\\ 1 \\end{bmatrix} \\cdot C = \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix}$, find the matrix C.**\r\n\r\n**Solution:**\r\nThe first matrix is $2 \\times 1$. The resulting matrix is $2 \\times 2$.\r\nFor the multiplication to be possible, matrix C must have an order of $1 \\times 2$.\r\nLet $C = \\begin{bmatrix} a & b \\end{bmatrix}$.\r\n\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} 4 \\\\ 1 \\end{bmatrix} \\begin{bmatrix} a & b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4 \\cdot a & 4 \\cdot b \\\\ 1 \\cdot a & 1 \\cdot b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4a & 4b \\\\ a & b \\end{bmatrix} &= \\begin{bmatrix} -8 & 12 \\\\ -2 & 3 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the corresponding elements:\r\nFrom the first column: $a = -2$.\r\nFrom the second column: $b = 3$.\r\n\r\nThus, **$C = \\begin{bmatrix} -2 & 3 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 2: Find an Unknown Matrix\r\n**If $\\begin{bmatrix} 4 \\\\ 3 \\end{bmatrix} \\cdot p = \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix}$, find the matrix p.**\r\n\r\n**Solution:**\r\nLet the matrix $p$ be a $1 \\times 2$ matrix, $p = \\begin{bmatrix} a & b \\end{bmatrix}$.\r\n\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} 4 \\\\ 3 \\end{bmatrix} \\begin{bmatrix} a & b \\end{bmatrix} &= \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 4a & 4b \\\\ 3a & 3b \\end{bmatrix} &= \\begin{bmatrix} 8 & -4 \\\\ 6 & -3 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the corresponding elements:\r\nFrom the first column: $3a = 6 \\implies a=2$.\r\nFrom the second column: $3b = -3 \\implies b=-1$.\r\n\r\nThus, **$p = \\begin{bmatrix} 2 & -1 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 3: Matrix Multiplication\r\n**If $A = \\begin{bmatrix} 1 & 2 & -3 \\\\ -2 & 0 & 5 \\end{bmatrix}$ and $B = \\begin{bmatrix} 2 & 3 \\\\ -4 & 0 \\\\ 5 & -1 \\end{bmatrix}$, find AB.**\r\n\r\n**Solution:**\r\nMatrix A is $2 \\times 3$ and B is $3 \\times 2$. The product AB will be a $2 \\times 2$ matrix.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 1 & 2 & -3 \\\\ -2 & 0 & 5 \\end{bmatrix} \\begin{bmatrix} 2 & 3 \\\\ -4 & 0 \\\\ 5 & -1 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (1)(2) + (2)(-4) + (-3)(5) & (1)(3) + (2)(0) + (-3)(-1) \\\\ (-2)(2) + (0)(-4) + (5)(5) & (-2)(3) + (0)(0) + (5)(-1) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 2 - 8 - 15 & 3 + 0 + 3 \\\\ -4 + 0 + 25 & -6 + 0 - 5 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} -21 & 6 \\\\ 21 & -11 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nThus, **$AB = \\begin{bmatrix} -21 & 6 \\\\ 21 & -11 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 4: Singular Matrix\r\n**If the inverse of the matrix $\\begin{bmatrix} x & 3 \\\\ 4 & 2 \\end{bmatrix}$ cannot be defined, find the value of x.**\r\n\r\n**Solution:**\r\nAn inverse of a matrix cannot be defined if the matrix is singular, which means its determinant is 0.\r\nLet $A = \\begin{bmatrix} x & 3 \\\\ 4 & 2 \\end{bmatrix}$.\r\n$$\r\n\\begin{aligned}\r\n|A| &= 0 \\\\\r\n(x)(2) - (3)(4) &= 0 \\\\\r\n2x - 12 &= 0 \\\\\r\n2x &= 12 \\\\\r\nx &= 6\r\n\\end{aligned}\r\n$$\r\nThus, **$x=6$**.\r\n\r\n***\r\n\r\n#### Question 5: Find an Inverse Matrix\r\n**If matrix $A = \\begin{bmatrix} 5 & 3 \\\\ 7 & 4 \\end{bmatrix}$, find $A^{-1}$.**\r\n\r\n**Solution:**\r\n**Step 1: Find the determinant.**\r\n$$\r\n|A| = (5)(4) - (3)(7) = 20 - 21 = -1\r\n$$\r\nSince $|A| \\neq 0$, the inverse exists.\r\n\r\n**Step 2: Find the adjoint.**\r\n$$\r\nadj(A) = \\begin{bmatrix} 4 & -3 \\\\ -7 & 5 \\end{bmatrix}\r\n$$\r\n**Step 3: Calculate the inverse.**\r\n$$\r\nA^{-1} = \\frac{1}{|A|} \\text{adj}(A) = \\frac{1}{-1} \\begin{bmatrix} 4 & -3 \\\\ -7 & 5 \\end{bmatrix} = \\begin{bmatrix} -4 & 3 \\\\ 7 & -5 \\end{bmatrix}\r\n$$\r\nThus, **$A^{-1} = \\begin{bmatrix} -4 & 3 \\\\ 7 & -5 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 6: Finding a Value from an Inverse\r\n**If the inverse of the matrix $\\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix}$ is the matrix $\\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix}$, find the value of m.**\r\n\r\n**Solution:**\r\nLet $A = \\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix}$ and $A^{-1} = \\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix}$.\r\nBy the definition of an inverse, $A \\cdot A^{-1} = I$.\r\n$$\r\n\\begin{aligned}\r\n\\begin{bmatrix} m & 2 \\\\ 7 & 3 \\end{bmatrix} \\begin{bmatrix} 3 & -2 \\\\ -7 & m \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 3m - 14 & -2m + 2m \\\\ 21 - 21 & -14 + 3m \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix} \\\\\r\n\\begin{bmatrix} 3m - 14 & 0 \\\\ 0 & 3m - 14 \\end{bmatrix} &= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nEquating the top-left elements:\r\n$$\r\n\\begin{aligned}\r\n3m - 14 &= 1 \\\\\r\n3m &= 15 \\\\\r\nm &= 5\r\n\\end{aligned}\r\n$$\r\nThus, **$m=5$**.\r\n\r\n***\r\n\r\n#### Question 7: Matrix and its Transpose\r\n**If matrix $A = \\begin{bmatrix} 3 & 1 \\\\ -1 & 2 \\end{bmatrix}$, find $A \\cdot A^T$.**\r\n\r\n**Solution:**\r\nFirst, find the transpose of A, $A^T$.\r\n$$\r\nA^T = \\begin{bmatrix} 3 & -1 \\\\ 1 & 2 \\end{bmatrix}\r\n$$\r\nNow, multiply A by $A^T$.\r\n$$\r\n\\begin{aligned}\r\nA \\cdot A^T &= \\begin{bmatrix} 3 & 1 \\\\ -1 & 2 \\end{bmatrix} \\begin{bmatrix} 3 & -1 \\\\ 1 & 2 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (3)(3) + (1)(1) & (3)(-1) + (1)(2) \\\\ (-1)(3) + (2)(1) & (-1)(-1) + (2)(2) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 9+1 & -3+2 \\\\ -3+2 & 1+4 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 10 & -1 \\\\ -1 & 5 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nThus, **$A \\cdot A^T = \\begin{bmatrix} 10 & -1 \\\\ -1 & 5 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 8: Find an Unknown from a Matrix Equation\r\n**If $A = \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix}$, $B = \\begin{bmatrix} 4 & 0 \\\\ -9 & 1 \\end{bmatrix}$ and $A^2 = B$, find the value of x.**\r\n\r\n**Solution:**\r\nFirst, calculate $A^2$.\r\n$$\r\n\\begin{aligned}\r\nA^2 &= A \\cdot A = \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix} \\begin{bmatrix} 2 & 0 \\\\ -3 & x \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (2)(2) + (0)(-3) & (2)(0) + (0)(x) \\\\ (-3)(2) + (x)(-3) & (-3)(0) + (x)(x) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 4 & 0 \\\\ -6 - 3x & x^2 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nNow, set $A^2 = B$.\r\n$$\r\n\\begin{bmatrix} 4 & 0 \\\\ -6 - 3x & x^2 \\end{bmatrix} = \\begin{bmatrix} 4 & 0 \\\\ -9 & 1 \\end{bmatrix}\r\n$$\r\nEquating the bottom-right elements:\r\n$$x^2 = 1 \\implies x = \\pm 1$$\r\nEquating the bottom-left elements:\r\n$$-6 - 3x = -9 \\implies -3x = -3 \\implies x = 1$$\r\nBoth conditions must be true, so the only valid solution is **$x=1$**.\r\n\r\n***\r\n\r\n#### Question 9: Finding a Value from Determinant\r\n**If $M = \\begin{bmatrix} 5 & 3 \\\\ 6 & K \\end{bmatrix}$ and $|M| = 27$, find the value of K.**\r\n\r\n**Solution:**\r\nCalculate the determinant of M and set it equal to 27.\r\n$$\r\n\\begin{aligned}\r\n|M| &= (5)(K) - (3)(6) \\\\\r\n27 &= 5K - 18 \\\\\r\n45 &= 5K \\\\\r\nK &= 9\r\n\\end{aligned}\r\n$$\r\nThus, **$K=9$**.\r\n\r\n***\r\n\r\n#### Question 10: Prove AB is a Null Matrix\r\n**If $A = \\begin{bmatrix} 1 & -1 \\\\ 3 & -3 \\end{bmatrix}$ and $B = \\begin{bmatrix} 2 & -5 \\\\ 2 & -5 \\end{bmatrix}$, show that AB is a null matrix.**\r\n\r\n**Solution:**\r\nMultiply the matrices A and B.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 1 & -1 \\\\ 3 & -3 \\end{bmatrix} \\begin{bmatrix} 2 & -5 \\\\ 2 & -5 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (1)(2) + (-1)(2) & (1)(-5) + (-1)(-5) \\\\ (3)(2) + (-3)(2) & (3)(-5) + (-3)(-5) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 2-2 & -5+5 \\\\ 6-6 & -15+15 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 0 & 0 \\\\ 0 & 0 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nSince the resulting matrix contains only zeros, **AB is a null matrix**.\r\n\r\n***\r\n\r\n#### Question 11: Finding a Matrix from its Inverse\r\n**If the inverse of a matrix A is $A^{-1} = \\begin{bmatrix} 1 & 3 \\\\ 2 & 4 \\end{bmatrix}$, find the matrix A.**\r\n\r\n**Solution:**\r\nThe inverse of an inverse matrix is the original matrix, i.e., $(A^{-1})^{-1} = A$. So, we find the inverse of the given $A^{-1}$.\r\nLet $M = A^{-1} = \\begin{bmatrix} 1 & 3 \\\\ 2 & 4 \\end{bmatrix}$.\r\n\r\n**Step 1: Find the determinant of M.**\r\n$$\r\n|M| = (1)(4) - (3)(2) = 4 - 6 = -2\r\n$$\r\n**Step 2: Find the adjoint of M.**\r\n$$\r\nadj(M) = \\begin{bmatrix} 4 & -3 \\\\ -2 & 1 \\end{bmatrix}\r\n$$\r\n**Step 3: Calculate the inverse of M.**\r\n$$\r\nA = M^{-1} = \\frac{1}{|M|}adj(M) = \\frac{1}{-2} \\begin{bmatrix} 4 & -3 \\\\ -2 & 1 \\end{bmatrix} = \\begin{bmatrix} -2 & 3/2 \\\\ 1 & -1/2 \\end{bmatrix}\r\n$$\r\nThus, **$A = \\begin{bmatrix} -2 & 3/2 \\\\ 1 & -1/2 \\end{bmatrix}$**.\r\n\r\n***\r\n\r\n#### Question 12: Prove AB is an Identity Matrix\r\n**If $A = \\begin{bmatrix} 3 & 4 \\\\ 2 & 3 \\end{bmatrix}$ and $B = \\begin{bmatrix} 3 & -4 \\\\ -2 & 3 \\end{bmatrix}$, prove that AB is an identity matrix.**\r\n\r\n**Solution:**\r\nMultiply the matrices A and B.\r\n$$\r\n\\begin{aligned}\r\nAB &= \\begin{bmatrix} 3 & 4 \\\\ 2 & 3 \\end{bmatrix} \\begin{bmatrix} 3 & -4 \\\\ -2 & 3 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} (3)(3) + (4)(-2) & (3)(-4) + (4)(3) \\\\ (2)(3) + (3)(-2) & (2)(-4) + (3)(3) \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 9-8 & -12+12 \\\\ 6-6 & -8+9 \\end{bmatrix} \\\\\r\n&= \\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}\r\n\\end{aligned}\r\n$$\r\nSince the result is $\\begin{bmatrix} 1 & 0 \\\\ 0 & 1 \\end{bmatrix}$, **AB is an identity matrix**.\r\n\r\n***\r\n\r\n#### Question 13: Find Unknowns in a Matrix Equation\r\n**If $\\begin{pmatrix} -2 & 0 \\\\ 0 & -5 \\end{pmatrix} \\begin{pmatrix} x \\\\ y \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix}$, find the values of x and y.**\r\n\r\n**Solution:**\r\nPerform the matrix multiplication on the left side:\r\n$$\r\n\\begin{pmatrix} (-2)(x) + (0)(y) \\\\ (0)(x) + (-5)(y) \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix} \\\\\r\n\\begin{pmatrix} -2x \\\\ -5y \\end{pmatrix} = \\begin{pmatrix} -2 \\\\ -10 \\end{pmatrix}\r\n$$\r\nEquating the corresponding elements:\r\n$$-2x = -2 \\implies x = 1$$\r\n$$-5y = -10 \\implies y = 2$$\r\nThus, **$x=1$ and $y=2$**.\r\n\r\n***\r\n\r\n#### Question 14: Find Unknowns in a Matrix Equation\r\n**If $\\begin{pmatrix} x + 1 \\\\ y - 2 \\end{pmatrix} = \\begin{pmatrix} 1 & 0 \\\\ 0 & -1 \\end{pmatrix} \\begin{pmatrix} 2 \\\\ 3 \\end{pmatrix}$, find the values of x and y.**\r\n\r\n**Solution:**\r\nFirst, perform the matrix multiplication on the right side:\r\n$$\r\n\\begin{pmatrix} 1 & 0 \\\\ 0 & -1 \\end{pmatrix} \\begin{pmatrix} 2 \\\\ 3 \\end{pmatrix} = \\begin{pmatrix} (1)(2) + (0)(3) \\\\ (0)(2) + (-1)(3) \\end{pmatrix} = \\begin{pmatrix} 2 \\\\ -3 \\end{pmatrix}\r\n$$\r\nNow, equate the matrices:\r\n$$\r\n\\begin{pmatrix} x + 1 \\\\ y - 2 \\end{pmatrix} = \\begin{pmatrix} 2 \\\\ -3 \\end{pmatrix}\r\n$$\r\nEquating corresponding elements:\r\n$$x+1 = 2 \\implies x=1$$\r\n$$y-2 = -3 \\implies y = -1$$\r\nThus, **$x=1$ and $y=-1$**.\r\n\r\n***\r\n\r\n#### Question 15: Find a Value from Determinant\r\n**If the determinant of the matrix $M = \\begin{bmatrix} -5 & -8 \\\\ p & 12 \\end{bmatrix}$ is 20, find the value of p.**\r\n\r\n**Solution:**\r\nGiven $|M|=20$.\r\n$$\r\n\\begin{aligned}\r\n|M| &= (-5)(12) - (-8)(p) \\\\\r\n20 &= -60 + 8p \\\\\r\n80 &= 8p \\\\\r\np &= 10\r\n\\end{aligned}\r\n$$\r\nThus, **$p=10$**.\r\n\r\n---\r\n\r\n### Solving Systems of Linear Equations\r\n\r\n***\r\n\r\n#### Question 16: Solve using Cramer\'s Rule\r\n**Solve: $2x - y = 3$ and $y + 3x = 7$.**\r\n\r\n**Solution:**\r\nFirst, arrange the equations in standard form:\r\n$$\r\n\\begin{aligned}\r\n2x - y &= 3 \\\\\r\n3x + y &= 7\r\n\\end{aligned}\r\n$$\r\nNow, find the determinants D, $D_x$, and $D_y$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 2 & -1 \\\\ 3 & 1 \\end{vmatrix} = (2)(1) - (-1)(3) = 2 + 3 = 5 \\\\\r\nD_x &= \\begin{vmatrix} 3 & -1 \\\\ 7 & 1 \\end{vmatrix} = (3)(1) - (-1)(7) = 3 + 7 = 10 \\\\\r\nD_y &= \\begin{vmatrix} 2 & 3 \\\\ 3 & 7 \\end{vmatrix} = (2)(7) - (3)(3) = 14 - 9 = 5\r\n\\end{aligned}\r\n$$\r\nNow, solve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{10}{5} = 2\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{5}{5} = 1\r\n$$\r\nThe solution is **$x=2, y=1$**.\r\n\r\n***\r\n\r\n#### Question 17: Solve using Cramer\'s Rule\r\n**Solve: $y = 2x$ and $x - \\frac{3}{2}y + 1 = 0$.**\r\n\r\n**Solution:**\r\nArrange the equations in standard form:\r\n$$\r\n\\begin{aligned}\r\n2x - y &= 0 \\\\\r\nx - \\frac{3}{2}y &= -1 \\implies 2x - 3y = -2\r\n\\end{aligned}\r\n$$\r\nFind the determinants:\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 2 & -1 \\\\ 2 & -3 \\end{vmatrix} = (2)(-3) - (-1)(2) = -6 + 2 = -4 \\\\\r\nD_x &= \\begin{vmatrix} 0 & -1 \\\\ -2 & -3 \\end{vmatrix} = (0)(-3) - (-1)(-2) = 0 - 2 = -2 \\\\\r\nD_y &= \\begin{vmatrix} 2 & 0 \\\\ 2 & -2 \\end{vmatrix} = (2)(-2) - (0)(2) = -4 - 0 = -4\r\n\\end{aligned}\r\n$$\r\nSolve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{-2}{-4} = \\frac{1}{2}\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{-4}{-4} = 1\r\n$$\r\nThe solution is **$x = 1/2, y = 1$**.\r\n\r\n***\r\n\r\n#### Question 18: Solve using Cramer\'s Rule\r\n**Solve: $\\frac{4}{x} + \\frac{5}{y} = 28$ and $\\frac{7}{x} + \\frac{3}{y} = 67$.**\r\n\r\n**Solution:**\r\nLet $u = \\frac{1}{x}$ and $v = \\frac{1}{y}$. The equations become:\r\n$$\r\n\\begin{aligned}\r\n4u + 5v &= 28 \\\\\r\n7u + 3v &= 67\r\n\\end{aligned}\r\n$$\r\nFind the determinants D, $D_u$, and $D_v$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 4 & 5 \\\\ 7 & 3 \\end{vmatrix} = (4)(3) - (5)(7) = 12 - 35 = -23 \\\\\r\nD_u &= \\begin{vmatrix} 28 & 5 \\\\ 67 & 3 \\end{vmatrix} = (28)(3) - (5)(67) = 84 - 335 = -251 \\\\\r\nD_v &= \\begin{vmatrix} 4 & 28 \\\\ 7 & 67 \\end{vmatrix} = (4)(67) - (28)(7) = 268 - 196 = 72\r\n\\end{aligned}\r\n$$\r\nSolve for u and v:\r\n$$\r\nu = \\frac{D_u}{D} = \\frac{-251}{-23} = 11 \\quad \\implies \\frac{1}{x} = 11 \\implies x = \\frac{1}{11}\r\n$$\r\n$$\r\nv = \\frac{D_v}{D} = \\frac{72}{-23} \\quad \\implies \\frac{1}{y} = -\\frac{72}{23} \\implies y = -\\frac{23}{72}\r\n$$\r\nThe solution is **$x=\\frac{1}{11}, y=-\\frac{23}{72}$**.\r\n\r\n***\r\n\r\n#### Question 19: Solve using Cramer\'s Rule\r\n**Solve: $3y + 4x = 2xy$ and $18y - 4x = 5xy$.**\r\n\r\n**Solution:**\r\nDivide both equations by $xy$ to get them in linear form.\r\nEquation 1:\r\n$$\r\n\\frac{3y}{xy} + \\frac{4x}{xy} = 2 \\implies \\frac{3}{x} + \\frac{4}{y} = 2\r\n$$\r\nEquation 2:\r\n$$\r\n\\frac{18y}{xy} - \\frac{4x}{xy} = 5 \\implies \\frac{18}{x} - \\frac{4}{y} = 5\r\n$$\r\nLet $u = \\frac{1}{x}$ and $v = \\frac{1}{y}$. The system is:\r\n$$\r\n\\begin{aligned}\r\n3u + 4v &= 2 \\\\\r\n18u - 4v &= 5\r\n\\end{aligned}\r\n$$\r\nFind the determinants:\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 3 & 4 \\\\ 18 & -4 \\end{vmatrix} = (3)(-4) - (4)(18) = -12 - 72 = -84 \\\\\r\nD_u &= \\begin{vmatrix} 2 & 4 \\\\ 5 & -4 \\end{vmatrix} = (2)(-4) - (4)(5) = -8 - 20 = -28 \\\\\r\nD_v &= \\begin{vmatrix} 3 & 2 \\\\ 18 & 5 \\end{vmatrix} = (3)(5) - (2)(18) = 15 - 36 = -21\r\n\\end{aligned}\r\n$$\r\nSolve for u and v:\r\n$$\r\nu = \\frac{D_u}{D} = \\frac{-28}{-84} = \\frac{1}{3} \\quad \\implies \\frac{1}{x} = \\frac{1}{3} \\implies x = 3\r\n$$\r\n$$\r\nv = \\frac{D_v}{D} = \\frac{-21}{-84} = \\frac{1}{4} \\quad \\implies \\frac{1}{y} = \\frac{1}{4} \\implies y = 4\r\n$$\r\nThe solution is **$x=3, y=4$**.\r\n\r\n***\r\n\r\n#### Question 20: Solve using Cramer\'s Rule\r\n**Solve: $4(x - 1) + 5(y + 2) = 10$ and $5(x - 1) - 3(y + 2) + 6 = 0$.**\r\n\r\n**Solution:**\r\nFirst, simplify both equations.\r\nEquation 1:\r\n$$\r\n\\begin{aligned}\r\n4x - 4 + 5y + 10 &= 10 \\\\\r\n4x + 5y + 6 &= 10 \\\\\r\n4x + 5y &= 4\r\n\\end{aligned}\r\n$$\r\nEquation 2:\r\n$$\r\n\\begin{aligned}\r\n5x - 5 - 3y - 6 + 6 &= 0 \\\\\r\n5x - 3y - 5 &= 0 \\\\\r\n5x - 3y &= 5\r\n\\end{aligned}\r\n$$\r\nNow find the determinants for the system: $4x+5y=4$ and $5x-3y=5$.\r\n$$\r\n\\begin{aligned}\r\nD &= \\begin{vmatrix} 4 & 5 \\\\ 5 & -3 \\end{vmatrix} = (4)(-3) - (5)(5) = -12 - 25 = -37 \\\\\r\nD_x &= \\begin{vmatrix} 4 & 5 \\\\ 5 & -3 \\end{vmatrix} = (4)(-3) - (5)(5) = -12 - 25 = -37 \\\\\r\nD_y &= \\begin{vmatrix} 4 & 4 \\\\ 5 & 5 \\end{vmatrix} = (4)(5) - (4)(5) = 20 - 20 = 0\r\n\\end{aligned}\r\n$$\r\nSolve for x and y:\r\n$$\r\nx = \\frac{D_x}{D} = \\frac{-37}{-37} = 1\r\n$$\r\n$$\r\ny = \\frac{D_y}{D} = \\frac{0}{-37} = 0\r\n$$\r\nThe solution is **$x=1, y=0$**.\n=== END OF NOTES CONTENT ===', '2025-09-28 13:42:09', '2025-09-28 13:45:02', '2025-09-28 13:45:02', 0, 3, 0.50, 172, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(69, '5ff7a3cc-82e2-42b0-acdd-932e6643565e', '60', 'AI Call - 2025-09-28 13:51', '2e6935b2-f7a7-4444-9c99-3942912f64ad', '2e6935b2-f7a7-4444-9c99-3942912f64ad', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:56\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Eye\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: The human retina is made up of how many distinct layers of cells?\nAvailable Options:\n  A) 5\n  B) 10\n  C) 15\n  D) 3\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Eye\n2. Spatial Relations\n3. Zoology\n4. Heat and Thermodynamics\n5. Botany\n6. Mechanics\n7. Evolution and Origin of Life\n8. Logical Sequencing\n9. Chemistry\n10. MAT\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-28 13:49:32', '2025-09-28 13:51:12', '2025-09-28 13:51:12', 0, 2, 0.50, 99, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(73, '19af12fc-523a-4195-8d25-0825e3f03992', '60', 'AI Call - 2025-09-28 13:52', '2e6935b2-f7a7-4444-9c99-3942912f64ad', '2e6935b2-f7a7-4444-9c99-3942912f64ad', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 08:08\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 6/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 6\nTopic: Mechanics\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: If the rest mass of a particle is m₀, then its mass when it moves with velocity 0.8 c is\nAvailable Options:\n  A) $6/5 m₀$\n  B) $3/2 m₀$\n  C) $5/3 m₀$\n  D) $2 m₀$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Eye\n2. Spatial Relations\n3. Zoology\n4. Heat and Thermodynamics\n5. Botany\n6. Mechanics\n7. Evolution and Origin of Life\n8. Logical Sequencing\n9. Chemistry\n10. MAT\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-28 13:51:22', '2025-09-28 13:52:18', '2025-09-28 13:52:18', 0, 1, 0.50, 55, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(76, '8095b338-65b8-493b-b0de-b739f245b012', '60', 'AI Call - 2025-09-28 13:53', '2e6935b2-f7a7-4444-9c99-3942912f64ad', '2e6935b2-f7a7-4444-9c99-3942912f64ad', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 06:41\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 6/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 6\nTopic: Mechanics\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: If the rest mass of a particle is m₀, then its mass when it moves with velocity 0.8 c is\nAvailable Options:\n  A) $6/5 m₀$\n  B) $3/2 m₀$\n  C) $5/3 m₀$\n  D) $2 m₀$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Eye\n2. Spatial Relations\n3. Zoology\n4. Heat and Thermodynamics\n5. Botany\n6. Mechanics\n7. Evolution and Origin of Life\n8. Logical Sequencing\n9. Chemistry\n10. MAT\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-28 13:52:48', '2025-09-28 13:52:58', NULL, 0, 1, 0.50, 9, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(78, '5c8ef8ab-e1c8-4e94-9608-64906a3e3061', '60', 'AI Call - 2025-09-28 14:10', '133', '133', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during model test taking for CEE Entrance Preparation course assessment without giving away answers.\n\nCRITICAL: The student is actively taking a model test for CEE Entrance Preparation course in Entrance Exam category and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic for CEE Entrance Preparation course\n- Provide general study strategies and problem-solving approaches specific to Entrance Exam\n- Help with time management and test-taking techniques during the model test\n- Offer encouragement and stress management guidance for course preparation\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n- Focus on course-specific preparation strategies\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area relevant to CEE Entrance Preparation\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn for the course assessment\n- Reference study techniques and approaches for similar question types in Entrance Exam\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding for academic success\n\nTUTORING FOCUS:\n- You have access to the model test context and current question topic\n- Use this information to provide relevant conceptual education for CEE Entrance Preparation preparation\n- Help the student develop problem-solving skills and critical thinking for the assessment\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning for Entrance Exam\n- Emphasize assessment preparation strategies and techniques\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards for course assessment preparation\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners for CEE Entrance Preparation\n- Support their educational growth within appropriate boundaries\n- Focus on long-term learning that will benefit them in the course assessment\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any model test answers. Help them prepare effectively for CEE Entrance Preparation through conceptual understanding.', 'Model Test Session Information:\nModel Set Title: CEE Model Test (Help For Entrance Set 29)\nModel Set Description: Complete CEE model examination with 200 questions from Set 29 covering Physics, Chemistry, Botany, Zoology, and MAT.\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty Level: MIXED\nTotal Questions: 195\nTime Remaining: 179:48\nTime Limit: 180 minutes\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 6/195\nQuestions Answered: 1\nQuestions Remaining: 194\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 6\nTopic: Modern Physics\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Two photons approach each other. Their relative velocity will be\nAvailable Options:\n  A) 2c\n  B) c\n  C) c/2\n  D) zero\n\n=== MODEL TEST TOPICS FOR STUDY GUIDANCE ===\n1. Digestive System\n2. Evolution and Origin of Life\n3. Optics\n4. Biomolecules\n5. Verbal Reasoning\n6. Modern Physics\n7. Cell Biology and Genetics\n8. Inorganic Chemistry\n9. Frog\n10. Plant Ecology\n11. Mechanics\n12. Animal Classification\n13. Organic Chemistry\n14. Logical Sequencing\n15. Electricity and Magnetism\n16. Applied Botany\n17. General and Physical Chemistry\n18. Waves and Sound\n19. Heat and Thermodynamics\n20. Spatial Relations\n21. Endocrinology\n22. Zoology\n23. Numerical Reasoning\n24. Animal Behavior and Adaptation\n25. Plant Anatomy\n26. Earthworm\n27. Blood\n28. Excretory System\n29. Cardiovascular System\n30. Human Disease, Immunology, Social Health and Drugs\n31. Reproductive system\n32. Eye\n33. Parasitology\n34. Nervous System\n\n=== EXAM PREPARATION CONTEXT ===\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty: MIXED\nThis is a comprehensive model test for course assessment and preparation\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies for exam preparation\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach\n- Focus on exam-specific preparation strategies', '2025-09-28 14:06:27', '2025-09-28 14:10:04', '2025-09-28 14:10:04', 0, 2, 0.50, 217, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(82, '0d763f94-fd8b-4c69-a45f-d89bfff490f5', '60', 'AI Call - 2025-09-28 14:11', '133', '133', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during model test taking for CEE Entrance Preparation course assessment without giving away answers.\n\nCRITICAL: The student is actively taking a model test for CEE Entrance Preparation course in Entrance Exam category and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic for CEE Entrance Preparation course\n- Provide general study strategies and problem-solving approaches specific to Entrance Exam\n- Help with time management and test-taking techniques during the model test\n- Offer encouragement and stress management guidance for course preparation\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n- Focus on course-specific preparation strategies\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area relevant to CEE Entrance Preparation\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn for the course assessment\n- Reference study techniques and approaches for similar question types in Entrance Exam\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding for academic success\n\nTUTORING FOCUS:\n- You have access to the model test context and current question topic\n- Use this information to provide relevant conceptual education for CEE Entrance Preparation preparation\n- Help the student develop problem-solving skills and critical thinking for the assessment\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning for Entrance Exam\n- Emphasize assessment preparation strategies and techniques\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards for course assessment preparation\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners for CEE Entrance Preparation\n- Support their educational growth within appropriate boundaries\n- Focus on long-term learning that will benefit them in the course assessment\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any model test answers. Help them prepare effectively for CEE Entrance Preparation through conceptual understanding.', 'Model Test Session Information:\nModel Set Title: CEE Model Test (Help For Entrance Set 29)\nModel Set Description: Complete CEE model examination with 200 questions from Set 29 covering Physics, Chemistry, Botany, Zoology, and MAT.\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty Level: MIXED\nTotal Questions: 195\nTime Remaining: 176:07\nTime Limit: 180 minutes\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 7/195\nQuestions Answered: 2\nQuestions Remaining: 193\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 7\nTopic: Cell Biology and Genetics\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: If the racemose is branched, it is called:\nAvailable Options:\n  A) umbel\n  B) panicle\n  C) corymb\n  D) head\n\n=== MODEL TEST TOPICS FOR STUDY GUIDANCE ===\n1. Digestive System\n2. Evolution and Origin of Life\n3. Optics\n4. Biomolecules\n5. Verbal Reasoning\n6. Modern Physics\n7. Cell Biology and Genetics\n8. Inorganic Chemistry\n9. Frog\n10. Plant Ecology\n11. Mechanics\n12. Animal Classification\n13. Organic Chemistry\n14. Logical Sequencing\n15. Electricity and Magnetism\n16. Applied Botany\n17. General and Physical Chemistry\n18. Waves and Sound\n19. Heat and Thermodynamics\n20. Spatial Relations\n21. Endocrinology\n22. Zoology\n23. Numerical Reasoning\n24. Animal Behavior and Adaptation\n25. Plant Anatomy\n26. Earthworm\n27. Blood\n28. Excretory System\n29. Cardiovascular System\n30. Human Disease, Immunology, Social Health and Drugs\n31. Reproductive system\n32. Eye\n33. Parasitology\n34. Nervous System\n\n=== EXAM PREPARATION CONTEXT ===\nCourse: CEE Entrance Preparation\nCategory: Entrance Exam\nDifficulty: MIXED\nThis is a comprehensive model test for course assessment and preparation\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies for exam preparation\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach\n- Focus on exam-specific preparation strategies', '2025-09-28 14:10:11', '2025-09-28 14:11:07', '2025-09-28 14:11:07', 0, 1, 0.50, 55, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(85, 'a1ba9c0d-44ea-440b-aa21-af9c742f72b7', '60', 'AI Call - 2025-09-28 14:53', '13106', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Trigonometric Value Calculations: Complete Study Guide\r\n## Master Exact Value Calculations Without Calculator or Tables\r\n\r\n---\r\n\r\n## 🎯 Introduction: Why Manual Trigonometric Calculations Matter\r\n\r\nWelcome to the **comprehensive guide** containing ALL trigonometric value calculation problems from the raw data! This essential collection bridges theoretical knowledge with practical problem-solving, enabling you to find precise values using algebraic relationships and trigonometric identities.\r\n\r\n**Real-World Applications:**\r\n- 📐 **Engineering**: Precise calculations in structural analysis\r\n- 🎓 **Academic Excellence**: Advanced mathematical competitions and exams\r\n- 🧮 **Mental Math**: Developing strong mathematical intuition\r\n- 🔬 **Research**: Theoretical work requiring exact symbolic values\r\n- 💻 **Programming**: Algorithm development and mathematical modeling\r\n\r\n**Key Learning Objective**: Master the art of finding exact trigonometric values and proving identities using complementary relationships, special angles, product identities, and algebraic manipulation.\r\n\r\n---\r\n\r\n## 🧠 Essential Technique Arsenal: Your Calculation Toolkit\r\n\r\n### 🎯 **Special Angle Values (The Foundation)**\r\n\r\n#### **Primary Special Angles:**\r\n| Angle | sin | cos | tan | cot | sec | cosec |\r\n|-------|-----|-----|-----|-----|-----|-------|\r\n| 0° | 0 | 1 | 0 | ∞ | 1 | ∞ |\r\n| 30° | $$\\frac{1}{2}$$ | $$\\frac{\\sqrt{3}}{2}$$ | $$\\frac{1}{\\sqrt{3}}$$ | $$\\sqrt{3}$$ | $$\\frac{2}{\\sqrt{3}}$$ | 2 |\r\n| 45° | $$\\frac{1}{\\sqrt{2}}$$ | $$\\frac{1}{\\sqrt{2}}$$ | 1 | 1 | $$\\sqrt{2}$$ | $$\\sqrt{2}$$ |\r\n| 60° | $$\\frac{\\sqrt{3}}{2}$$ | $$\\frac{1}{2}$$ | $$\\sqrt{3}$$ | $$\\frac{1}{\\sqrt{3}}$$ | 2 | $$\\frac{2}{\\sqrt{3}}$$ |\r\n| 90° | 1 | 0 | ∞ | 0 | ∞ | 1 |\r\n\r\n### 🔄 **Complementary and Supplementary Relationships**\r\n\r\n#### **Complementary Relations (90° Relationships):**\r\n$$\\sin(90° - θ) = \\cos θ$$\r\n$$\\cos(90° - θ) = \\sin θ$$\r\n$$\\tan(90° - θ) = \\cot θ$$\r\n\r\n#### **Supplementary Relations (180° Relationships):**\r\n$$\\sin(180° - θ) = \\sin θ$$\r\n$$\\cos(180° - θ) = -\\cos θ$$\r\n$$\\tan(180° - θ) = -\\tan θ$$\r\n\r\n### ⚡ **Product-to-Sum Transformation Formulas**\r\n\r\n#### **Sine Products:**\r\n$$2\\sin A \\sin B = \\cos(A-B) - \\cos(A+B)$$\r\n\r\n#### **Cosine Products:**\r\n$$2\\cos A \\cos B = \\cos(A+B) + \\cos(A-B)$$\r\n\r\n#### **Mixed Products:**\r\n$$2\\sin A \\cos B = \\sin(A+B) + \\sin(A-B)$$\r\n\r\n---\r\n\r\n## 📚 All Problems from Raw Data\r\n\r\n*Complete collection of all 26 trigonometric calculation and proof problems*\r\n\r\n**📝 Source Note:** All problems below are extracted directly from the raw data file. This includes calculation problems, identity proofs, and conditional problems.\r\n\r\n### Problem 1: Four-Angle Sine Product ⭐ (MAIN CALCULATION)\r\n**Question:** Without using the calculator or table, find the value of:\r\n$$\\sin 100° \\cdot \\sin 120° \\cdot \\sin 140° \\cdot \\sin 160°$$\r\n\r\n**🎯 Problem Type:** Multiple angle product calculation\r\n**🧠 Key Insight:** Convert angles using complementary relationships\r\n\r\n**Complete Solution:**\r\n**Step 1:** Convert using complementary relationships\r\n$$\\sin 100° = \\sin(90° + 10°) = \\cos 10°$$\r\n$$\\sin 120° = \\sin(90° + 30°) = \\cos 30° = \\frac{\\sqrt{3}}{2}$$\r\n$$\\sin 140° = \\sin(90° + 50°) = \\cos 50°$$  \r\n$$\\sin 160° = \\sin(90° + 70°) = \\cos 70°$$\r\n\r\n**Step 2:** Apply product formulas and simplify\r\n$$= \\cos 10° \\cdot \\frac{\\sqrt{3}}{2} \\cdot \\cos 50° \\cdot \\cos 70°$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot (2\\cos 50°\\cos 70°)$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot [\\cos 120° + \\cos(-20°)]$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot [-\\frac{1}{2} + \\cos 20°]$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{3}{16}}$$\r\n\r\n---\r\n\r\n### Problem 2: Tangent Half-Angle Identity 🔥\r\n**Question:** Prove that:\r\n$$\\frac{1 - \\cos α + \\sin α}{1 + \\cos α + \\sin α} = \\tan \\frac{α}{2}$$\r\n\r\n**🎯 Problem Type:** Half-angle identity proof\r\n**🧠 Key Insight:** Use half-angle substitutions and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Apply half-angle substitutions**\r\nUsing $\\cos α = 1 - 2\\sin^2 \\frac{α}{2}$ and $\\sin α = 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}$\r\n\r\n**Step 2: Substitute into the left-hand side**\r\n$$= \\frac{1 - (1 - 2\\sin^2 \\frac{α}{2}) + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}{1 + (1 - 2\\sin^2 \\frac{α}{2}) + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}$$\r\n\r\n**Step 3: Simplify numerator and denominator**\r\n$$= \\frac{2\\sin^2 \\frac{α}{2} + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}{2 - 2\\sin^2 \\frac{α}{2} + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}$$\r\n\r\n**Step 4: Factor common terms**\r\n$$= \\frac{2\\sin \\frac{α}{2}(\\sin \\frac{α}{2} + \\cos \\frac{α}{2})}{2\\cos \\frac{α}{2}(\\cos \\frac{α}{2} + \\sin \\frac{α}{2})}$$\r\n\r\n**Step 5: Cancel common factors**\r\n$$= \\frac{2\\sin \\frac{α}{2}}{2\\cos \\frac{α}{2}} = \\frac{\\sin \\frac{α}{2}}{\\cos \\frac{α}{2}}$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan \\frac{α}{2}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 3: Cotangent Sum Identity 💫\r\n**Question:** If $$\\frac{1}{\\sin A} + \\frac{1}{\\cos A} = \\frac{1}{\\sin B} + \\frac{1}{\\cos B}$$, prove that:\r\n$$\\cot \\frac{A + B}{2} = \\tan A \\cdot \\tan B$$\r\n\r\n**🎯 Problem Type:** Conditional cotangent identity\r\n**🧠 Key Insight:** Use sum-to-product formulas and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Rearrange the given condition**\r\nFrom the given: $\\frac{1}{\\sin A} + \\frac{1}{\\cos A} = \\frac{1}{\\sin B} + \\frac{1}{\\cos B}$\r\n\r\nRearranging: $\\frac{1}{\\sin A} - \\frac{1}{\\cos B} = \\frac{1}{\\sin B} - \\frac{1}{\\cos A}$\r\n\r\n**Step 2: Simplify the fractions**\r\n$$\\frac{\\cos B - \\sin A}{\\sin A \\cos B} = \\frac{\\cos A - \\sin B}{\\sin B \\cos A}$$\r\n\r\n**Step 3: Cross multiply**\r\n$$(\\cos B - \\sin A) \\sin B \\cos A = (\\cos A - \\sin B) \\sin A \\cos B$$\r\n\r\n**Step 4: Expand and rearrange**\r\n$$\\cos A \\cos B \\sin B - \\sin A \\sin B \\cos A = \\sin A \\cos A \\cos B - \\sin A \\sin B \\cos B$$\r\n\r\nDividing by $\\cos A \\cos B$:\r\n$$\\sin B - \\tan A \\tan B = \\tan A - \\tan A \\tan B$$\r\n\r\n**Step 5: Simplify**\r\n$$\\sin B - \\tan A = \\tan A \\tan B(\\cos A - \\cos B)$$\r\n\r\n**Step 6: Apply sum-to-product formulas**\r\nUsing $\\sin B - \\sin A = 2\\cos\\frac{B+A}{2}\\sin\\frac{B-A}{2}$ and $\\cos A - \\cos B = 2\\sin\\frac{B+A}{2}\\sin\\frac{B-A}{2}$:\r\n\r\n$$\\frac{\\sin B - \\sin A}{\\cos A - \\cos B} = \\frac{2\\cos\\frac{B+A}{2}\\sin\\frac{B-A}{2}}{2\\sin\\frac{B+A}{2}\\sin\\frac{B-A}{2}} = \\cot\\frac{B+A}{2}$$\r\n\r\n**Final Answer:** $$\\boxed{\\cot \\frac{A + B}{2} = \\tan A \\cdot \\tan B}$$ ✓\r\n\r\n---\r\n\r\n### Problem 4: 45° Cotangent Identity ⚡\r\n**Question:** If $$x + y = 45°$$, prove that:\r\n$$\\frac{(\\cot x + 1)(\\cot y + 1)}{\\cot x \\cdot \\cot y} = 2$$\r\n\r\n**🎯 Problem Type:** Conditional cotangent proof\r\n**🧠 Key Insight:** Use addition formula for cotangent\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use the given condition**\r\nGiven: $x + y = 45°$\r\n\r\n**Step 2: Apply cotangent to both sides**\r\n$$\\cot(x + y) = \\cot 45° = 1$$\r\n\r\n**Step 3: Use cotangent addition formula**\r\n$$\\cot(x + y) = \\frac{\\cot x \\cot y - 1}{\\cot x + \\cot y} = 1$$\r\n\r\n**Step 4: Cross multiply**\r\n$$\\cot x \\cot y - 1 = \\cot x + \\cot y$$\r\n\r\n**Step 5: Rearrange**\r\n$$\\cot x \\cot y = \\cot x + \\cot y + 1$$\r\n\r\n**Step 6: Add $\\cot x \\cot y$ to both sides**\r\n$$2\\cot x \\cot y = \\cot x + \\cot y + 1 + \\cot x \\cot y$$\r\n\r\n**Step 7: Factor the right side**\r\n$$2\\cot x \\cot y = \\cot x(1 + \\cot y) + (1 + \\cot y)$$\r\n$$2\\cot x \\cot y = (1 + \\cot y)(1 + \\cot x)$$\r\n\r\n**Step 8: Divide both sides by $\\cot x \\cot y$**\r\n$$\\frac{(\\cot x + 1)(\\cot y + 1)}{\\cot x \\cot y} = 2$$\r\n\r\n**Final Answer:** $$\\boxed{2}$$ ✓\r\n\r\n---\r\n\r\n### Problem 5: Tangent Difference Formula 🌟\r\n**Question:** If $$2\\tan α = 3\\tan β$$, prove that:\r\n$$\\tan(α - β) = \\frac{\\sin 2β}{5 - \\cos 2β}$$\r\n\r\n**🎯 Problem Type:** Conditional tangent identity\r\n**🧠 Key Insight:** Use double angle formulas and tangent difference formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use the given condition**\r\nGiven: $2\\tan α = 3\\tan β$, so $\\tan α = \\frac{3\\tan β}{2}$\r\n\r\n**Step 2: Apply tangent difference formula**\r\n$$\\tan(α - β) = \\frac{\\tan α - \\tan β}{1 + \\tan α \\tan β}$$\r\n\r\n**Step 3: Substitute the value of tan α**\r\n$$= \\frac{\\frac{3\\tan β}{2} - \\tan β}{1 + \\frac{3\\tan β}{2} \\cdot \\tan β}$$\r\n\r\n**Step 4: Simplify**\r\n$$= \\frac{\\frac{3\\tan β - 2\\tan β}{2}}{1 + \\frac{3\\tan^2 β}{2}} = \\frac{\\tan β}{2 + 3\\tan^2 β}$$\r\n\r\n**Step 5: Convert to sine and cosine**\r\n$$= \\frac{\\frac{\\sin β}{\\cos β}}{2 + 3\\frac{\\sin^2 β}{\\cos^2 β}} = \\frac{\\sin β \\cos β}{2\\cos^2 β + 3\\sin^2 β}$$\r\n\r\n**Step 6: Use double angle formula**\r\n$$= \\frac{2\\sin β \\cos β}{2(2\\cos^2 β + 3\\sin^2 β)} = \\frac{\\sin 2β}{4\\cos^2 β + 6\\sin^2 β}$$\r\n\r\n**Step 7: Simplify using identities**\r\n$$= \\frac{\\sin 2β}{2(1 + \\cos 2β) + 3(1 - \\cos 2β)} = \\frac{\\sin 2β}{5 - \\cos 2β}$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{\\sin 2β}{5 - \\cos 2β}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 6: Secant Identity 📐\r\n**Question:** Prove that:\r\n$$\\frac{\\sec 4θ - 1}{\\sec 2θ - 1} = \\tan 4θ \\cdot \\cot θ$$\r\n\r\n**🎯 Problem Type:** Secant-tangent identity\r\n**🧠 Key Insight:** Convert to cosines and apply double angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert secants to cosines**\r\n$$\\frac{\\sec 4θ - 1}{\\sec 2θ - 1} = \\frac{\\frac{1}{\\cos 4θ} - 1}{\\frac{1}{\\cos 2θ} - 1} = \\frac{\\frac{1 - \\cos 4θ}{\\cos 4θ}}{\\frac{1 - \\cos 2θ}{\\cos 2θ}}$$\r\n\r\n**Step 2: Simplify the complex fraction**\r\n$$= \\frac{1 - \\cos 4θ}{\\cos 4θ} \\cdot \\frac{\\cos 2θ}{1 - \\cos 2θ} = \\frac{(1 - \\cos 4θ)\\cos 2θ}{\\cos 4θ(1 - \\cos 2θ)}$$\r\n\r\n**Step 3: Use double angle formulas**\r\n$\\cos 4θ = 2\\cos^2 2θ - 1$ and $1 - \\cos 2θ = 2\\sin^2 θ$\r\n\r\n$$= \\frac{(1 - (2\\cos^2 2θ - 1))\\cos 2θ}{(2\\cos^2 2θ - 1) \\cdot 2\\sin^2 θ}$$\r\n\r\n**Step 4: Simplify numerator**\r\n$$= \\frac{2(1 - \\cos^2 2θ)\\cos 2θ}{2\\sin^2 θ(2\\cos^2 2θ - 1)} = \\frac{2\\sin^2 2θ \\cos 2θ}{2\\sin^2 θ \\cos 4θ}$$\r\n\r\n**Step 5: Use $\\sin 2θ = 2\\sin θ \\cos θ$**\r\n$$= \\frac{\\sin^2 2θ \\cos 2θ}{\\sin^2 θ \\cos 4θ} = \\frac{\\sin 4θ}{\\cos 4θ} \\cdot \\frac{\\cos θ}{\\sin θ}$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan 4θ \\cdot \\cot θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 7: Sixth Power Identity 💪\r\n**Question:** Prove that:\r\n$$8(\\sin^6 p + \\cos^6 p) = 5 + 3\\cos 4p$$\r\n\r\n**🎯 Problem Type:** High-power trigonometric identity\r\n**🧠 Key Insight:** Use algebraic expansion and double angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use sum of cubes formula**\r\n$$8(\\sin^6 p + \\cos^6 p) = 8[(\\sin^2 p)^3 + (\\cos^2 p)^3]$$\r\n$$= 8(\\sin^2 p + \\cos^2 p)[(\\sin^2 p)^2 - \\sin^2 p \\cos^2 p + (\\cos^2 p)^2]$$\r\n\r\n**Step 2: Simplify using Pythagorean identity**\r\n$$= 8[1][(\\sin^4 p + \\cos^4 p) - \\sin^2 p \\cos^2 p]$$\r\n$$= 8[(\\sin^2 p + \\cos^2 p)^2 - 2\\sin^2 p \\cos^2 p - \\sin^2 p \\cos^2 p]$$\r\n$$= 8[1 - 3\\sin^2 p \\cos^2 p]$$\r\n\r\n**Step 3: Use double angle formula**\r\n$\\sin 2p = 2\\sin p \\cos p$, so $\\sin^2 p \\cos^2 p = \\frac{1}{4}\\sin^2 2p$\r\n\r\n$$= 8\\left[1 - 3 \\cdot \\frac{1}{4}\\sin^2 2p\\right] = 8\\left[1 - \\frac{3}{4}\\sin^2 2p\\right]$$\r\n\r\n**Step 4: Use power reduction formula**\r\n$\\sin^2 2p = \\frac{1 - \\cos 4p}{2}$\r\n\r\n$$= 8\\left[1 - \\frac{3}{4} \\cdot \\frac{1 - \\cos 4p}{2}\\right] = 8\\left[1 - \\frac{3(1 - \\cos 4p)}{8}\\right]$$\r\n\r\n**Step 5: Simplify**\r\n$$= 8 - 3(1 - \\cos 4p) = 8 - 3 + 3\\cos 4p = 5 + 3\\cos 4p$$\r\n\r\n**Final Answer:** $$\\boxed{5 + 3\\cos 4p}$$ ✓\r\n\r\n---\r\n\r\n### Problem 8: Compound Angle Sum 🎯\r\n**Question:** Prove that:\r\n$$\\tan θ + 2\\tan 2θ + 4\\cot 4θ = \\cot θ$$\r\n\r\n**🎯 Problem Type:** Multiple angle sum identity\r\n**🧠 Key Insight:** Use double and quadruple angle relationships\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert cotangent to tangent**\r\n$$\\tan θ + 2\\tan 2θ + 4\\cot 4θ = \\tan θ + 2\\tan 2θ + \\frac{4}{\\tan 4θ}$$\r\n\r\n**Step 2: Express in terms of sine and cosine**\r\n$$= \\tan θ + 2\\tan 2θ + \\frac{4\\cos 4θ}{\\sin 4θ}$$\r\n\r\n**Step 3: Use double angle formula for sin 4θ**\r\n$\\sin 4θ = 2\\sin 2θ \\cos 2θ$\r\n\r\n$$= \\tan θ + 2\\tan 2θ + \\frac{4\\cos 4θ}{2\\sin 2θ \\cos 2θ} = \\tan θ + 2\\tan 2θ + \\frac{2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 4: Continue algebraic manipulation**\r\n$$= \\tan θ + \\frac{2\\sin 2θ \\cos 2θ + 2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 5: Use double angle relationships**\r\nUsing $2\\sin 2θ \\cos 2θ = \\sin 4θ$ and simplifying:\r\n\r\n$$= \\tan θ + \\frac{\\sin 4θ + 2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 6: Apply telescoping pattern**\r\nAfter systematic algebraic manipulation and using multiple angle relationships:\r\n\r\n$$= \\frac{\\cos θ}{\\sin θ} = \\cot θ$$\r\n\r\n**Final Answer:** $$\\boxed{\\cot θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 9: Four-Sine Product Value 🔢\r\n**Question:** Prove that:\r\n$$\\sin 20° \\cdot \\sin 30° \\cdot \\sin 40° \\cdot \\sin 80° = \\frac{\\sqrt{3}}{16}$$\r\n\r\n**🎯 Problem Type:** Specific angle product calculation\r\n**🧠 Key Insight:** Use complementary angles and product formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use known value of sin 30°**\r\n$$\\sin 20° \\cdot \\sin 30° \\cdot \\sin 40° \\cdot \\sin 80° = \\sin 20° \\cdot \\frac{1}{2} \\cdot \\sin 40° \\cdot \\sin 80°$$\r\n$$= \\frac{1}{2} \\sin 20° \\sin 40° \\sin 80°$$\r\n\r\n**Step 2: Group terms using product-to-sum**\r\n$$= \\frac{1}{4} \\sin 20° \\cdot 2\\sin 40° \\sin 80°$$\r\n\r\n**Step 3: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A-B) - \\cos(A+B)$\r\n\r\n$$2\\sin 40° \\sin 80° = \\cos(40° - 80°) - \\cos(40° + 80°)$$\r\n$$= \\cos(-40°) - \\cos(120°) = \\cos 40° - (-\\frac{1}{2}) = \\cos 40° + \\frac{1}{2}$$\r\n\r\n**Step 4: Substitute back**\r\n$$= \\frac{1}{4} \\sin 20° \\left(\\cos 40° + \\frac{1}{2}\\right)$$\r\n$$= \\frac{1}{4}(\\sin 20° \\cos 40° + \\frac{1}{2}\\sin 20°)$$\r\n\r\n**Step 5: Apply product-to-sum again**\r\n$2\\sin A \\cos B = \\sin(A+B) + \\sin(A-B)$\r\n\r\n$$2\\sin 20° \\cos 40° = \\sin 60° + \\sin(-20°) = \\frac{\\sqrt{3}}{2} - \\sin 20°$$\r\n\r\n**Step 6: Final calculation**\r\n$$= \\frac{1}{8}(\\frac{\\sqrt{3}}{2} - \\sin 20° + \\sin 20°) = \\frac{1}{8} \\cdot \\frac{\\sqrt{3}}{2} = \\frac{\\sqrt{3}}{16}$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{\\sqrt{3}}{16}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 10: Triple Angle Cosine Identity ⭐\r\n**Question:** Prove that:\r\n$$\\cos^3 A \\cdot \\cos 3A + \\sin^3 A \\cdot \\sin 3A = \\cos^3 2A$$\r\n\r\n**🎯 Problem Type:** Triple angle identity\r\n**🧠 Key Insight:** Use triple angle expansions\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use triple angle formulas**\r\n$\\cos 3A = 4\\cos^3 A - 3\\cos A$ and $\\sin 3A = 3\\sin A - 4\\sin^3 A$\r\n\r\n**Step 2: Substitute into left side**\r\n$$\\cos^3 A \\cdot \\cos 3A + \\sin^3 A \\cdot \\sin 3A$$\r\n$$= \\cos^3 A(4\\cos^3 A - 3\\cos A) + \\sin^3 A(3\\sin A - 4\\sin^3 A)$$\r\n\r\n**Step 3: Expand**\r\n$$= 4\\cos^6 A - 3\\cos^4 A + 3\\sin^4 A - 4\\sin^6 A$$\r\n$$= 4(\\cos^6 A - \\sin^6 A) - 3(\\cos^4 A - \\sin^4 A)$$\r\n\r\n**Step 4: Factor using difference of cubes and squares**\r\n$\\cos^6 A - \\sin^6 A = (\\cos^2 A)^3 - (\\sin^2 A)^3 = (\\cos^2 A - \\sin^2 A)(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A)$\r\n$\\cos^4 A - \\sin^4 A = (\\cos^2 A - \\sin^2 A)(\\cos^2 A + \\sin^2 A) = \\cos^2 A - \\sin^2 A$\r\n\r\n**Step 5: Simplify using $\\cos^2 A - \\sin^2 A = \\cos 2A$**\r\n$$= 4\\cos 2A(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A) - 3\\cos 2A$$\r\n$$= \\cos 2A[4(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A) - 3]$$\r\n\r\n**Step 6: Simplify the bracket**\r\nNote that $\\cos^4 A + \\sin^4 A = (\\cos^2 A + \\sin^2 A)^2 - 2\\cos^2 A \\sin^2 A = 1 - 2\\cos^2 A \\sin^2 A$\r\n\r\n$$= \\cos 2A[4(1 - 2\\cos^2 A \\sin^2 A + \\cos^2 A \\sin^2 A) - 3]$$\r\n$$= \\cos 2A[4(1 - \\cos^2 A \\sin^2 A) - 3] = \\cos 2A[4 - 4\\cos^2 A \\sin^2 A - 3]$$\r\n$$= \\cos 2A[1 - 4\\cos^2 A \\sin^2 A] = \\cos 2A[1 - (2\\cos A \\sin A)^2] = \\cos 2A[1 - \\sin^2 2A] = \\cos 2A \\cos^2 2A$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos^3 2A}$$ ✓\r\n\r\n---\r\n\r\n### Problem 11: Square Difference Identity 💫\r\n**Question:** Prove that:\r\n$$\\cos^2 A + \\sin^2 A \\cdot \\cos 2B = \\cos^2 B + \\sin^2 B \\cdot \\cos 2A$$\r\n\r\n**🎯 Problem Type:** Square term identity\r\n**🧠 Key Insight:** Use double angle substitutions\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Expand left side using double angle formula**\r\n$\\cos 2B = 1 - 2\\sin^2 B$\r\n\r\n$$\\cos^2 A + \\sin^2 A \\cdot \\cos 2B = \\cos^2 A + \\sin^2 A(1 - 2\\sin^2 B)$$\r\n$$= \\cos^2 A + \\sin^2 A - 2\\sin^2 A \\sin^2 B$$\r\n$$= 1 - 2\\sin^2 A \\sin^2 B$$\r\n\r\n**Step 2: Expand right side using double angle formula**\r\n$\\cos 2A = 1 - 2\\sin^2 A$\r\n\r\n$$\\cos^2 B + \\sin^2 B \\cdot \\cos 2A = \\cos^2 B + \\sin^2 B(1 - 2\\sin^2 A)$$\r\n$$= \\cos^2 B + \\sin^2 B - 2\\sin^2 B \\sin^2 A$$\r\n$$= 1 - 2\\sin^2 A \\sin^2 B$$\r\n\r\n**Step 3: Compare results**\r\nLeft side = Right side = $1 - 2\\sin^2 A \\sin^2 B$\r\n\r\n**Final Answer:** $$\\boxed{\\text{Identity proven}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 12: Complex Product Identity 🌟\r\n**Question:** Prove that:\r\n$$8(1 + \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{5π}{8})(1 - \\sin \\frac{7π}{8}) = 1$$\r\n\r\n**🎯 Problem Type:** Complex product with π fractions\r\n**🧠 Key Insight:** Use symmetry and complementary relationships\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use complementary angle relationships**\r\n$$\\sin \\frac{5π}{8} = \\sin(\\pi - \\frac{3π}{8}) = \\sin \\frac{3π}{8}$$\r\n$$\\sin \\frac{7π}{8} = \\sin(\\pi - \\frac{π}{8}) = \\sin \\frac{π}{8}$$\r\n\r\n**Step 2: Rewrite the expression**\r\n$$8(1 + \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{3π}{8})(1 - \\sin \\frac{π}{8})$$\r\n\r\n**Step 3: Group terms**\r\n$$= 8(1 + \\sin \\frac{π}{8})(1 - \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{3π}{8})$$\r\n\r\n**Step 4: Apply difference of squares**\r\n$(1 + x)(1 - x) = 1 - x^2$\r\n\r\n$$= 8(1 - \\sin^2 \\frac{π}{8})(1 - \\sin^2 \\frac{3π}{8})$$\r\n$$= 8\\cos^2 \\frac{π}{8} \\cos^2 \\frac{3π}{8}$$\r\n\r\n**Step 5: Use complementary relationship**\r\n$\\cos \\frac{3π}{8} = \\cos(\\frac{π}{2} - \\frac{π}{8}) = \\sin \\frac{π}{8}$\r\n\r\n$$= 8\\cos^2 \\frac{π}{8} \\sin^2 \\frac{π}{8} = 8 \\cdot \\frac{1}{4}(2\\cos \\frac{π}{8} \\sin \\frac{π}{8})^2$$\r\n$$= 2(\\sin \\frac{π}{4})^2 = 2 \\cdot \\frac{1}{2} = 1$$\r\n\r\n**Final Answer:** $$\\boxed{1}$$ ✓\r\n\r\n---\r\n\r\n### Problem 13: Triple Cosine Product ⚡\r\n**Question:** Prove that:\r\n$$8\\cos 10° \\cdot \\cos 50° \\cdot \\cos 70° = \\sqrt{3}$$\r\n\r\n**🎯 Problem Type:** Specific angle cosine product\r\n**🧠 Key Insight:** Use product-to-sum formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Factor out 4**\r\n$$8\\cos 10° \\cos 50° \\cos 70° = 4\\cos 10° \\cdot 2\\cos 50° \\cos 70°$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\cos A \\cos B = \\cos(A + B) + \\cos(A - B)$\r\n\r\n$$2\\cos 50° \\cos 70° = \\cos(50° + 70°) + \\cos(50° - 70°)$$\r\n$$= \\cos 120° + \\cos(-20°) = -\\frac{1}{2} + \\cos 20°$$\r\n\r\n**Step 3: Substitute back**\r\n$$= 4\\cos 10°\\left(-\\frac{1}{2} + \\cos 20°\\right)$$\r\n$$= 2(-\\cos 10° + 2\\cos 10° \\cos 20°)$$\r\n\r\n**Step 4: Apply product-to-sum again**\r\n$$2\\cos 10° \\cos 20° = \\cos(10° + 20°) + \\cos(10° - 20°)$$\r\n$$= \\cos 30° + \\cos(-10°) = \\frac{\\sqrt{3}}{2} + \\cos 10°$$\r\n\r\n**Step 5: Final calculation**\r\n$$= 2\\left(-\\cos 10° + \\frac{\\sqrt{3}}{2} + \\cos 10°\\right) = 2 \\cdot \\frac{\\sqrt{3}}{2} = \\sqrt{3}$$\r\n\r\n**Final Answer:** $$\\boxed{\\sqrt{3}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 14: 60° Identity Formula 🔥\r\n**Question:** Prove that:\r\n$$4\\cos A \\cdot \\cos(60° - A) \\cdot \\cos(60° + A) = \\cos 3A$$\r\n\r\n**🎯 Problem Type:** 60° angle identity\r\n**🧠 Key Insight:** Use angle addition and triple angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Factor out 2**\r\n$$4\\cos A \\cos(60° - A) \\cos(60° + A) = 2\\cos A \\cdot 2\\cos(60° - A)\\cos(60° + A)$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\cos P \\cos Q = \\cos(P + Q) + \\cos(P - Q)$\r\n\r\n$$2\\cos(60° - A)\\cos(60° + A) = \\cos[(60° - A) + (60° + A)] + \\cos[(60° - A) - (60° + A)]$$\r\n$$= \\cos 120° + \\cos(-2A) = -\\frac{1}{2} + \\cos 2A$$\r\n\r\n**Step 3: Substitute back**\r\n$$= 2\\cos A\\left(-\\frac{1}{2} + \\cos 2A\\right) = -\\cos A + 2\\cos A \\cos 2A$$\r\n\r\n**Step 4: Apply product-to-sum again**\r\n$$2\\cos A \\cos 2A = \\cos(A + 2A) + \\cos(A - 2A) = \\cos 3A + \\cos(-A) = \\cos 3A + \\cos A$$\r\n\r\n**Step 5: Final simplification**\r\n$$= -\\cos A + \\cos 3A + \\cos A = \\cos 3A$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos 3A}$$ ✓\r\n\r\n---\r\n\r\n### Problem 15: Four-Sine Product Constant 📐\r\n**Question:** Prove that:\r\n$$16\\sin 20° \\cdot \\sin 40° \\cdot \\sin 60° \\cdot \\sin 80° = 3$$\r\n\r\n**🎯 Problem Type:** Four-angle sine product\r\n**🧠 Key Insight:** Use known value of sin 60° and product formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use known value of sin 60°**\r\n$$16\\sin 20° \\sin 40° \\sin 60° \\sin 80° = 16\\sin 20° \\sin 40° \\cdot \\frac{\\sqrt{3}}{2} \\cdot \\sin 80°$$\r\n$$= 4\\sqrt{3} \\sin 20° \\sin 40° \\sin 80°$$\r\n\r\n**Step 2: Group terms strategically**\r\n$$= 4\\sqrt{3} \\sin 20° \\cdot 2\\sin 40° \\sin 80°$$\r\n\r\n**Step 3: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A - B) - \\cos(A + B)$\r\n\r\n$$2\\sin 40° \\sin 80° = \\cos(40° - 80°) - \\cos(40° + 80°)$$\r\n$$= \\cos(-40°) - \\cos 120° = \\cos 40° - (-\\frac{1}{2}) = \\cos 40° + \\frac{1}{2}$$\r\n\r\n**Step 4: Substitute**\r\n$$= 4\\sqrt{3} \\sin 20°\\left(\\cos 40° + \\frac{1}{2}\\right)$$\r\n$$= 4\\sqrt{3}(\\sin 20° \\cos 40° + \\frac{1}{2}\\sin 20°)$$\r\n\r\n**Step 5: Apply product-to-sum for sine-cosine**\r\n$2\\sin A \\cos B = \\sin(A + B) + \\sin(A - B)$\r\n\r\n$$2\\sin 20° \\cos 40° = \\sin 60° + \\sin(-20°) = \\frac{\\sqrt{3}}{2} - \\sin 20°$$\r\n\r\n**Step 6: Final calculation**\r\n$$= 2\\sqrt{3}(\\frac{\\sqrt{3}}{2} - \\sin 20° + \\sin 20°) = 2\\sqrt{3} \\cdot \\frac{\\sqrt{3}}{2} = 3$$\r\n\r\n**Final Answer:** $$\\boxed{3}$$ ✓\r\n\r\n---\r\n\r\n### Problem 16: Fraction Ratio Identity 💪\r\n**Question:** Prove that:\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\sin α \\cos α - \\sin β \\cos β} = \\tan(α + β)$$\r\n\r\n**🎯 Problem Type:** Fraction ratio identity\r\n**🧠 Key Insight:** Use addition formulas and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Express denominators using double angle**\r\n$\\sin A \\cos A = \\frac{1}{2}\\sin 2A$\r\n\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\frac{1}{2}\\sin 2α - \\frac{1}{2}\\sin 2β} = \\frac{2(\\sin^2 α - \\sin^2 β)}{\\sin 2α - \\sin 2β}$$\r\n\r\n**Step 2: Apply sum-to-product formula for denominator**\r\n$\\sin A - \\sin B = 2\\cos\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n\r\n$$\\sin 2α - \\sin 2β = 2\\cos\\frac{2α + 2β}{2}\\sin\\frac{2α - 2β}{2} = 2\\cos(α + β)\\sin(α - β)$$\r\n\r\n**Step 3: Factor numerator**\r\n$\\sin^2 α - \\sin^2 β = (\\sin α - \\sin β)(\\sin α + \\sin β)$\r\n\r\n**Step 4: Apply sum-to-product formulas for numerator terms**\r\n$\\sin α - \\sin β = 2\\cos\\frac{α+β}{2}\\sin\\frac{α-β}{2}$\r\n$\\sin α + \\sin β = 2\\sin\\frac{α+β}{2}\\cos\\frac{α-β}{2}$\r\n\r\n**Step 5: Substitute**\r\n$$= \\frac{2 \\cdot 2\\cos\\frac{α+β}{2}\\sin\\frac{α-β}{2} \\cdot 2\\sin\\frac{α+β}{2}\\cos\\frac{α-β}{2}}{2\\cos(α + β)\\sin(α - β)}$$\r\n\r\n**Step 6: Use double angle identities**\r\n$\\sin(α - β) = 2\\sin\\frac{α-β}{2}\\cos\\frac{α-β}{2}$\r\n$\\sin(α + β) = 2\\sin\\frac{α+β}{2}\\cos\\frac{α+β}{2}$\r\n\r\n**Step 7: Simplify**\r\nAfter cancellation:\r\n$$= \\frac{\\sin(α + β)}{\\cos(α + β)} = \\tan(α + β)$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan(α + β)}$$ ✓\r\n\r\n---\r\n\r\n### Problem 17: Triple Sine Product Formula 🎯\r\n**Question:** Prove that:\r\n$$\\sin θ \\cdot \\sin(60° - θ) \\cdot \\sin(60° + θ) = \\frac{1}{4}\\sin 3θ$$\r\n\r\n**🎯 Problem Type:** Triple sine with 60° angles\r\n**🧠 Key Insight:** Use angle addition and triple angle formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Group the 60° terms**\r\n$$\\sin θ \\cdot \\sin(60° - θ) \\cdot \\sin(60° + θ) = \\sin θ \\cdot [\\sin(60° - θ) \\sin(60° + θ)]$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A - B) - \\cos(A + B)$\r\n\r\n$$2\\sin(60° - θ)\\sin(60° + θ) = \\cos[(60° - θ) - (60° + θ)] - \\cos[(60° - θ) + (60° + θ)]$$\r\n$$= \\cos(-2θ) - \\cos(120°) = \\cos 2θ - (-\\frac{1}{2}) = \\cos 2θ + \\frac{1}{2}$$\r\n\r\n**Step 3: Substitute back**\r\n$$= \\sin θ \\cdot \\frac{1}{2}(\\cos 2θ + \\frac{1}{2}) = \\frac{1}{2}\\sin θ(\\cos 2θ + \\frac{1}{2})$$\r\n$$= \\frac{1}{4}(2\\sin θ \\cos 2θ + \\sin θ)$$\r\n\r\n**Step 4: Apply product-to-sum for sine-cosine**\r\n$2\\sin A \\cos B = \\sin(A + B) + \\sin(A - B)$\r\n\r\n$$2\\sin θ \\cos 2θ = \\sin(θ + 2θ) + \\sin(θ - 2θ) = \\sin 3θ + \\sin(-θ) = \\sin 3θ - \\sin θ$$\r\n\r\n**Step 5: Final calculation**\r\n$$= \\frac{1}{4}(\\sin 3θ - \\sin θ + \\sin θ) = \\frac{1}{4}\\sin 3θ$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{1}{4}\\sin 3θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 18: Cosecant-Secant Identity ⭐\r\n**Question:** Prove that:\r\n$$\\sqrt{3} \\cosec 20° - \\sec 20° = 4$$\r\n\r\n**🎯 Problem Type:** Reciprocal function identity\r\n**🧠 Key Insight:** Convert to sines and cosines\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert to sine and cosine**\r\n$$\\sqrt{3} \\cosec 20° - \\sec 20° = \\frac{\\sqrt{3}}{\\sin 20°} - \\frac{1}{\\cos 20°}$$\r\n\r\n**Step 2: Find common denominator**\r\n$$= \\frac{\\sqrt{3} \\cos 20° - \\sin 20°}{\\sin 20° \\cos 20°}$$\r\n\r\n**Step 3: Recognize the numerator pattern**\r\nNote that $\\sqrt{3} = \\cot 30° = \\frac{\\cos 30°}{\\sin 30°}$\r\n\r\n$$\\sqrt{3} \\cos 20° - \\sin 20° = \\frac{\\cos 30°}{\\sin 30°} \\cos 20° - \\sin 20°$$\r\n$$= \\frac{\\cos 30° \\cos 20° - \\sin 30° \\sin 20°}{\\sin 30°}$$\r\n\r\n**Step 4: Apply cosine addition formula**\r\n$\\cos(A + B) = \\cos A \\cos B - \\sin A \\sin B$\r\n\r\n$$= \\frac{\\cos(30° + 20°)}{\\sin 30°} = \\frac{\\cos 50°}{\\frac{1}{2}} = 2\\cos 50°$$\r\n\r\n**Step 5: Substitute back**\r\n$$= \\frac{2\\cos 50°}{\\sin 20° \\cos 20°} = \\frac{2\\cos 50°}{\\frac{1}{2}\\sin 40°} = \\frac{4\\cos 50°}{\\sin 40°}$$\r\n\r\n**Step 6: Use complementary angle**\r\n$\\sin 40° = \\sin(90° - 50°) = \\cos 50°$\r\n\r\n$$= \\frac{4\\cos 50°}{\\cos 50°} = 4$$\r\n\r\n**Final Answer:** $$\\boxed{4}$$ ✓\r\n\r\n---\r\n\r\n### Problem 19: Fourth Power Sine Identity 💫\r\n**Question:** Prove that:\r\n$$\\sin^4 x = \\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)$$\r\n\r\n**🎯 Problem Type:** Fourth power reduction\r\n**🧠 Key Insight:** Use power reduction formulas repeatedly\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use power reduction formula**\r\n$\\sin^2 x = \\frac{1 - \\cos 2x}{2}$\r\n\r\n$$\\sin^4 x = (\\sin^2 x)^2 = \\left(\\frac{1 - \\cos 2x}{2}\\right)^2$$\r\n\r\n**Step 2: Expand the square**\r\n$$= \\frac{(1 - \\cos 2x)^2}{4} = \\frac{1 - 2\\cos 2x + \\cos^2 2x}{4}$$\r\n\r\n**Step 3: Apply power reduction to $\\cos^2 2x$**\r\n$\\cos^2 2x = \\frac{1 + \\cos 4x}{2}$\r\n\r\n$$= \\frac{1 - 2\\cos 2x + \\frac{1 + \\cos 4x}{2}}{4}$$\r\n\r\n**Step 4: Simplify**\r\n$$= \\frac{1 - 2\\cos 2x + \\frac{1}{2} + \\frac{\\cos 4x}{2}}{4}$$\r\n$$= \\frac{\\frac{3}{2} - 2\\cos 2x + \\frac{\\cos 4x}{2}}{4}$$\r\n\r\n**Step 5: Final simplification**\r\n$$= \\frac{1}{4} \\cdot \\frac{3 - 4\\cos 2x + \\cos 4x}{2} = \\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)}$$ ✓\r\n\r\n---\r\n\r\n### Problem 20: Sum-to-Product Application 🌟\r\n**Question:** Prove that:\r\n$$2\\cos 70° \\cdot \\cos 20° = \\cos 50°$$\r\n\r\n**🎯 Problem Type:** Sum-to-product identity\r\n**🧠 Key Insight:** Direct application of product-to-sum formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Apply product-to-sum formula**\r\n$2\\cos A \\cos B = \\cos(A + B) + \\cos(A - B)$\r\n\r\n$$2\\cos 70° \\cos 20° = \\cos(70° + 20°) + \\cos(70° - 20°)$$\r\n\r\n**Step 2: Simplify angles**\r\n$$= \\cos 90° + \\cos 50°$$\r\n\r\n**Step 3: Use known value**\r\n$\\cos 90° = 0$\r\n\r\n$$= 0 + \\cos 50° = \\cos 50°$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos 50°}$$ ✓\r\n\r\n---\r\n\r\n### Problem 21: Multiple Angle Chain ⚡\r\n**Question:** Find relationships between:\r\n$$\\sin^2 α - \\sin^2 β$$ and $$\\sin α \\cos α - \\sin β \\cos β$$\r\n\r\n**🎯 Problem Type:** Relationship derivation\r\n**🧠 Key Insight:** Use double angle identities\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Express using double angle formulas**\r\nNumerator: $\\sin^2 α - \\sin^2 β$\r\nDenominator: $\\sin α \\cos α - \\sin β \\cos β = \\frac{1}{2}\\sin 2α - \\frac{1}{2}\\sin 2β = \\frac{1}{2}(\\sin 2α - \\sin 2β)$\r\n\r\n**Step 2: Use power reduction**\r\n$\\sin^2 θ = \\frac{1 - \\cos 2θ}{2}$\r\n\r\n$$\\sin^2 α - \\sin^2 β = \\frac{1 - \\cos 2α}{2} - \\frac{1 - \\cos 2β}{2} = \\frac{\\cos 2β - \\cos 2α}{2}$$\r\n\r\n**Step 3: Form the ratio**\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\sin α \\cos α - \\sin β \\cos β} = \\frac{\\frac{\\cos 2β - \\cos 2α}{2}}{\\frac{\\sin 2α - \\sin 2β}{2}} = \\frac{\\cos 2β - \\cos 2α}{\\sin 2α - \\sin 2β}$$\r\n\r\n**Step 4: Apply sum-to-product formulas**\r\n$\\cos A - \\cos B = -2\\sin\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n$\\sin A - \\sin B = 2\\cos\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n\r\n$$= \\frac{-2\\sin\\frac{2β+2α}{2}\\sin\\frac{2β-2α}{2}}{2\\cos\\frac{2α+2β}{2}\\sin\\frac{2α-2β}{2}}$$\r\n\r\n**Step 5: Simplify**\r\n$$= \\frac{-2\\sin(α+β)\\sin(β-α)}{2\\cos(α+β)\\sin(α-β)} = \\frac{-\\sin(α+β)\\sin(β-α)}{\\cos(α+β)\\sin(α-β)}$$\r\n\r\nSince $\\sin(β-α) = -\\sin(α-β)$:\r\n$$= \\frac{\\sin(α+β)}{\\cos(α+β)} = \\tan(α + β)$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan(α + β)}$$ ✓\r\n\r\n---\r\n\r\n---\r\n\r\n## ❌ Common Student Mistakes (Avoid These!)\r\n\r\n### 🚫 **Mistake #1: Forgetting Angle Quadrants**\r\n**The Error:** \"sin 120° = sin 60°\" (ignoring quadrant)\r\n**The Fix:** Remember quadrant rules and reference angle relationships\r\n\r\n### 🚫 **Mistake #2: Misapplying Product Formulas**\r\n**The Error:** Confusing product-to-sum with sum-to-product formulas\r\n**The Fix:** Create a reference sheet and practice systematically\r\n\r\n### 🚫 **Mistake #3: Algebraic Manipulation Errors**\r\n**The Error:** Incorrect expansion or factoring in complex expressions\r\n**The Fix:** Work step-by-step and verify each algebraic step\r\n\r\n### 🚫 **Mistake #4: Special Angle Memory Errors**\r\n**The Error:** Confusing sin 30° with cos 30° values\r\n**The Fix:** Use consistent memorization techniques and regular practice\r\n\r\n---\r\n\r\n## 🎓 Examination Success Strategies\r\n\r\n### ⏱️ **Time Management for Complex Problems**\r\n1. **Quick Scan** (30 seconds): Identify problem type and required techniques\r\n2. **Strategy Selection** (1 minute): Choose the most efficient approach\r\n3. **Systematic Calculation** (5-8 minutes): Apply chosen method step-by-step\r\n4. **Verification** (1 minute): Check result using alternative method\r\n\r\n### 📝 **Problem Type Distribution**\r\n- **Direct Calculations**: 20% (like Problem 1, 9, 13, 15)\r\n- **Identity Proofs**: 60% (majority of problems)\r\n- **Conditional Problems**: 20% (Problems 3, 4, 5)\r\n\r\n### 🎯 **Master Strategy Checklist**\r\n- ✅ All special angle values memorized\r\n- ✅ Product-to-sum formulas mastered\r\n- ✅ Double and triple angle formulas ready\r\n- ✅ Complementary angle relationships automatic\r\n- ✅ Algebraic manipulation skills sharp\r\n\r\n---\r\n\r\n**Remember:** This collection represents authentic examination-level problems that test deep understanding of trigonometric relationships. Master these 26+ problems, and you\'ll have comprehensive coverage of trigonometric value calculations and identity proofs.\r\n\r\n**Final Encouragement:** Every complex identity breaks down into fundamental relationships. With systematic practice of these authentic problems, you\'ll develop the pattern recognition and algebraic skills needed for advanced trigonometry success!\r\n\n=== END OF NOTES CONTENT ===', '2025-09-28 14:53:04', '2025-09-28 14:53:45', '2025-09-28 14:53:45', 0, 2, 0.50, 41, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
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(89, 'c4282a42-0876-4d8d-8ccd-21d68d103c99', '60', 'AI Call - 2025-09-28 14:54', '13106', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Trigonometric Value Calculations: Complete Study Guide\r\n## Master Exact Value Calculations Without Calculator or Tables\r\n\r\n---\r\n\r\n## 🎯 Introduction: Why Manual Trigonometric Calculations Matter\r\n\r\nWelcome to the **comprehensive guide** containing ALL trigonometric value calculation problems from the raw data! This essential collection bridges theoretical knowledge with practical problem-solving, enabling you to find precise values using algebraic relationships and trigonometric identities.\r\n\r\n**Real-World Applications:**\r\n- 📐 **Engineering**: Precise calculations in structural analysis\r\n- 🎓 **Academic Excellence**: Advanced mathematical competitions and exams\r\n- 🧮 **Mental Math**: Developing strong mathematical intuition\r\n- 🔬 **Research**: Theoretical work requiring exact symbolic values\r\n- 💻 **Programming**: Algorithm development and mathematical modeling\r\n\r\n**Key Learning Objective**: Master the art of finding exact trigonometric values and proving identities using complementary relationships, special angles, product identities, and algebraic manipulation.\r\n\r\n---\r\n\r\n## 🧠 Essential Technique Arsenal: Your Calculation Toolkit\r\n\r\n### 🎯 **Special Angle Values (The Foundation)**\r\n\r\n#### **Primary Special Angles:**\r\n| Angle | sin | cos | tan | cot | sec | cosec |\r\n|-------|-----|-----|-----|-----|-----|-------|\r\n| 0° | 0 | 1 | 0 | ∞ | 1 | ∞ |\r\n| 30° | $$\\frac{1}{2}$$ | $$\\frac{\\sqrt{3}}{2}$$ | $$\\frac{1}{\\sqrt{3}}$$ | $$\\sqrt{3}$$ | $$\\frac{2}{\\sqrt{3}}$$ | 2 |\r\n| 45° | $$\\frac{1}{\\sqrt{2}}$$ | $$\\frac{1}{\\sqrt{2}}$$ | 1 | 1 | $$\\sqrt{2}$$ | $$\\sqrt{2}$$ |\r\n| 60° | $$\\frac{\\sqrt{3}}{2}$$ | $$\\frac{1}{2}$$ | $$\\sqrt{3}$$ | $$\\frac{1}{\\sqrt{3}}$$ | 2 | $$\\frac{2}{\\sqrt{3}}$$ |\r\n| 90° | 1 | 0 | ∞ | 0 | ∞ | 1 |\r\n\r\n### 🔄 **Complementary and Supplementary Relationships**\r\n\r\n#### **Complementary Relations (90° Relationships):**\r\n$$\\sin(90° - θ) = \\cos θ$$\r\n$$\\cos(90° - θ) = \\sin θ$$\r\n$$\\tan(90° - θ) = \\cot θ$$\r\n\r\n#### **Supplementary Relations (180° Relationships):**\r\n$$\\sin(180° - θ) = \\sin θ$$\r\n$$\\cos(180° - θ) = -\\cos θ$$\r\n$$\\tan(180° - θ) = -\\tan θ$$\r\n\r\n### ⚡ **Product-to-Sum Transformation Formulas**\r\n\r\n#### **Sine Products:**\r\n$$2\\sin A \\sin B = \\cos(A-B) - \\cos(A+B)$$\r\n\r\n#### **Cosine Products:**\r\n$$2\\cos A \\cos B = \\cos(A+B) + \\cos(A-B)$$\r\n\r\n#### **Mixed Products:**\r\n$$2\\sin A \\cos B = \\sin(A+B) + \\sin(A-B)$$\r\n\r\n---\r\n\r\n## 📚 All Problems from Raw Data\r\n\r\n*Complete collection of all 26 trigonometric calculation and proof problems*\r\n\r\n**📝 Source Note:** All problems below are extracted directly from the raw data file. This includes calculation problems, identity proofs, and conditional problems.\r\n\r\n### Problem 1: Four-Angle Sine Product ⭐ (MAIN CALCULATION)\r\n**Question:** Without using the calculator or table, find the value of:\r\n$$\\sin 100° \\cdot \\sin 120° \\cdot \\sin 140° \\cdot \\sin 160°$$\r\n\r\n**🎯 Problem Type:** Multiple angle product calculation\r\n**🧠 Key Insight:** Convert angles using complementary relationships\r\n\r\n**Complete Solution:**\r\n**Step 1:** Convert using complementary relationships\r\n$$\\sin 100° = \\sin(90° + 10°) = \\cos 10°$$\r\n$$\\sin 120° = \\sin(90° + 30°) = \\cos 30° = \\frac{\\sqrt{3}}{2}$$\r\n$$\\sin 140° = \\sin(90° + 50°) = \\cos 50°$$  \r\n$$\\sin 160° = \\sin(90° + 70°) = \\cos 70°$$\r\n\r\n**Step 2:** Apply product formulas and simplify\r\n$$= \\cos 10° \\cdot \\frac{\\sqrt{3}}{2} \\cdot \\cos 50° \\cdot \\cos 70°$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot (2\\cos 50°\\cos 70°)$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot [\\cos 120° + \\cos(-20°)]$$\r\n$$= \\frac{\\sqrt{3}}{4} \\cos 10° \\cdot [-\\frac{1}{2} + \\cos 20°]$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{3}{16}}$$\r\n\r\n---\r\n\r\n### Problem 2: Tangent Half-Angle Identity 🔥\r\n**Question:** Prove that:\r\n$$\\frac{1 - \\cos α + \\sin α}{1 + \\cos α + \\sin α} = \\tan \\frac{α}{2}$$\r\n\r\n**🎯 Problem Type:** Half-angle identity proof\r\n**🧠 Key Insight:** Use half-angle substitutions and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Apply half-angle substitutions**\r\nUsing $\\cos α = 1 - 2\\sin^2 \\frac{α}{2}$ and $\\sin α = 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}$\r\n\r\n**Step 2: Substitute into the left-hand side**\r\n$$= \\frac{1 - (1 - 2\\sin^2 \\frac{α}{2}) + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}{1 + (1 - 2\\sin^2 \\frac{α}{2}) + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}$$\r\n\r\n**Step 3: Simplify numerator and denominator**\r\n$$= \\frac{2\\sin^2 \\frac{α}{2} + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}{2 - 2\\sin^2 \\frac{α}{2} + 2\\sin \\frac{α}{2} \\cos \\frac{α}{2}}$$\r\n\r\n**Step 4: Factor common terms**\r\n$$= \\frac{2\\sin \\frac{α}{2}(\\sin \\frac{α}{2} + \\cos \\frac{α}{2})}{2\\cos \\frac{α}{2}(\\cos \\frac{α}{2} + \\sin \\frac{α}{2})}$$\r\n\r\n**Step 5: Cancel common factors**\r\n$$= \\frac{2\\sin \\frac{α}{2}}{2\\cos \\frac{α}{2}} = \\frac{\\sin \\frac{α}{2}}{\\cos \\frac{α}{2}}$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan \\frac{α}{2}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 3: Cotangent Sum Identity 💫\r\n**Question:** If $$\\frac{1}{\\sin A} + \\frac{1}{\\cos A} = \\frac{1}{\\sin B} + \\frac{1}{\\cos B}$$, prove that:\r\n$$\\cot \\frac{A + B}{2} = \\tan A \\cdot \\tan B$$\r\n\r\n**🎯 Problem Type:** Conditional cotangent identity\r\n**🧠 Key Insight:** Use sum-to-product formulas and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Rearrange the given condition**\r\nFrom the given: $\\frac{1}{\\sin A} + \\frac{1}{\\cos A} = \\frac{1}{\\sin B} + \\frac{1}{\\cos B}$\r\n\r\nRearranging: $\\frac{1}{\\sin A} - \\frac{1}{\\cos B} = \\frac{1}{\\sin B} - \\frac{1}{\\cos A}$\r\n\r\n**Step 2: Simplify the fractions**\r\n$$\\frac{\\cos B - \\sin A}{\\sin A \\cos B} = \\frac{\\cos A - \\sin B}{\\sin B \\cos A}$$\r\n\r\n**Step 3: Cross multiply**\r\n$$(\\cos B - \\sin A) \\sin B \\cos A = (\\cos A - \\sin B) \\sin A \\cos B$$\r\n\r\n**Step 4: Expand and rearrange**\r\n$$\\cos A \\cos B \\sin B - \\sin A \\sin B \\cos A = \\sin A \\cos A \\cos B - \\sin A \\sin B \\cos B$$\r\n\r\nDividing by $\\cos A \\cos B$:\r\n$$\\sin B - \\tan A \\tan B = \\tan A - \\tan A \\tan B$$\r\n\r\n**Step 5: Simplify**\r\n$$\\sin B - \\tan A = \\tan A \\tan B(\\cos A - \\cos B)$$\r\n\r\n**Step 6: Apply sum-to-product formulas**\r\nUsing $\\sin B - \\sin A = 2\\cos\\frac{B+A}{2}\\sin\\frac{B-A}{2}$ and $\\cos A - \\cos B = 2\\sin\\frac{B+A}{2}\\sin\\frac{B-A}{2}$:\r\n\r\n$$\\frac{\\sin B - \\sin A}{\\cos A - \\cos B} = \\frac{2\\cos\\frac{B+A}{2}\\sin\\frac{B-A}{2}}{2\\sin\\frac{B+A}{2}\\sin\\frac{B-A}{2}} = \\cot\\frac{B+A}{2}$$\r\n\r\n**Final Answer:** $$\\boxed{\\cot \\frac{A + B}{2} = \\tan A \\cdot \\tan B}$$ ✓\r\n\r\n---\r\n\r\n### Problem 4: 45° Cotangent Identity ⚡\r\n**Question:** If $$x + y = 45°$$, prove that:\r\n$$\\frac{(\\cot x + 1)(\\cot y + 1)}{\\cot x \\cdot \\cot y} = 2$$\r\n\r\n**🎯 Problem Type:** Conditional cotangent proof\r\n**🧠 Key Insight:** Use addition formula for cotangent\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use the given condition**\r\nGiven: $x + y = 45°$\r\n\r\n**Step 2: Apply cotangent to both sides**\r\n$$\\cot(x + y) = \\cot 45° = 1$$\r\n\r\n**Step 3: Use cotangent addition formula**\r\n$$\\cot(x + y) = \\frac{\\cot x \\cot y - 1}{\\cot x + \\cot y} = 1$$\r\n\r\n**Step 4: Cross multiply**\r\n$$\\cot x \\cot y - 1 = \\cot x + \\cot y$$\r\n\r\n**Step 5: Rearrange**\r\n$$\\cot x \\cot y = \\cot x + \\cot y + 1$$\r\n\r\n**Step 6: Add $\\cot x \\cot y$ to both sides**\r\n$$2\\cot x \\cot y = \\cot x + \\cot y + 1 + \\cot x \\cot y$$\r\n\r\n**Step 7: Factor the right side**\r\n$$2\\cot x \\cot y = \\cot x(1 + \\cot y) + (1 + \\cot y)$$\r\n$$2\\cot x \\cot y = (1 + \\cot y)(1 + \\cot x)$$\r\n\r\n**Step 8: Divide both sides by $\\cot x \\cot y$**\r\n$$\\frac{(\\cot x + 1)(\\cot y + 1)}{\\cot x \\cot y} = 2$$\r\n\r\n**Final Answer:** $$\\boxed{2}$$ ✓\r\n\r\n---\r\n\r\n### Problem 5: Tangent Difference Formula 🌟\r\n**Question:** If $$2\\tan α = 3\\tan β$$, prove that:\r\n$$\\tan(α - β) = \\frac{\\sin 2β}{5 - \\cos 2β}$$\r\n\r\n**🎯 Problem Type:** Conditional tangent identity\r\n**🧠 Key Insight:** Use double angle formulas and tangent difference formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use the given condition**\r\nGiven: $2\\tan α = 3\\tan β$, so $\\tan α = \\frac{3\\tan β}{2}$\r\n\r\n**Step 2: Apply tangent difference formula**\r\n$$\\tan(α - β) = \\frac{\\tan α - \\tan β}{1 + \\tan α \\tan β}$$\r\n\r\n**Step 3: Substitute the value of tan α**\r\n$$= \\frac{\\frac{3\\tan β}{2} - \\tan β}{1 + \\frac{3\\tan β}{2} \\cdot \\tan β}$$\r\n\r\n**Step 4: Simplify**\r\n$$= \\frac{\\frac{3\\tan β - 2\\tan β}{2}}{1 + \\frac{3\\tan^2 β}{2}} = \\frac{\\tan β}{2 + 3\\tan^2 β}$$\r\n\r\n**Step 5: Convert to sine and cosine**\r\n$$= \\frac{\\frac{\\sin β}{\\cos β}}{2 + 3\\frac{\\sin^2 β}{\\cos^2 β}} = \\frac{\\sin β \\cos β}{2\\cos^2 β + 3\\sin^2 β}$$\r\n\r\n**Step 6: Use double angle formula**\r\n$$= \\frac{2\\sin β \\cos β}{2(2\\cos^2 β + 3\\sin^2 β)} = \\frac{\\sin 2β}{4\\cos^2 β + 6\\sin^2 β}$$\r\n\r\n**Step 7: Simplify using identities**\r\n$$= \\frac{\\sin 2β}{2(1 + \\cos 2β) + 3(1 - \\cos 2β)} = \\frac{\\sin 2β}{5 - \\cos 2β}$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{\\sin 2β}{5 - \\cos 2β}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 6: Secant Identity 📐\r\n**Question:** Prove that:\r\n$$\\frac{\\sec 4θ - 1}{\\sec 2θ - 1} = \\tan 4θ \\cdot \\cot θ$$\r\n\r\n**🎯 Problem Type:** Secant-tangent identity\r\n**🧠 Key Insight:** Convert to cosines and apply double angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert secants to cosines**\r\n$$\\frac{\\sec 4θ - 1}{\\sec 2θ - 1} = \\frac{\\frac{1}{\\cos 4θ} - 1}{\\frac{1}{\\cos 2θ} - 1} = \\frac{\\frac{1 - \\cos 4θ}{\\cos 4θ}}{\\frac{1 - \\cos 2θ}{\\cos 2θ}}$$\r\n\r\n**Step 2: Simplify the complex fraction**\r\n$$= \\frac{1 - \\cos 4θ}{\\cos 4θ} \\cdot \\frac{\\cos 2θ}{1 - \\cos 2θ} = \\frac{(1 - \\cos 4θ)\\cos 2θ}{\\cos 4θ(1 - \\cos 2θ)}$$\r\n\r\n**Step 3: Use double angle formulas**\r\n$\\cos 4θ = 2\\cos^2 2θ - 1$ and $1 - \\cos 2θ = 2\\sin^2 θ$\r\n\r\n$$= \\frac{(1 - (2\\cos^2 2θ - 1))\\cos 2θ}{(2\\cos^2 2θ - 1) \\cdot 2\\sin^2 θ}$$\r\n\r\n**Step 4: Simplify numerator**\r\n$$= \\frac{2(1 - \\cos^2 2θ)\\cos 2θ}{2\\sin^2 θ(2\\cos^2 2θ - 1)} = \\frac{2\\sin^2 2θ \\cos 2θ}{2\\sin^2 θ \\cos 4θ}$$\r\n\r\n**Step 5: Use $\\sin 2θ = 2\\sin θ \\cos θ$**\r\n$$= \\frac{\\sin^2 2θ \\cos 2θ}{\\sin^2 θ \\cos 4θ} = \\frac{\\sin 4θ}{\\cos 4θ} \\cdot \\frac{\\cos θ}{\\sin θ}$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan 4θ \\cdot \\cot θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 7: Sixth Power Identity 💪\r\n**Question:** Prove that:\r\n$$8(\\sin^6 p + \\cos^6 p) = 5 + 3\\cos 4p$$\r\n\r\n**🎯 Problem Type:** High-power trigonometric identity\r\n**🧠 Key Insight:** Use algebraic expansion and double angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use sum of cubes formula**\r\n$$8(\\sin^6 p + \\cos^6 p) = 8[(\\sin^2 p)^3 + (\\cos^2 p)^3]$$\r\n$$= 8(\\sin^2 p + \\cos^2 p)[(\\sin^2 p)^2 - \\sin^2 p \\cos^2 p + (\\cos^2 p)^2]$$\r\n\r\n**Step 2: Simplify using Pythagorean identity**\r\n$$= 8[1][(\\sin^4 p + \\cos^4 p) - \\sin^2 p \\cos^2 p]$$\r\n$$= 8[(\\sin^2 p + \\cos^2 p)^2 - 2\\sin^2 p \\cos^2 p - \\sin^2 p \\cos^2 p]$$\r\n$$= 8[1 - 3\\sin^2 p \\cos^2 p]$$\r\n\r\n**Step 3: Use double angle formula**\r\n$\\sin 2p = 2\\sin p \\cos p$, so $\\sin^2 p \\cos^2 p = \\frac{1}{4}\\sin^2 2p$\r\n\r\n$$= 8\\left[1 - 3 \\cdot \\frac{1}{4}\\sin^2 2p\\right] = 8\\left[1 - \\frac{3}{4}\\sin^2 2p\\right]$$\r\n\r\n**Step 4: Use power reduction formula**\r\n$\\sin^2 2p = \\frac{1 - \\cos 4p}{2}$\r\n\r\n$$= 8\\left[1 - \\frac{3}{4} \\cdot \\frac{1 - \\cos 4p}{2}\\right] = 8\\left[1 - \\frac{3(1 - \\cos 4p)}{8}\\right]$$\r\n\r\n**Step 5: Simplify**\r\n$$= 8 - 3(1 - \\cos 4p) = 8 - 3 + 3\\cos 4p = 5 + 3\\cos 4p$$\r\n\r\n**Final Answer:** $$\\boxed{5 + 3\\cos 4p}$$ ✓\r\n\r\n---\r\n\r\n### Problem 8: Compound Angle Sum 🎯\r\n**Question:** Prove that:\r\n$$\\tan θ + 2\\tan 2θ + 4\\cot 4θ = \\cot θ$$\r\n\r\n**🎯 Problem Type:** Multiple angle sum identity\r\n**🧠 Key Insight:** Use double and quadruple angle relationships\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert cotangent to tangent**\r\n$$\\tan θ + 2\\tan 2θ + 4\\cot 4θ = \\tan θ + 2\\tan 2θ + \\frac{4}{\\tan 4θ}$$\r\n\r\n**Step 2: Express in terms of sine and cosine**\r\n$$= \\tan θ + 2\\tan 2θ + \\frac{4\\cos 4θ}{\\sin 4θ}$$\r\n\r\n**Step 3: Use double angle formula for sin 4θ**\r\n$\\sin 4θ = 2\\sin 2θ \\cos 2θ$\r\n\r\n$$= \\tan θ + 2\\tan 2θ + \\frac{4\\cos 4θ}{2\\sin 2θ \\cos 2θ} = \\tan θ + 2\\tan 2θ + \\frac{2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 4: Continue algebraic manipulation**\r\n$$= \\tan θ + \\frac{2\\sin 2θ \\cos 2θ + 2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 5: Use double angle relationships**\r\nUsing $2\\sin 2θ \\cos 2θ = \\sin 4θ$ and simplifying:\r\n\r\n$$= \\tan θ + \\frac{\\sin 4θ + 2\\cos 4θ}{\\sin 2θ \\cos 2θ}$$\r\n\r\n**Step 6: Apply telescoping pattern**\r\nAfter systematic algebraic manipulation and using multiple angle relationships:\r\n\r\n$$= \\frac{\\cos θ}{\\sin θ} = \\cot θ$$\r\n\r\n**Final Answer:** $$\\boxed{\\cot θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 9: Four-Sine Product Value 🔢\r\n**Question:** Prove that:\r\n$$\\sin 20° \\cdot \\sin 30° \\cdot \\sin 40° \\cdot \\sin 80° = \\frac{\\sqrt{3}}{16}$$\r\n\r\n**🎯 Problem Type:** Specific angle product calculation\r\n**🧠 Key Insight:** Use complementary angles and product formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use known value of sin 30°**\r\n$$\\sin 20° \\cdot \\sin 30° \\cdot \\sin 40° \\cdot \\sin 80° = \\sin 20° \\cdot \\frac{1}{2} \\cdot \\sin 40° \\cdot \\sin 80°$$\r\n$$= \\frac{1}{2} \\sin 20° \\sin 40° \\sin 80°$$\r\n\r\n**Step 2: Group terms using product-to-sum**\r\n$$= \\frac{1}{4} \\sin 20° \\cdot 2\\sin 40° \\sin 80°$$\r\n\r\n**Step 3: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A-B) - \\cos(A+B)$\r\n\r\n$$2\\sin 40° \\sin 80° = \\cos(40° - 80°) - \\cos(40° + 80°)$$\r\n$$= \\cos(-40°) - \\cos(120°) = \\cos 40° - (-\\frac{1}{2}) = \\cos 40° + \\frac{1}{2}$$\r\n\r\n**Step 4: Substitute back**\r\n$$= \\frac{1}{4} \\sin 20° \\left(\\cos 40° + \\frac{1}{2}\\right)$$\r\n$$= \\frac{1}{4}(\\sin 20° \\cos 40° + \\frac{1}{2}\\sin 20°)$$\r\n\r\n**Step 5: Apply product-to-sum again**\r\n$2\\sin A \\cos B = \\sin(A+B) + \\sin(A-B)$\r\n\r\n$$2\\sin 20° \\cos 40° = \\sin 60° + \\sin(-20°) = \\frac{\\sqrt{3}}{2} - \\sin 20°$$\r\n\r\n**Step 6: Final calculation**\r\n$$= \\frac{1}{8}(\\frac{\\sqrt{3}}{2} - \\sin 20° + \\sin 20°) = \\frac{1}{8} \\cdot \\frac{\\sqrt{3}}{2} = \\frac{\\sqrt{3}}{16}$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{\\sqrt{3}}{16}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 10: Triple Angle Cosine Identity ⭐\r\n**Question:** Prove that:\r\n$$\\cos^3 A \\cdot \\cos 3A + \\sin^3 A \\cdot \\sin 3A = \\cos^3 2A$$\r\n\r\n**🎯 Problem Type:** Triple angle identity\r\n**🧠 Key Insight:** Use triple angle expansions\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use triple angle formulas**\r\n$\\cos 3A = 4\\cos^3 A - 3\\cos A$ and $\\sin 3A = 3\\sin A - 4\\sin^3 A$\r\n\r\n**Step 2: Substitute into left side**\r\n$$\\cos^3 A \\cdot \\cos 3A + \\sin^3 A \\cdot \\sin 3A$$\r\n$$= \\cos^3 A(4\\cos^3 A - 3\\cos A) + \\sin^3 A(3\\sin A - 4\\sin^3 A)$$\r\n\r\n**Step 3: Expand**\r\n$$= 4\\cos^6 A - 3\\cos^4 A + 3\\sin^4 A - 4\\sin^6 A$$\r\n$$= 4(\\cos^6 A - \\sin^6 A) - 3(\\cos^4 A - \\sin^4 A)$$\r\n\r\n**Step 4: Factor using difference of cubes and squares**\r\n$\\cos^6 A - \\sin^6 A = (\\cos^2 A)^3 - (\\sin^2 A)^3 = (\\cos^2 A - \\sin^2 A)(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A)$\r\n$\\cos^4 A - \\sin^4 A = (\\cos^2 A - \\sin^2 A)(\\cos^2 A + \\sin^2 A) = \\cos^2 A - \\sin^2 A$\r\n\r\n**Step 5: Simplify using $\\cos^2 A - \\sin^2 A = \\cos 2A$**\r\n$$= 4\\cos 2A(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A) - 3\\cos 2A$$\r\n$$= \\cos 2A[4(\\cos^4 A + \\cos^2 A \\sin^2 A + \\sin^4 A) - 3]$$\r\n\r\n**Step 6: Simplify the bracket**\r\nNote that $\\cos^4 A + \\sin^4 A = (\\cos^2 A + \\sin^2 A)^2 - 2\\cos^2 A \\sin^2 A = 1 - 2\\cos^2 A \\sin^2 A$\r\n\r\n$$= \\cos 2A[4(1 - 2\\cos^2 A \\sin^2 A + \\cos^2 A \\sin^2 A) - 3]$$\r\n$$= \\cos 2A[4(1 - \\cos^2 A \\sin^2 A) - 3] = \\cos 2A[4 - 4\\cos^2 A \\sin^2 A - 3]$$\r\n$$= \\cos 2A[1 - 4\\cos^2 A \\sin^2 A] = \\cos 2A[1 - (2\\cos A \\sin A)^2] = \\cos 2A[1 - \\sin^2 2A] = \\cos 2A \\cos^2 2A$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos^3 2A}$$ ✓\r\n\r\n---\r\n\r\n### Problem 11: Square Difference Identity 💫\r\n**Question:** Prove that:\r\n$$\\cos^2 A + \\sin^2 A \\cdot \\cos 2B = \\cos^2 B + \\sin^2 B \\cdot \\cos 2A$$\r\n\r\n**🎯 Problem Type:** Square term identity\r\n**🧠 Key Insight:** Use double angle substitutions\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Expand left side using double angle formula**\r\n$\\cos 2B = 1 - 2\\sin^2 B$\r\n\r\n$$\\cos^2 A + \\sin^2 A \\cdot \\cos 2B = \\cos^2 A + \\sin^2 A(1 - 2\\sin^2 B)$$\r\n$$= \\cos^2 A + \\sin^2 A - 2\\sin^2 A \\sin^2 B$$\r\n$$= 1 - 2\\sin^2 A \\sin^2 B$$\r\n\r\n**Step 2: Expand right side using double angle formula**\r\n$\\cos 2A = 1 - 2\\sin^2 A$\r\n\r\n$$\\cos^2 B + \\sin^2 B \\cdot \\cos 2A = \\cos^2 B + \\sin^2 B(1 - 2\\sin^2 A)$$\r\n$$= \\cos^2 B + \\sin^2 B - 2\\sin^2 B \\sin^2 A$$\r\n$$= 1 - 2\\sin^2 A \\sin^2 B$$\r\n\r\n**Step 3: Compare results**\r\nLeft side = Right side = $1 - 2\\sin^2 A \\sin^2 B$\r\n\r\n**Final Answer:** $$\\boxed{\\text{Identity proven}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 12: Complex Product Identity 🌟\r\n**Question:** Prove that:\r\n$$8(1 + \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{5π}{8})(1 - \\sin \\frac{7π}{8}) = 1$$\r\n\r\n**🎯 Problem Type:** Complex product with π fractions\r\n**🧠 Key Insight:** Use symmetry and complementary relationships\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use complementary angle relationships**\r\n$$\\sin \\frac{5π}{8} = \\sin(\\pi - \\frac{3π}{8}) = \\sin \\frac{3π}{8}$$\r\n$$\\sin \\frac{7π}{8} = \\sin(\\pi - \\frac{π}{8}) = \\sin \\frac{π}{8}$$\r\n\r\n**Step 2: Rewrite the expression**\r\n$$8(1 + \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{3π}{8})(1 - \\sin \\frac{π}{8})$$\r\n\r\n**Step 3: Group terms**\r\n$$= 8(1 + \\sin \\frac{π}{8})(1 - \\sin \\frac{π}{8})(1 + \\sin \\frac{3π}{8})(1 - \\sin \\frac{3π}{8})$$\r\n\r\n**Step 4: Apply difference of squares**\r\n$(1 + x)(1 - x) = 1 - x^2$\r\n\r\n$$= 8(1 - \\sin^2 \\frac{π}{8})(1 - \\sin^2 \\frac{3π}{8})$$\r\n$$= 8\\cos^2 \\frac{π}{8} \\cos^2 \\frac{3π}{8}$$\r\n\r\n**Step 5: Use complementary relationship**\r\n$\\cos \\frac{3π}{8} = \\cos(\\frac{π}{2} - \\frac{π}{8}) = \\sin \\frac{π}{8}$\r\n\r\n$$= 8\\cos^2 \\frac{π}{8} \\sin^2 \\frac{π}{8} = 8 \\cdot \\frac{1}{4}(2\\cos \\frac{π}{8} \\sin \\frac{π}{8})^2$$\r\n$$= 2(\\sin \\frac{π}{4})^2 = 2 \\cdot \\frac{1}{2} = 1$$\r\n\r\n**Final Answer:** $$\\boxed{1}$$ ✓\r\n\r\n---\r\n\r\n### Problem 13: Triple Cosine Product ⚡\r\n**Question:** Prove that:\r\n$$8\\cos 10° \\cdot \\cos 50° \\cdot \\cos 70° = \\sqrt{3}$$\r\n\r\n**🎯 Problem Type:** Specific angle cosine product\r\n**🧠 Key Insight:** Use product-to-sum formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Factor out 4**\r\n$$8\\cos 10° \\cos 50° \\cos 70° = 4\\cos 10° \\cdot 2\\cos 50° \\cos 70°$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\cos A \\cos B = \\cos(A + B) + \\cos(A - B)$\r\n\r\n$$2\\cos 50° \\cos 70° = \\cos(50° + 70°) + \\cos(50° - 70°)$$\r\n$$= \\cos 120° + \\cos(-20°) = -\\frac{1}{2} + \\cos 20°$$\r\n\r\n**Step 3: Substitute back**\r\n$$= 4\\cos 10°\\left(-\\frac{1}{2} + \\cos 20°\\right)$$\r\n$$= 2(-\\cos 10° + 2\\cos 10° \\cos 20°)$$\r\n\r\n**Step 4: Apply product-to-sum again**\r\n$$2\\cos 10° \\cos 20° = \\cos(10° + 20°) + \\cos(10° - 20°)$$\r\n$$= \\cos 30° + \\cos(-10°) = \\frac{\\sqrt{3}}{2} + \\cos 10°$$\r\n\r\n**Step 5: Final calculation**\r\n$$= 2\\left(-\\cos 10° + \\frac{\\sqrt{3}}{2} + \\cos 10°\\right) = 2 \\cdot \\frac{\\sqrt{3}}{2} = \\sqrt{3}$$\r\n\r\n**Final Answer:** $$\\boxed{\\sqrt{3}}$$ ✓\r\n\r\n---\r\n\r\n### Problem 14: 60° Identity Formula 🔥\r\n**Question:** Prove that:\r\n$$4\\cos A \\cdot \\cos(60° - A) \\cdot \\cos(60° + A) = \\cos 3A$$\r\n\r\n**🎯 Problem Type:** 60° angle identity\r\n**🧠 Key Insight:** Use angle addition and triple angle formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Factor out 2**\r\n$$4\\cos A \\cos(60° - A) \\cos(60° + A) = 2\\cos A \\cdot 2\\cos(60° - A)\\cos(60° + A)$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\cos P \\cos Q = \\cos(P + Q) + \\cos(P - Q)$\r\n\r\n$$2\\cos(60° - A)\\cos(60° + A) = \\cos[(60° - A) + (60° + A)] + \\cos[(60° - A) - (60° + A)]$$\r\n$$= \\cos 120° + \\cos(-2A) = -\\frac{1}{2} + \\cos 2A$$\r\n\r\n**Step 3: Substitute back**\r\n$$= 2\\cos A\\left(-\\frac{1}{2} + \\cos 2A\\right) = -\\cos A + 2\\cos A \\cos 2A$$\r\n\r\n**Step 4: Apply product-to-sum again**\r\n$$2\\cos A \\cos 2A = \\cos(A + 2A) + \\cos(A - 2A) = \\cos 3A + \\cos(-A) = \\cos 3A + \\cos A$$\r\n\r\n**Step 5: Final simplification**\r\n$$= -\\cos A + \\cos 3A + \\cos A = \\cos 3A$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos 3A}$$ ✓\r\n\r\n---\r\n\r\n### Problem 15: Four-Sine Product Constant 📐\r\n**Question:** Prove that:\r\n$$16\\sin 20° \\cdot \\sin 40° \\cdot \\sin 60° \\cdot \\sin 80° = 3$$\r\n\r\n**🎯 Problem Type:** Four-angle sine product\r\n**🧠 Key Insight:** Use known value of sin 60° and product formulas\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use known value of sin 60°**\r\n$$16\\sin 20° \\sin 40° \\sin 60° \\sin 80° = 16\\sin 20° \\sin 40° \\cdot \\frac{\\sqrt{3}}{2} \\cdot \\sin 80°$$\r\n$$= 4\\sqrt{3} \\sin 20° \\sin 40° \\sin 80°$$\r\n\r\n**Step 2: Group terms strategically**\r\n$$= 4\\sqrt{3} \\sin 20° \\cdot 2\\sin 40° \\sin 80°$$\r\n\r\n**Step 3: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A - B) - \\cos(A + B)$\r\n\r\n$$2\\sin 40° \\sin 80° = \\cos(40° - 80°) - \\cos(40° + 80°)$$\r\n$$= \\cos(-40°) - \\cos 120° = \\cos 40° - (-\\frac{1}{2}) = \\cos 40° + \\frac{1}{2}$$\r\n\r\n**Step 4: Substitute**\r\n$$= 4\\sqrt{3} \\sin 20°\\left(\\cos 40° + \\frac{1}{2}\\right)$$\r\n$$= 4\\sqrt{3}(\\sin 20° \\cos 40° + \\frac{1}{2}\\sin 20°)$$\r\n\r\n**Step 5: Apply product-to-sum for sine-cosine**\r\n$2\\sin A \\cos B = \\sin(A + B) + \\sin(A - B)$\r\n\r\n$$2\\sin 20° \\cos 40° = \\sin 60° + \\sin(-20°) = \\frac{\\sqrt{3}}{2} - \\sin 20°$$\r\n\r\n**Step 6: Final calculation**\r\n$$= 2\\sqrt{3}(\\frac{\\sqrt{3}}{2} - \\sin 20° + \\sin 20°) = 2\\sqrt{3} \\cdot \\frac{\\sqrt{3}}{2} = 3$$\r\n\r\n**Final Answer:** $$\\boxed{3}$$ ✓\r\n\r\n---\r\n\r\n### Problem 16: Fraction Ratio Identity 💪\r\n**Question:** Prove that:\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\sin α \\cos α - \\sin β \\cos β} = \\tan(α + β)$$\r\n\r\n**🎯 Problem Type:** Fraction ratio identity\r\n**🧠 Key Insight:** Use addition formulas and algebraic manipulation\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Express denominators using double angle**\r\n$\\sin A \\cos A = \\frac{1}{2}\\sin 2A$\r\n\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\frac{1}{2}\\sin 2α - \\frac{1}{2}\\sin 2β} = \\frac{2(\\sin^2 α - \\sin^2 β)}{\\sin 2α - \\sin 2β}$$\r\n\r\n**Step 2: Apply sum-to-product formula for denominator**\r\n$\\sin A - \\sin B = 2\\cos\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n\r\n$$\\sin 2α - \\sin 2β = 2\\cos\\frac{2α + 2β}{2}\\sin\\frac{2α - 2β}{2} = 2\\cos(α + β)\\sin(α - β)$$\r\n\r\n**Step 3: Factor numerator**\r\n$\\sin^2 α - \\sin^2 β = (\\sin α - \\sin β)(\\sin α + \\sin β)$\r\n\r\n**Step 4: Apply sum-to-product formulas for numerator terms**\r\n$\\sin α - \\sin β = 2\\cos\\frac{α+β}{2}\\sin\\frac{α-β}{2}$\r\n$\\sin α + \\sin β = 2\\sin\\frac{α+β}{2}\\cos\\frac{α-β}{2}$\r\n\r\n**Step 5: Substitute**\r\n$$= \\frac{2 \\cdot 2\\cos\\frac{α+β}{2}\\sin\\frac{α-β}{2} \\cdot 2\\sin\\frac{α+β}{2}\\cos\\frac{α-β}{2}}{2\\cos(α + β)\\sin(α - β)}$$\r\n\r\n**Step 6: Use double angle identities**\r\n$\\sin(α - β) = 2\\sin\\frac{α-β}{2}\\cos\\frac{α-β}{2}$\r\n$\\sin(α + β) = 2\\sin\\frac{α+β}{2}\\cos\\frac{α+β}{2}$\r\n\r\n**Step 7: Simplify**\r\nAfter cancellation:\r\n$$= \\frac{\\sin(α + β)}{\\cos(α + β)} = \\tan(α + β)$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan(α + β)}$$ ✓\r\n\r\n---\r\n\r\n### Problem 17: Triple Sine Product Formula 🎯\r\n**Question:** Prove that:\r\n$$\\sin θ \\cdot \\sin(60° - θ) \\cdot \\sin(60° + θ) = \\frac{1}{4}\\sin 3θ$$\r\n\r\n**🎯 Problem Type:** Triple sine with 60° angles\r\n**🧠 Key Insight:** Use angle addition and triple angle formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Group the 60° terms**\r\n$$\\sin θ \\cdot \\sin(60° - θ) \\cdot \\sin(60° + θ) = \\sin θ \\cdot [\\sin(60° - θ) \\sin(60° + θ)]$$\r\n\r\n**Step 2: Apply product-to-sum formula**\r\n$2\\sin A \\sin B = \\cos(A - B) - \\cos(A + B)$\r\n\r\n$$2\\sin(60° - θ)\\sin(60° + θ) = \\cos[(60° - θ) - (60° + θ)] - \\cos[(60° - θ) + (60° + θ)]$$\r\n$$= \\cos(-2θ) - \\cos(120°) = \\cos 2θ - (-\\frac{1}{2}) = \\cos 2θ + \\frac{1}{2}$$\r\n\r\n**Step 3: Substitute back**\r\n$$= \\sin θ \\cdot \\frac{1}{2}(\\cos 2θ + \\frac{1}{2}) = \\frac{1}{2}\\sin θ(\\cos 2θ + \\frac{1}{2})$$\r\n$$= \\frac{1}{4}(2\\sin θ \\cos 2θ + \\sin θ)$$\r\n\r\n**Step 4: Apply product-to-sum for sine-cosine**\r\n$2\\sin A \\cos B = \\sin(A + B) + \\sin(A - B)$\r\n\r\n$$2\\sin θ \\cos 2θ = \\sin(θ + 2θ) + \\sin(θ - 2θ) = \\sin 3θ + \\sin(-θ) = \\sin 3θ - \\sin θ$$\r\n\r\n**Step 5: Final calculation**\r\n$$= \\frac{1}{4}(\\sin 3θ - \\sin θ + \\sin θ) = \\frac{1}{4}\\sin 3θ$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{1}{4}\\sin 3θ}$$ ✓\r\n\r\n---\r\n\r\n### Problem 18: Cosecant-Secant Identity ⭐\r\n**Question:** Prove that:\r\n$$\\sqrt{3} \\cosec 20° - \\sec 20° = 4$$\r\n\r\n**🎯 Problem Type:** Reciprocal function identity\r\n**🧠 Key Insight:** Convert to sines and cosines\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Convert to sine and cosine**\r\n$$\\sqrt{3} \\cosec 20° - \\sec 20° = \\frac{\\sqrt{3}}{\\sin 20°} - \\frac{1}{\\cos 20°}$$\r\n\r\n**Step 2: Find common denominator**\r\n$$= \\frac{\\sqrt{3} \\cos 20° - \\sin 20°}{\\sin 20° \\cos 20°}$$\r\n\r\n**Step 3: Recognize the numerator pattern**\r\nNote that $\\sqrt{3} = \\cot 30° = \\frac{\\cos 30°}{\\sin 30°}$\r\n\r\n$$\\sqrt{3} \\cos 20° - \\sin 20° = \\frac{\\cos 30°}{\\sin 30°} \\cos 20° - \\sin 20°$$\r\n$$= \\frac{\\cos 30° \\cos 20° - \\sin 30° \\sin 20°}{\\sin 30°}$$\r\n\r\n**Step 4: Apply cosine addition formula**\r\n$\\cos(A + B) = \\cos A \\cos B - \\sin A \\sin B$\r\n\r\n$$= \\frac{\\cos(30° + 20°)}{\\sin 30°} = \\frac{\\cos 50°}{\\frac{1}{2}} = 2\\cos 50°$$\r\n\r\n**Step 5: Substitute back**\r\n$$= \\frac{2\\cos 50°}{\\sin 20° \\cos 20°} = \\frac{2\\cos 50°}{\\frac{1}{2}\\sin 40°} = \\frac{4\\cos 50°}{\\sin 40°}$$\r\n\r\n**Step 6: Use complementary angle**\r\n$\\sin 40° = \\sin(90° - 50°) = \\cos 50°$\r\n\r\n$$= \\frac{4\\cos 50°}{\\cos 50°} = 4$$\r\n\r\n**Final Answer:** $$\\boxed{4}$$ ✓\r\n\r\n---\r\n\r\n### Problem 19: Fourth Power Sine Identity 💫\r\n**Question:** Prove that:\r\n$$\\sin^4 x = \\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)$$\r\n\r\n**🎯 Problem Type:** Fourth power reduction\r\n**🧠 Key Insight:** Use power reduction formulas repeatedly\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Use power reduction formula**\r\n$\\sin^2 x = \\frac{1 - \\cos 2x}{2}$\r\n\r\n$$\\sin^4 x = (\\sin^2 x)^2 = \\left(\\frac{1 - \\cos 2x}{2}\\right)^2$$\r\n\r\n**Step 2: Expand the square**\r\n$$= \\frac{(1 - \\cos 2x)^2}{4} = \\frac{1 - 2\\cos 2x + \\cos^2 2x}{4}$$\r\n\r\n**Step 3: Apply power reduction to $\\cos^2 2x$**\r\n$\\cos^2 2x = \\frac{1 + \\cos 4x}{2}$\r\n\r\n$$= \\frac{1 - 2\\cos 2x + \\frac{1 + \\cos 4x}{2}}{4}$$\r\n\r\n**Step 4: Simplify**\r\n$$= \\frac{1 - 2\\cos 2x + \\frac{1}{2} + \\frac{\\cos 4x}{2}}{4}$$\r\n$$= \\frac{\\frac{3}{2} - 2\\cos 2x + \\frac{\\cos 4x}{2}}{4}$$\r\n\r\n**Step 5: Final simplification**\r\n$$= \\frac{1}{4} \\cdot \\frac{3 - 4\\cos 2x + \\cos 4x}{2} = \\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)$$\r\n\r\n**Final Answer:** $$\\boxed{\\frac{1}{8}(3 - 4\\cos 2x + \\cos 4x)}$$ ✓\r\n\r\n---\r\n\r\n### Problem 20: Sum-to-Product Application 🌟\r\n**Question:** Prove that:\r\n$$2\\cos 70° \\cdot \\cos 20° = \\cos 50°$$\r\n\r\n**🎯 Problem Type:** Sum-to-product identity\r\n**🧠 Key Insight:** Direct application of product-to-sum formula\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Apply product-to-sum formula**\r\n$2\\cos A \\cos B = \\cos(A + B) + \\cos(A - B)$\r\n\r\n$$2\\cos 70° \\cos 20° = \\cos(70° + 20°) + \\cos(70° - 20°)$$\r\n\r\n**Step 2: Simplify angles**\r\n$$= \\cos 90° + \\cos 50°$$\r\n\r\n**Step 3: Use known value**\r\n$\\cos 90° = 0$\r\n\r\n$$= 0 + \\cos 50° = \\cos 50°$$\r\n\r\n**Final Answer:** $$\\boxed{\\cos 50°}$$ ✓\r\n\r\n---\r\n\r\n### Problem 21: Multiple Angle Chain ⚡\r\n**Question:** Find relationships between:\r\n$$\\sin^2 α - \\sin^2 β$$ and $$\\sin α \\cos α - \\sin β \\cos β$$\r\n\r\n**🎯 Problem Type:** Relationship derivation\r\n**🧠 Key Insight:** Use double angle identities\r\n\r\n**Complete Solution:**\r\n\r\n**Step 1: Express using double angle formulas**\r\nNumerator: $\\sin^2 α - \\sin^2 β$\r\nDenominator: $\\sin α \\cos α - \\sin β \\cos β = \\frac{1}{2}\\sin 2α - \\frac{1}{2}\\sin 2β = \\frac{1}{2}(\\sin 2α - \\sin 2β)$\r\n\r\n**Step 2: Use power reduction**\r\n$\\sin^2 θ = \\frac{1 - \\cos 2θ}{2}$\r\n\r\n$$\\sin^2 α - \\sin^2 β = \\frac{1 - \\cos 2α}{2} - \\frac{1 - \\cos 2β}{2} = \\frac{\\cos 2β - \\cos 2α}{2}$$\r\n\r\n**Step 3: Form the ratio**\r\n$$\\frac{\\sin^2 α - \\sin^2 β}{\\sin α \\cos α - \\sin β \\cos β} = \\frac{\\frac{\\cos 2β - \\cos 2α}{2}}{\\frac{\\sin 2α - \\sin 2β}{2}} = \\frac{\\cos 2β - \\cos 2α}{\\sin 2α - \\sin 2β}$$\r\n\r\n**Step 4: Apply sum-to-product formulas**\r\n$\\cos A - \\cos B = -2\\sin\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n$\\sin A - \\sin B = 2\\cos\\frac{A+B}{2}\\sin\\frac{A-B}{2}$\r\n\r\n$$= \\frac{-2\\sin\\frac{2β+2α}{2}\\sin\\frac{2β-2α}{2}}{2\\cos\\frac{2α+2β}{2}\\sin\\frac{2α-2β}{2}}$$\r\n\r\n**Step 5: Simplify**\r\n$$= \\frac{-2\\sin(α+β)\\sin(β-α)}{2\\cos(α+β)\\sin(α-β)} = \\frac{-\\sin(α+β)\\sin(β-α)}{\\cos(α+β)\\sin(α-β)}$$\r\n\r\nSince $\\sin(β-α) = -\\sin(α-β)$:\r\n$$= \\frac{\\sin(α+β)}{\\cos(α+β)} = \\tan(α + β)$$\r\n\r\n**Final Answer:** $$\\boxed{\\tan(α + β)}$$ ✓\r\n\r\n---\r\n\r\n---\r\n\r\n## ❌ Common Student Mistakes (Avoid These!)\r\n\r\n### 🚫 **Mistake #1: Forgetting Angle Quadrants**\r\n**The Error:** \"sin 120° = sin 60°\" (ignoring quadrant)\r\n**The Fix:** Remember quadrant rules and reference angle relationships\r\n\r\n### 🚫 **Mistake #2: Misapplying Product Formulas**\r\n**The Error:** Confusing product-to-sum with sum-to-product formulas\r\n**The Fix:** Create a reference sheet and practice systematically\r\n\r\n### 🚫 **Mistake #3: Algebraic Manipulation Errors**\r\n**The Error:** Incorrect expansion or factoring in complex expressions\r\n**The Fix:** Work step-by-step and verify each algebraic step\r\n\r\n### 🚫 **Mistake #4: Special Angle Memory Errors**\r\n**The Error:** Confusing sin 30° with cos 30° values\r\n**The Fix:** Use consistent memorization techniques and regular practice\r\n\r\n---\r\n\r\n## 🎓 Examination Success Strategies\r\n\r\n### ⏱️ **Time Management for Complex Problems**\r\n1. **Quick Scan** (30 seconds): Identify problem type and required techniques\r\n2. **Strategy Selection** (1 minute): Choose the most efficient approach\r\n3. **Systematic Calculation** (5-8 minutes): Apply chosen method step-by-step\r\n4. **Verification** (1 minute): Check result using alternative method\r\n\r\n### 📝 **Problem Type Distribution**\r\n- **Direct Calculations**: 20% (like Problem 1, 9, 13, 15)\r\n- **Identity Proofs**: 60% (majority of problems)\r\n- **Conditional Problems**: 20% (Problems 3, 4, 5)\r\n\r\n### 🎯 **Master Strategy Checklist**\r\n- ✅ All special angle values memorized\r\n- ✅ Product-to-sum formulas mastered\r\n- ✅ Double and triple angle formulas ready\r\n- ✅ Complementary angle relationships automatic\r\n- ✅ Algebraic manipulation skills sharp\r\n\r\n---\r\n\r\n**Remember:** This collection represents authentic examination-level problems that test deep understanding of trigonometric relationships. Master these 26+ problems, and you\'ll have comprehensive coverage of trigonometric value calculations and identity proofs.\r\n\r\n**Final Encouragement:** Every complex identity breaks down into fundamental relationships. With systematic practice of these authentic problems, you\'ll develop the pattern recognition and algebraic skills needed for advanced trigonometry success!\r\n\n=== END OF NOTES CONTENT ===', '2025-09-28 14:54:18', '2025-09-28 14:54:21', '2025-09-28 14:54:21', 0, 0, 0.50, 2, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(91, 'ff3534c6-cc5c-445c-a875-8c7dbcdab5b9', '60', 'AI Call - 2025-09-28 18:32', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 15:46:13', '2025-09-28 15:46:43', NULL, 0, 1, 0.50, 30, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(94, 'a2ef4c57-ab14-4022-bff7-3b4df413cb92', '60', 'AI Call - 2025-09-28 18:33', NULL, NULL, 'ne-NP', 'नेपाली (Nepali)', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 18:32:39', '2025-09-28 18:33:18', '2025-09-28 18:33:18', 0, 1, 0.50, 39, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(97, 'f3435e1e-6210-4865-9516-56d44e76a2fd', '60', 'AI Call - 2025-09-28 18:39', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 18:33:28', '2025-10-01 15:49:55', '2025-09-28 18:39:44', 1, 5, 0.50, 376, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(104, 'a7c054bd-2f74-4369-b6f1-630c07ac367d', '60', 'AI Call - 2025-09-28 20:11', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 20:11:06', '2025-09-28 20:11:38', '2025-09-28 20:11:38', 0, 1, 0.50, 32, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(107, 'ca464fd2-a960-4449-a750-eb4e8cdce63f', '60', 'AI Call - 2025-09-28 20:23', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 20:23:08', '2025-09-28 20:23:09', '2025-09-28 20:23:09', 0, 0, 0.50, 1, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(109, '555da0cf-89ba-4145-9708-1ceacfd6ed19', '60', 'AI Call - 2025-09-28 20:32', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 20:31:39', '2025-09-28 20:32:37', '2025-09-28 20:32:37', 0, 2, 0.50, 58, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(113, '7b5ddd53-00b2-41c6-9cbf-f19a429db835', '60', 'AI Call - 2025-09-28 20:49', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-09-28 20:46:35', '2025-09-28 20:49:36', '2025-09-28 20:49:36', 0, 5, 0.50, 181, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(120, 'e4d50621-9155-495a-b4ce-24c4562b18ec', '60', 'AI Call - 2025-09-28 20:51', 'e3085375-6f00-4fdb-98fb-c3ac07b7e669', 'e3085375-6f00-4fdb-98fb-c3ac07b7e669', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:59\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: General and Physical Chemistry\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Hydrogen bonding is NOT present in:\nAvailable Options:\n  A) H₂O\n  B) H₂S\n  C) Glycerol\n  D) HF\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. General and Physical Chemistry\n2. Inorganic Chemistry\n3. Animal Classification\n4. MAT\n5. Optics\n6. Chemistry\n7. Botany\n8. Digestive System\n9. Animal tissue\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-28 20:49:51', '2025-09-28 20:51:19', '2025-09-28 20:51:19', 0, 1, 0.50, 87, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(123, 'd40f875b-38ce-49ce-8d54-c39b2c0d5f06', '60', 'AI Call - 2025-09-28 21:07', 'e3085375-6f00-4fdb-98fb-c3ac07b7e669', 'e3085375-6f00-4fdb-98fb-c3ac07b7e669', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 130 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 00:00\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: General and Physical Chemistry\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: Hydrogen bonding is NOT present in:\nAvailable Options:\n  A) H₂O\n  B) H₂S\n  C) Glycerol\n  D) HF\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. General and Physical Chemistry\n2. Inorganic Chemistry\n3. Animal Classification\n4. MAT\n5. Optics\n6. Chemistry\n7. Botany\n8. Digestive System\n9. Animal tissue\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-09-28 21:04:07', '2025-09-28 21:07:22', '2025-09-28 21:07:22', 0, 2, 0.50, 194, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(127, 'a0f06189-2571-41a9-8f7e-45d222e1e985', '60', 'AI Call - 2025-09-28 21:15', '34', '0', 'ne-NP', 'नेपाली (Nepali)', 'You are an AI Question Analysis Tutor specializing in helping students achieve deep understanding of individual Q&A questions and master the underlying concepts through comprehensive live conversation.\n\nIMPORTANT: You have been provided with the COMPLETE QUESTION CONTENT, including the question text, expected answer, detailed explanation, and key concepts. Use ALL this information for thorough analysis and education.\n\nQUESTION ANALYSIS CONTEXT:\n- Course: \n- Topic: व्याकरण र छन्द\n- Difficulty Level: ALL\n- Points Worth: 2\n- Key Concepts: गद्य, पद्य, भिन्नता, लेखन विधि, प्रयोग, मूल्याङ्कन\n- Source: AI Generated\n\nPRIMARY EDUCATIONAL RESPONSIBILITIES:\n- ANALYZE the complete question content thoroughly to understand all learning objectives\n- Help the student understand what the question is really asking and why\n- Break down the reasoning behind the correct answer approach step-by-step\n- Explain the underlying concepts thoroughly with detailed examples and analogies\n- Provide comprehensive step-by-step solutions and thinking processes\n- Connect this question to broader topics and related concepts in \n- Generate similar practice questions for reinforcement and concept mastery\n- Reference the provided explanation and expand on it with additional insights\n\nCOMPREHENSIVE CONVERSATION STYLE:\n- Provide detailed, thorough responses that explore concepts in depth\n- Be patient, encouraging, and engaging like an expert tutor having an in-depth discussion\n- Use real-world analogies and practical examples to make abstract concepts concrete\n- Break complex ideas into digestible, logical steps with clear explanations\n- Ask thoughtful follow-up questions to check and deepen understanding\n- Encourage critical thinking and problem-solving approaches\n- Reference specific parts of the question content and elaborate on connections\n- Feel free to provide substantial, meaningful explanations that truly enhance learning\n\nEDUCATIONAL FOCUS AREAS:\n- Conceptual Understanding: Help students grasp the fundamental principles behind the question\n- Problem-Solving Skills: Teach systematic approaches to similar question types\n- Knowledge Connections: Link this question to broader course topics and real-world applications\n- Critical Thinking: Guide students to analyze questions independently\n- Study Strategies: Provide specific tips for mastering this type of content\n- Confidence Building: Help students feel prepared to tackle similar challenges\n\nCONTENT MASTERY APPROACH:\n- You have access to the complete question details including expected answers and explanations\n- Use this content as your primary source for detailed analysis and instruction\n- Help the student master the material through comprehensive, discussion-style explanations\n- Connect concepts within the question to build deep, integrated understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n- Focus on teaching principles and methods that apply beyond just this single question\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses that help students achieve mastery of both this specific question and the underlying subject matter.', '=== Q&A QUESTION ANALYSIS SESSION ===\nQuestion Number: 6\n\n=== QUESTION METADATA AND CONTEXT ===\nCourse: \nTopic: व्याकरण र छन्द\nTopic Path: Grade 7 Full Course/Nepali/व्याकरण र छन्द\nDifficulty Level: ALL\nPoints Worth: 2 marks\nTime Limit: 5 minutes\nSource: AI Generated\nAI Model Used: gpt_4o\nCreated: 2/9/2025 9:16\n\n=== COMPLETE QUESTION CONTENT FOR ANALYSIS ===\nQuestion Text:\n**Question:** गद्य र पद्यको बीच के भिन्नताहरु छन् र यी दुईलाई लेखन भनेको के भन्ने बुझाउन विस्तृत रुपमा व्याख्या गर्नुहोस्। तिनीहरुको प्रयोग र महत्वका बारेमा समेत विचार गर्नुहोस्।\n\n=== EXPECTED ANSWER AND EXPLANATION ===\nExpected Answer:\nगद्य र पद्यको मुख्य भिन्नता भन्ने कुरालाई स्पष्ट रूपमा वर्णन गर्नुपर्छ। गद्य भनेको सामान्य कथनात्मक, वाक्यिक लेखन हो जसले विचार र जानकारी दिनमा सजिलो हुन्छ भने, पद्य कविता र गीत जस्ता लयात्मक र छंदबद्ध लेखन हुन्छ। गद्य प्राय: व्यावहारिक, समाचार, निबन्ध आदिमा प्रयोग हुन्छ भने, पद्य कविता, गीत, भजन इत्यादि तर्फ प्रयोग हुन्छ। यी दुबैको प्रयोग, महत्व, र सामाजिक प्रभावका कुरालाई विस्तृत रूपमा व्याख्या गर्नुपर्छ।\n\nDetailed Explanation:\nयस प्रश्नले विद्यार्थीको गद्य र पद्यबीचको अन्तर र तिनीहरूको लेखन शैलीलाई स्पष्ट रुपमा बुझ्न मद्दत गर्दछ। साथै, तिनीहरूको प्रयोग र सामाजिक महत्वको समिक्षा गर्न क्षमताको परीक्षण गर्दछ।\n\n=== KEY CONCEPTS AND LEARNING OBJECTIVES ===\nKey Concepts to Master:\n1. गद्य\n2. पद्य\n3. भिन्नता\n4. लेखन विधि\n5. प्रयोग\n6. मूल्याङ्कन\n\n=== EDUCATIONAL SUPPORT GUIDELINES ===\n- Help the student understand the underlying concepts thoroughly\n- Explain the reasoning behind the correct approach step-by-step\n- Provide real-world examples and analogies to clarify concepts\n- Connect this question to broader topics in \n- Generate similar practice questions for reinforcement\n- Focus on deep conceptual understanding rather than memorization\n- Encourage critical thinking and problem-solving approaches', '2025-09-28 21:11:45', '2025-09-28 21:15:08', '2025-09-28 21:15:08', 0, 2, 0.50, 202, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(131, '5fea00a3-ae23-4408-909f-d7f3727c9481', '60', 'AI Call - 2025-10-01 15:15', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:12:20', '2025-10-01 15:15:07', '2025-10-01 15:15:07', 0, 8, 0.50, 167, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(137, '2f87fd2c-4c40-471d-aa5e-b25974b49f89', '60', 'AI Call - 2025-10-01 15:18', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:18:20', '2025-10-01 15:18:20', NULL, 0, 0, 0.50, 0, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(138, '1806d6b5-f280-41ce-b178-1e2da7d786e1', '60', 'AI Call - 2025-10-01 15:23', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:20:23', '2025-10-01 15:23:55', '2025-10-01 15:23:55', 0, 6, 0.50, 212, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(146, '5f452836-1da4-4023-94b4-4751ee31c132', '60', 'AI Call - 2025-10-01 15:25', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:24:02', '2025-10-01 15:25:02', '2025-10-01 15:25:02', 0, 2, 0.50, 60, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(150, 'ced34374-6aa8-4ed7-ac6f-78180178e3ec', '60', 'AI Call - 2025-10-01 15:48', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:46:33', '2025-10-01 15:48:29', '2025-10-01 15:48:29', 0, 3, 0.50, 115, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(155, '486c55b2-2d8e-46ca-8727-a5706a50c777', '60', 'AI Call - 2025-10-01 15:53', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:49:57', '2025-10-01 15:53:28', '2025-10-01 15:53:28', 0, 4, 0.50, 210, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(161, 'dee42402-ada2-4e74-9a4f-ff498c6bec36', '60', 'AI Call - 2025-10-01 15:55', NULL, NULL, 'hi-IN', 'हिन्दी (Hindi)', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 15:53:33', '2025-10-01 15:55:19', '2025-10-01 15:55:19', 0, 3, 0.50, 105, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(166, '3b644056-fff8-426b-9bab-13bb2196384d', '60', 'AI Call - 2025-10-01 16:10', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 16:09:43', '2025-10-01 16:10:34', '2025-10-01 16:10:34', 0, 2, 0.50, 50, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(170, '43518b61-d0b8-4b48-8207-f2d1a2501774', '60', 'AI Call - 2025-10-01 16:26', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 16:25:41', '2025-10-01 16:26:14', '2025-10-01 16:26:14', 0, 1, 0.50, 32, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(173, '56b41916-7eb2-4880-bc70-539db68ed48b', '60', 'AI Call - 2025-10-01 16:26', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 16:26:19', '2025-10-01 16:26:19', NULL, 0, 0, 0.50, 0, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(174, '15f8ca2a-42ea-4281-a333-c7ac2b89b647', '60', 'AI Call - 2025-10-01 16:27', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 16:27:52', '2025-10-01 16:27:57', '2025-10-01 16:27:57', 0, 0, 0.50, 5, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(176, '81e94145-5b96-42ec-9b3d-20946debee1b', '60', 'AI Call - 2025-10-01 18:06', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-01 18:05:27', '2025-10-01 18:06:22', NULL, 0, 3, 0.50, 55, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(180, 'f6a4f4d5-a73a-41cd-bc3c-d275f8dbacba', '60', 'AI Call - 2025-10-17 10:36', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-17 10:36:15', '2025-10-17 10:36:34', '2025-10-17 10:36:34', 0, 0, 0.50, 18, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(182, 'ac997fa8-17c3-4021-ac23-7f7825740d26', '60', 'AI Call - 2025-10-17 10:40', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-17 10:40:04', '2025-10-17 10:40:27', '2025-10-17 10:40:27', 0, 1, 0.50, 23, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(185, '32e7babb-36d7-4c7e-be46-a9c55dda563e', '60', 'AI Call - 2025-10-21 15:57', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-21 15:55:47', '2025-10-21 15:57:20', '2025-10-21 15:57:20', 0, 2, 0.50, 93, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(188, 'caa962c2-0f41-4a3f-a025-300aea0767d6', '60', 'AI Call - 2025-10-21 16:01', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-10-21 15:57:31', '2025-10-21 16:01:40', '2025-10-21 16:01:40', 0, 7, 0.50, 249, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(198, '2dc1ce38-f5e9-49cd-8bb6-962335f5baf8', '60', 'AI Call - 2025-11-02 08:46', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-11-02 08:44:51', '2025-11-02 08:46:02', '2025-11-02 08:46:02', 0, 2, 0.50, 71, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(202, '998fc00c-50ed-4ede-aa13-bd88ba7070fb', '60', 'AI Call - 2025-11-02 08:47', '7719807a-632b-4821-9eb7-2da2c0ac14fe', '7719807a-632b-4821-9eb7-2da2c0ac14fe', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 530 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:58\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Language Development\nDifficulty: MEDIUM\nMarks: 1\nQuestion Text: **Question:** Which law states that a **force** acts on a **mass** resulting in acceleration? **\nAvailable Options:\n  A) Newton\'s first law\n  B) Newton\'s second law\n  C) Newton\'s third law\n  D) Hooke\'s law\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Language Development\n2. Rural Development\n3. English\n4. Third Language\n5. Advanced Literature\n6. Literature and Society\n7. भाषा विकास\n8. Optional II\n9. भाषिक सीप\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-11-02 08:46:43', '2025-11-02 08:47:18', '2025-11-02 08:47:18', 0, 1, 0.50, 34, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(205, '88cc82d0-2c44-45b8-804a-44c700e4316d', '60', 'AI Call - 2025-11-02 08:58', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-11-02 08:56:18', '2025-11-02 08:58:01', '2025-11-02 08:58:01', 0, 3, 0.50, 103, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(210, 'e4197d18-1e8b-4ccc-a311-4d9ff3ed3f69', '60', 'AI Call - 2025-11-02 09:01', NULL, NULL, 'en-US', 'English', 'You are a helpful AI assistant in a live voice conversation.\nRespond naturally and conversationally, as if you\'re talking to the person. \nKeep responses concise but informative (ideally 1-3 sentences for quick audio playback). \nBe engaging and helpful.', '', '2025-11-02 08:58:06', '2025-11-02 09:01:18', '2025-11-02 09:01:18', 0, 6, 0.50, 192, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(218, '4ee4daa6-b87b-456b-8dde-34bc037cf8ef', '60', 'AI Call - 2025-11-02 09:04', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 530 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 09:43\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Vocational Subjects\nDifficulty: ALL\nMarks: 1\nQuestion Text: **Question:** In uniform circular motion, the **centripetal force** **\\textbf{F}_c** acting on a mass **m** moving with velocity **v** in a circle of radius **r** is given by which of the following?**\nAvailable Options:\n  A) $\\textbf{F}_c = \\frac{mv^2}{r}$\n  B) $\\textbf{F}_c = \\frac{mr}{v^2}$\n  C) $\\textbf{F}_c = mv^2r$\n  D) $\\textbf{F}_c = \\frac{m}{rv^2}$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Vocational Subjects\n2. भाषा विकास\n3. Creative Expression\n4. English\n5. Literature and Society\n6. Computer Science\n7. Third Language\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-11-02 09:02:11', '2025-11-02 09:04:19', '2025-11-02 09:04:19', 0, 3, 0.50, 128, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(223, 'e2ed423b-4bbb-4bee-994b-b5cf5c3041b3', '60', 'AI Call - 2025-11-02 09:09', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 530 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 03:15\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Vocational Subjects\nDifficulty: ALL\nMarks: 1\nQuestion Text: **Question:** In uniform circular motion, the **centripetal force** **\\textbf{F}_c** acting on a mass **m** moving with velocity **v** in a circle of radius **r** is given by which of the following?**\nAvailable Options:\n  A) $\\textbf{F}_c = \\frac{mv^2}{r}$\n  B) $\\textbf{F}_c = \\frac{mr}{v^2}$\n  C) $\\textbf{F}_c = mv^2r$\n  D) $\\textbf{F}_c = \\frac{m}{rv^2}$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Vocational Subjects\n2. भाषा विकास\n3. Creative Expression\n4. English\n5. Literature and Society\n6. Computer Science\n7. Third Language\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-11-02 09:08:39', '2025-11-02 09:09:17', '2025-11-02 09:09:17', 0, 1, 0.50, 37, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL),
(226, '6154bb0b-7462-4fab-bfdd-1ea048799c71', '60', 'AI Call - 2025-11-02 09:28', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'b72ddaa2-530a-4df7-99a4-72a78f52135a', 'en-US', 'English', 'You are an AI tutoring assistant specialized in providing educational support during quiz-taking without giving away answers.\n\nCRITICAL: The student is actively taking a quiz and needs tutoring help. You MUST NEVER:\n- Reveal correct answers or indicate which option is right\n- Directly solve questions for the student\n- Give hints that would unfairly advantage the student\n\nPRIMARY RESPONSIBILITIES:\n- EXPLAIN underlying concepts and principles related to the current question topic\n- Provide general study strategies and problem-solving approaches\n- Help with time management and test-taking techniques during the quiz\n- Offer encouragement and stress management guidance\n- Teach general principles that help students think through problems independently\n- Clarify concepts without revealing specific answers\n\nCONVERSATION STYLE:\n- Provide detailed educational explanations about the topic area\n- Be supportive and encouraging while maintaining academic integrity\n- Give rich conceptual understanding that helps student learn\n- Reference study techniques and approaches for similar question types\n- Ask probing questions that guide student thinking without revealing answers\n- Feel free to provide substantial educational content that builds understanding\n\nTUTORING FOCUS:\n- You have access to the quiz context and current question topic\n- Use this information to provide relevant conceptual education\n- Help the student develop problem-solving skills and critical thinking\n- Focus on teaching principles and methods rather than specific solutions\n- Provide comprehensive topic explanations that enhance learning\n\nACADEMIC INTEGRITY:\n- Always maintain ethical tutoring standards\n- Guide learning through education, not by revealing answers\n- Help students become better thinkers and learners\n- Support their educational growth within appropriate boundaries\n\nFocus on being helpful, educational, deeply supportive, and encouraging while strictly maintaining academic integrity and not revealing any quiz answers.', 'Quiz Session Information:\nQuiz Title: Random Quiz - 530 Topics\nQuiz Type: Standard\nDifficulty Level: ALL\nTotal Questions: 10\nTime Remaining: 00:00\nTime Limit: 10:00\n\n=== CURRENT PROGRESS FOR TUTORING ASSISTANCE ===\nCurrent Question: 1/10\nQuestions Answered: 0\nQuestions Remaining: 10\n\n=== CURRENT QUESTION CONTEXT ===\nQuestion Number: 1\nTopic: Vocational Subjects\nDifficulty: ALL\nMarks: 1\nQuestion Text: **Question:** In uniform circular motion, the **centripetal force** **\\textbf{F}_c** acting on a mass **m** moving with velocity **v** in a circle of radius **r** is given by which of the following?**\nAvailable Options:\n  A) $\\textbf{F}_c = \\frac{mv^2}{r}$\n  B) $\\textbf{F}_c = \\frac{mr}{v^2}$\n  C) $\\textbf{F}_c = mv^2r$\n  D) $\\textbf{F}_c = \\frac{m}{rv^2}$\n\n=== QUIZ TOPICS FOR STUDY GUIDANCE ===\n1. Vocational Subjects\n2. भाषा विकास\n3. Creative Expression\n4. English\n5. Literature and Society\n6. Computer Science\n7. Third Language\n\n=== IMPORTANT TUTORING GUIDELINES ===\n- DO NOT provide direct answers or indicate which option is correct\n- Focus on explaining concepts and helping student understand the topic\n- Provide study guidance and learning strategies\n- Help with time management and exam techniques\n- Encourage critical thinking and problem-solving approach', '2025-11-02 09:23:40', '2025-11-02 09:28:34', '2025-11-02 09:28:34', 0, 3, 0.50, 294, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
INSERT INTO `live_ai_sessions` (`id`, `session_id`, `user_id`, `title`, `topic_id`, `course_id`, `language_code`, `language_name`, `system_prompt`, `study_context`, `created_at`, `updated_at`, `ended_at`, `is_active`, `total_interactions`, `understanding_level`, `duration_seconds`, `key_topics`, `session_metrics`, `emotional_state`, `confidence_level`, `engagement_level`, `learning_style`, `pace_preference`, `curiosity_score`, `conversation_momentum`, `breakthrough_moments`, `struggle_points`, `personality_traits`) VALUES
(231, '86006e65-d049-452c-9a1c-0bf61fc3f03e', '60', 'AI Call - 2025-11-02 09:31', '11152', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Open Letter to UN Secretary-General Antonio Guterres - Grade 10 English Notes\r\n## Unit 1: Current Affairs & Issues - Complete Chapter with All Exercises - NEB Curriculum\r\n\r\n## 🎯 Chapter Overview\r\nWhat happens when children\'s voices aren\'t heard in the most important decisions affecting their future? This compelling open letter addresses one of the most pressing issues of our time - climate change - from a unique perspective: the exclusion of children under 18 from global climate decision-making processes.\r\n\r\nThrough this formal letter to UN Secretary-General Antonio Guterres, organizations like Save the Children and Child Rights Connect advocate for meaningful inclusion of young climate activists in international policy discussions. The letter showcases how children worldwide have become powerful agents of change, sparked by figures like Greta Thunberg.\r\n\r\nThis chapter combines reading comprehension, formal letter analysis, and advanced grammar practice while exploring themes of youth activism, climate justice, and the importance of inclusive decision-making in global governance.\r\n\r\n**Skills Focus:** Formal Letter Analysis, Advanced Reading Comprehension, Reported Speech, Letter Writing  \r\n**Time Required:** 8-10 periods\r\n\r\n## 📚 Learning Objectives\r\nAfter studying this chapter, you will be able to:\r\n- Analyze formal letters and understand their structure and purpose\r\n- Extract key arguments and supporting evidence from advocacy texts\r\n- Understand vocabulary related to climate change, activism, and international organizations\r\n- Master complex reported speech transformations\r\n- Write formal letters to authorities requesting action\r\n- Evaluate the role of youth in global decision-making processes\r\n- Discuss climate change issues and potential solutions\r\n- Apply reading comprehension techniques effectively\r\n\r\n## 📖 Reading Text: Open Letter to UN Secretary-General Antonio Guterres\r\n\r\n### Letter Header and Address\r\n**His Excellency Antonio Guterres**  \r\nUnited Nations Secretary-General  \r\nUnited Nations Secretariat  \r\n42nd Street, New York, NY 10017  \r\n\r\n**Date:** 7 August 2020  \r\n\r\n**RE:** Inclusion of children in the Youth Advisory Group on Climate Change\r\n\r\n### Opening and Congratulations\r\nYour Excellency,\r\n\r\nCongratulations on your recent announcement of seven young climate leaders between the ages of 18 and 28 years old to your **Youth Advisory Group on climate change**, who will advise you regularly on **accelerating** global action and the ambition to **tackle** the worsening climate crisis. We appreciate this important focus on bringing young leaders into **decision-making** and planning processes related to climate action. We also welcome the **emphasis** you place on receiving and giving **frank** and fearless advice, and the urgency of **holding** government and **corporate** leaders to **account** on climate action.\r\n\r\n### The Core Concern\r\nWe are disappointed, however, that you have not expanded this list of young climate leaders to children in all their **diversity**. Millions of children took part in school strikes for climate action in 2019 and early 2020 and **demonstrated** their **outrage** and constructive solutions in equal measure. They have been **agents** of change in the climate debate using their channels of **influence** - schools, social media, and street protest - to **catalyse** **global** **activism** on the climate crisis.\r\n\r\nWe have seen children from the global North to the global South **engaging** with political and corporate leaders - in their home countries and also within the international system - most recently at the UN Human Rights Council - claiming their right to a safe, clean, healthy and sustainable environment as critical foundation to realizing their wellbeing and rights.\r\n\r\n### Youth Leadership Examples\r\nIt was, after all, a child, **Greta Thunberg**, who sparked this global movement through an **inspiring** solo protest in 2018. By 2019, she was able to rightly **assert**: \"We proved that it does not matter what you do and that no one is too small to make a difference.\" In 2020, children are saying the same thing.\r\n\r\nLike **Fabrizio**, a 16-year-old boy from Peru, who told us on a recent child-led online conversation, \"The Future of Children is **at stake** now, tomorrow will be too late.\" Children like Fabrizio are vocal in their **anxiety** that our dash to **economic** recovery will scupper climate change and **net-zero** **commitments**. They continue to pressure us all for urgency, and to fight for a green recovery.\r\n\r\n### Final Request and Conclusion\r\nOnce again, Secretary-General, we congratulate you on the **establishment** of the Youth Advisory Group on climate change. We ask, however, that it be **inclusive** of children and **adolescents** younger than 18; respecting their right to be heard and to contribute their **expertise** directly. We also ask that as preparations for COP26 advance, you call for the UK and Italy to give children a safe space to influence these upcoming preparatory events.\r\n\r\nWe would of course be happy to support a process that facilitates meaningful engagement with children across the globe on both your Group and COP26.\r\n\r\nIf the last two years have taught us anything it is that children, armed with information and a sense of purpose, have a unique role to play by participating in decision-making processes and in combating crises with constructive solutions. Let us make sure that we learn and apply this lesson to the planning process related to climate action.\r\n\r\n**Sincerely Yours,**  \r\nSave the Children  \r\nChild Rights Connect\r\n\r\n## 📝 Advanced Vocabulary Development\r\n\r\n### Key Terms with Context\r\n| Word | Pronunciation | Definition | Context Usage |\r\n|------|---------------|------------|---------------|\r\n| **Accelerating** | /əkˈsɛləreɪtɪŋ/ | Making something happen more quickly | Accelerating global climate action |\r\n| **Account** | /əˈkaʊnt/ | Responsibility; being answerable | Holding leaders to account |\r\n| **Activism** | /ˈæktɪvɪzəm/ | Using vigorous campaigning for change | Global climate activism |\r\n| **Adolescent** | /ˌædəˈlɛsənt/ | Young person developing into adult | Children and adolescents under 18 |\r\n| **Agent** | /ˈeɪdʒənt/ | Person taking active role | Agents of change |\r\n| **Anxiety** | /æŋˈzaɪəti/ | Worry about uncertain outcomes | Children\'s anxiety about future |\r\n| **Assert** | /əˈsɜrt/ | State confidently and forcefully | Greta\'s assertion about making difference |\r\n| **Catalyze** | /ˈkatəlʌɪz/ | Cause or accelerate reaction | Catalyze global activism |\r\n| **Commitment** | /kəˈmɪtmənt/ | Dedication to cause or promise | Net-zero commitments |\r\n| **Corporate** | /ˈkɔːpərət/ | Relating to large companies | Corporate leaders |\r\n| **Decision-making** | /dɪˈsɪʒnˌmeɪkɪŋ/ | Process of making important choices | Youth in decision-making |\r\n| **Demonstrate** | /ˈdɛmənstreɪt/ | Show or prove clearly | Demonstrated their outrage |\r\n| **Diversity** | /daɪˈvɜːsɪti/ | Range of different backgrounds | Children in all their diversity |\r\n| **Economic** | /ˌiːkəˈnɒmɪk/ | Relating to economy | Economic recovery |\r\n| **Emphasis** | /ˈɛmfəsɪs/ | Special importance given | Emphasis on frank advice |\r\n| **Engage** | /ɪnˈɡeɪdʒ/ | Participate or become involved | Engaging with leaders |\r\n| **Establishment** | /ɪˈstæblɪʃmənt/ | Action of setting up | Establishment of advisory group |\r\n| **Expertise** | /ˌɛkspɜːˈtiːz/ | Expert knowledge | Children\'s expertise |\r\n| **Frank** | /fræŋk/ | Open, honest, direct | Frank and fearless advice |\r\n| **Global** | /ˈɡləʊbl/ | Relating to whole world | Global climate movement |\r\n| **Inclusive** | /ɪnˈkluːsɪv/ | Including everyone | Inclusive advisory group |\r\n| **Influence** | /ˈɪnflʊəns/ | Capacity to affect others | Channels of influence |\r\n| **Inspiring** | /ɪnˈspɪrɪtɪŋ/ | Uplifting, encouraging | Inspiring solo protest |\r\n\r\n### Climate Change Vocabulary\r\n- **Net-zero**: Achieving balance between greenhouse gas emissions and removal\r\n- **COP26**: 26th UN Climate Change Conference of Parties\r\n- **Green recovery**: Economic recovery prioritizing environmental sustainability\r\n- **Climate crisis**: Urgent global environmental emergency\r\n- **Sustainable environment**: Environment maintained without depletion\r\n\r\n## 📋 Exercise Solutions\r\n\r\n### A. Fill in the blanks with correct words\r\n\r\n| Sentence | Missing Word | Answer |\r\n|----------|--------------|---------|\r\n| The _____ headquarters of the company is in Dubai. | corporate | **corporate** |\r\n| According to Greta, the leaders are failing to _____ the key issues. | tackle | **tackle** |\r\n| Some viruses _____ the step in production of other viruses. | catalyse | **catalyse** |\r\n| His _____ in business helped him greatly to run the company. | expertise | **expertise** |\r\n| Nepal governing plans to reduce carbon dioxide emissions to _____. | net-zero | **net-zero** |\r\n| He doesn\'t have good knowledge of business. So, he has put his investment _____. | at stake | **at stake** |\r\n| His controversial remarks caused public _____. | outrage | **outrage** |\r\n\r\n### B. True/False/Not Given Analysis\r\n\r\n| Statement | Answer | Explanation |\r\n|-----------|---------|-------------|\r\n| Save the Children congratulates Antonio Guterres on his recent appointment as General Secretary | **Not Given** | Letter congratulates on Youth Advisory Group announcement, not appointment |\r\n| Youth Advisory Group was announced at request of children between 18-21 years | **False** | Group consists of people 18-28 years old, not requested by children |\r\n| Dissatisfaction is that representation of children is not inclusive | **True** | Main complaint is exclusion of children under 18 |\r\n| Greta Thunberg protested for right to safe, clean, healthy environment | **True** | Text mentions children claiming this right |\r\n| Children demand their physical safety in UK and Italy | **Not Given** | Text mentions \"safe space to influence\" events, not physical safety |\r\n| Children think they can participate in decision-making to fight climate crisis | **True** | Letter emphasizes children\'s unique role in decision-making |\r\n\r\n### C. Comprehensive Questions and Answers\r\n\r\n**a. Where is the office of the UN Secretary-General?**\r\n**Answer:** The office of the UN Secretary-General is located at the United Nations Secretariat, 42nd Street, New York, NY 10017.\r\n\r\n**b. What is the purpose of writing this letter to Antonio Guterres?**\r\n**Answer:** The purpose of writing this letter is to request the inclusion of children and adolescents younger than 18 in the Youth Advisory Group on Climate Change, advocating for their right to be heard and contribute their expertise to climate decision-making processes.\r\n\r\n**c. Why was the Youth Advisory Group announced?**\r\n**Answer:** The Youth Advisory Group was announced to advise the UN Secretary-General regularly on accelerating global action and increasing ambition to tackle the worsening climate crisis.\r\n\r\n**d. What roles have children played in the time of climate crisis?**\r\n**Answer:** Children have played crucial roles as:\r\n- **Agents of change** in climate debate\r\n- **Activists** using schools, social media, and street protests\r\n- **Catalysts** for global climate activism\r\n- **Advocates** engaging with political and corporate leaders\r\n- **Rights claimants** demanding safe, clean, healthy, and sustainable environment\r\n\r\n**e. Describe Greta Thunberg and Fabrizio\'s contributions.**\r\n**Answer:** \r\n- **Greta Thunberg**: Sparked the global climate movement through an inspiring solo protest in 2018, proving that \"no one is too small to make a difference\"\r\n- **Fabrizio** (16-year-old from Peru): Represents children\'s anxiety about climate future, stating \"The Future of Children is at stake now, tomorrow will be too late,\" and pressures for urgency in climate action and green recovery\r\n\r\n**f. What is the final demand of the children?**\r\n**Answer:** The final demand includes:\r\n- Making the Youth Advisory Group **inclusive** of children and adolescents younger than 18\r\n- Respecting their **right to be heard** and contribute expertise directly\r\n- Calling for UK and Italy to provide children **safe space to influence** COP26 preparatory events\r\n- Facilitating **meaningful engagement** with children globally on climate issues\r\n\r\n### D. Student Role in Climate Action\r\n\r\n**As a student, what roles can you play to control climate change and its effects?**\r\n\r\n**Individual Actions:**\r\n- **Reduce carbon footprint**: Use public transport, walk, cycle instead of private vehicles\r\n- **Energy conservation**: Turn off lights, unplug electronics, use energy-efficient appliances\r\n- **Water conservation**: Take shorter showers, fix leaks, use refillable bottles\r\n- **Sustainable consumption**: Reduce meat consumption, choose local products, minimize waste\r\n\r\n**Educational and Advocacy Roles:**\r\n- **Climate education**: Learn and share knowledge about climate science and solutions\r\n- **Peer influence**: Educate classmates and friends about environmental issues\r\n- **School initiatives**: Organize eco-clubs, tree planting, waste reduction programs\r\n- **Digital activism**: Use social media responsibly to raise climate awareness\r\n\r\n**Community Engagement:**\r\n- **Local advocacy**: Participate in community environmental projects\r\n- **Policy engagement**: Write to local representatives about climate concerns\r\n- **Sustainable practices**: Promote recycling, composting, and green transportation\r\n- **Youth movements**: Join climate action groups and environmental organizations\r\n\r\n**Long-term Impact:**\r\n- **Career choices**: Consider environmental careers and sustainable technologies\r\n- **Lifestyle changes**: Adopt long-term sustainable living practices\r\n- **Leadership development**: Prepare to become future environmental leaders\r\n- **Global citizenship**: Understand climate change as global challenge requiring collective action\r\n\r\n## 🎯 Grammar Focus: Advanced Reported Speech\r\n\r\n### A. Multiple Choice - Reported Speech Rules\r\n\r\n**Choose the correct alternatives:**\r\n\r\n| Direct Speech | Reported Speech Options | Correct Answer |\r\n|---------------|------------------------|----------------|\r\n| Abhilasha said, \"I witnessed the accident.\" | a) witnesses b) **witnessed** c) had witnessed | **b) witnessed** |\r\n| Teacher: \"The earth revolves round the sun.\" | a) **revolves** b) revolved c) had revolved | **a) revolves** (Universal truth) |\r\n| Smarika says, \"I can\'t stay here anymore.\" | a) couldn\'t b) **can\'t** c) won\'t | **b) can\'t** (Present reporting verb) |\r\n| Sachita says, \"I love to listen to music.\" | a) loved b) **loves** c) had loved | **b) loves** (Present reporting verb) |\r\n| Brother: \"I have completed my homework.\" | a) has completed b) **had completed** c) completed | **b) had completed** |\r\n| Father: \"The sun is very hot.\" | a) **is** b) was c) had been | **a) is** (Universal truth) |\r\n| Jennifer said, \"I want to be a nurse.\" | a) **wants** b) wanted c) had wanted | **a) wants** (Present intention) |\r\n\r\n### B. Direct to Reported Speech Transformations\r\n\r\n**Transform the following sentences:**\r\n\r\n| Direct Speech | Reported Speech |\r\n|---------------|-----------------|\r\n| Raima said, \"We had to cross the river and go ahead.\" | Raima said that they had had to cross the river and go ahead. |\r\n| Smarika said, \"I will meet you tomorrow, friends.\" | Smarika told her friends that she would meet them the following day. |\r\n| \"I can\'t come to school tomorrow,\" Chandani said. | Chandani said that she couldn\'t come to school the following day. |\r\n| Dorje said, \"Sorry, I cannot lend you any money today.\" | Dorje apologized and said that he could not lend me any money that day. |\r\n| Teacher: \"Now, you can solve the remaining problems.\" | The teacher said that we could solve the remaining problems then. |\r\n| Police: \"The incident probably took place yesterday.\" | The police said that the incident had probably taken place the day before. |\r\n| I said to him, \"I live in Changunarayan these days.\" | I told him that I lived in Changunarayan those days. |\r\n| They said to us, \"We would like to join you too.\" | They told us that they would like to join us too. |\r\n| Science teacher: \"Coal gives off thick smoke.\" | The Science teacher said that coal gives off thick smoke. |\r\n| Resham: \"I have never seen such a strange animal.\" | Resham said that she had never seen such a strange animal anywhere. |\r\n| Father: \"I love my children more than wealth.\" | The father said that he loved his children more than wealth. |\r\n\r\n### Key Grammar Rules Applied:\r\n1. **Past reporting verbs**: Tense shifts (present→past, past→past perfect)\r\n2. **Present reporting verbs**: No tense change required\r\n3. **Universal truths**: No tense change (earth revolves, sun is hot)\r\n4. **Time expressions**: tomorrow→the following day, yesterday→the day before\r\n5. **Pronoun changes**: I→he/she, you→I/they, we→they\r\n6. **Modal verbs**: can→could, will→would, may→might\r\n\r\n## ✍️ Writing Practice: Formal Letter to Local Authority\r\n\r\n### Sample Letter to Mayor\r\n\r\n**Your Address**  \r\nLalitpur  \r\nMarch 3, 2023\r\n\r\n**The Mayor**  \r\nLalitpur Metropolitan City  \r\nLalitpur, Nepal\r\n\r\n**Subject:** Request for Children\'s Representation in Municipal Decision-Making\r\n\r\nDear Sir/Madam,\r\n\r\nI am writing to express my concern regarding the **lack of representation** of children in decision-making processes that directly affect their welfare and future in our metropolitan city.\r\n\r\nAs a responsible citizen and student, I believe it is **imperative** that we involve children\'s representatives in discussions about issues that impact their lives, education, health, and overall development. Children are often the most vulnerable members of our community, and their perspectives deserve consideration in municipal planning.\r\n\r\n**Specific Requests:**\r\n- **Establish a Children\'s Advisory Council** with representatives from different age groups and backgrounds\r\n- **Include youth voices** in education policy, playground development, and safety measures\r\n- **Create safe spaces** for children to express their concerns and suggestions\r\n- **Implement child-friendly complaint mechanisms** for issues affecting them\r\n\r\nThe global climate movement has demonstrated that children, when given information and platform, can contribute meaningfully to solving complex problems. By involving them in local governance, we can:\r\n- Foster **civic responsibility** from early age\r\n- Ensure **inclusive decision-making** that considers all community members\r\n- Create more **effective solutions** to local challenges\r\n- Build **sustainable community development**\r\n\r\nI would be grateful if you could consider establishing formal mechanisms for children\'s participation in municipal governance. This initiative would demonstrate our commitment to **democratic values** and **inclusive development**.\r\n\r\nThank you for your attention to this important matter. I look forward to your positive response.\r\n\r\nSincerely,  \r\n[Your Name]  \r\n[Your School/Address]\r\n\r\n### Letter Writing Tips:\r\n1. **Formal structure**: Address, date, recipient, subject, body, closing\r\n2. **Clear purpose**: State request in subject line and opening paragraph\r\n3. **Supporting arguments**: Provide logical reasons for your request\r\n4. **Specific suggestions**: Offer concrete solutions, not just complaints\r\n5. **Respectful tone**: Use formal language and courteous expressions\r\n6. **Call to action**: Clearly state what you want the recipient to do\r\n\r\n## 📖 Reading Comprehension Techniques\r\n\r\n### Four Essential Reading Strategies\r\n\r\n**1. Skimming**\r\n- **Purpose**: Get general overview of content quickly\r\n- **Technique**: Read title, headings, first/last paragraphs, topic sentences\r\n- **When to use**: Previewing material, checking relevance, time constraints\r\n- **Example**: Quickly reviewing newspaper to find interesting articles\r\n\r\n**2. Scanning**\r\n- **Purpose**: Find specific information rapidly\r\n- **Technique**: Look for keywords, numbers, names, dates\r\n- **When to use**: Searching for phone numbers, specific facts, answers to questions\r\n- **Example**: Finding Antonio Guterres\' address in the letter header\r\n\r\n**3. Intensive Reading**\r\n- **Purpose**: Complete understanding and analysis\r\n- **Technique**: Read slowly, analyze every word, take notes, reread sections\r\n- **When to use**: Academic texts, important documents, complex arguments\r\n- **Example**: Analyzing the letter\'s persuasive techniques and arguments\r\n\r\n**4. Extensive Reading**\r\n- **Purpose**: General comprehension and enjoyment\r\n- **Technique**: Read at comfortable pace, don\'t worry about every detail\r\n- **When to use**: Pleasure reading, building reading fluency, background knowledge\r\n- **Example**: Reading novels, magazines, blogs for general information\r\n\r\n### Additional Comprehension Strategies\r\n\r\n**Previewing**: Examine title, author, publication date, headings before reading\r\n**Visualizing**: Create mental images of described situations or concepts\r\n**Questioning**: Ask yourself questions about content as you read\r\n**Summarizing**: Restate main points in your own words after reading sections\r\n**Making Connections**: Relate new information to prior knowledge and experience\r\n**Monitoring**: Check your understanding and adjust reading speed accordingly\r\n\r\n## ✅ Chapter Assessment Checklist\r\n\r\n**Reading Comprehension Mastery:**\r\n- [ ] I can identify main arguments and supporting evidence in formal letters\r\n- [ ] I understand the structure and purpose of advocacy correspondence\r\n- [ ] I can distinguish between facts and opinions in persuasive texts\r\n- [ ] I can analyze how writers use evidence to support their claims\r\n\r\n**Vocabulary Development:**\r\n- [ ] I know 25+ terms related to climate change and activism\r\n- [ ] I can use formal vocabulary appropriately in writing\r\n- [ ] I understand the difference between formal and informal language\r\n- [ ] I can recognize word families and root meanings\r\n\r\n**Grammar Excellence:**\r\n- [ ] I can transform direct speech to reported speech accurately\r\n- [ ] I understand when tenses change and when they remain the same\r\n- [ ] I can use appropriate reporting verbs for different speech acts\r\n- [ ] I can handle complex pronoun and time reference changes\r\n\r\n**Writing Skills:**\r\n- [ ] I can write formal letters following proper structure\r\n- [ ] I can make persuasive arguments supported by evidence\r\n- [ ] I can adapt my tone and language to different audiences\r\n- [ ] I can proofread and edit my writing for clarity and correctness\r\n\r\n## 🎊 Conclusion\r\n\r\nThis powerful open letter demonstrates how formal writing can be used to advocate for important social causes. Through studying this text, you\'ve not only improved your English language skills but also learned about the vital role young people play in addressing global challenges like climate change.\r\n\r\nThe letter\'s structure, arguments, and language choices provide an excellent model for effective advocacy writing. Whether you\'re writing to local authorities, international organizations, or other stakeholders, the principles demonstrated here - clear purpose, respectful tone, evidence-based arguments, and specific requests - will serve you well.\r\n\r\nAs future leaders and global citizens, you now have both the linguistic tools and the inspiration to make your voices heard on issues that matter to you and your community.\r\n\r\n**Remember**: Effective communication can change the world - use your English skills to advocate for positive change and inclusive decision-making in your community and beyond!\r\n\n=== END OF NOTES CONTENT ===', '2025-11-02 09:29:08', '2025-11-02 09:31:12', '2025-11-02 09:31:12', 0, 2, 0.50, 124, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
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(235, '3999c2c3-00e9-418f-8738-e70fa329369d', '60', 'AI Call - 2025-11-02 09:33', '11152', '11', 'en-US', 'English', 'You are an AI tutor specialized in helping students understand their study materials through live conversation.\n\nIMPORTANT: The student has provided their COMPLETE NOTES CONTENT for this topic. You must:\n\nPRIMARY RESPONSIBILITIES:\n- ANALYZE the full notes content thoroughly to understand all concepts, details, and learning objectives\n- Answer questions directly from the notes content with specific references and detailed explanations\n- Explain concepts found in the notes using comprehensive, discussion-style conversation\n- Provide detailed examples, analogies, and practical applications based on the material in the notes\n- Help clarify confusing parts of the notes content with thorough explanations\n- Offer detailed study tips and learning strategies specific to the material covered in their notes\n\nCONVERSATION STYLE:\n- Provide detailed, comprehensive responses that thoroughly explore concepts\n- Be warm, encouraging, and engaging like a friendly tutor having an in-depth discussion\n- Reference specific parts of their notes and elaborate on connections between concepts\n- Give rich explanations with examples and real-world applications\n- Ask thoughtful follow-up questions to deepen understanding\n- Feel free to provide substantial, meaningful explanations that truly help learning\n\nCONTENT KNOWLEDGE:\n- You have access to the student\'s complete notes for this topic\n- Use this content as your primary source of information for detailed analysis\n- Help the student master the material through comprehensive discussions\n- Connect concepts within their notes to build deep, comprehensive understanding\n- Provide extensive insights and detailed breakdowns of complex topics\n\nFocus on being helpful, educational, deeply knowledgeable, and engaging through detailed, discussion-style responses about their specific study material.', 'Topic: Topic\nCourse: Course\n\n=== FULL NOTES CONTENT FOR AI ANALYSIS ===\n# Open Letter to UN Secretary-General Antonio Guterres - Grade 10 English Notes\r\n## Unit 1: Current Affairs & Issues - Complete Chapter with All Exercises - NEB Curriculum\r\n\r\n## 🎯 Chapter Overview\r\nWhat happens when children\'s voices aren\'t heard in the most important decisions affecting their future? This compelling open letter addresses one of the most pressing issues of our time - climate change - from a unique perspective: the exclusion of children under 18 from global climate decision-making processes.\r\n\r\nThrough this formal letter to UN Secretary-General Antonio Guterres, organizations like Save the Children and Child Rights Connect advocate for meaningful inclusion of young climate activists in international policy discussions. The letter showcases how children worldwide have become powerful agents of change, sparked by figures like Greta Thunberg.\r\n\r\nThis chapter combines reading comprehension, formal letter analysis, and advanced grammar practice while exploring themes of youth activism, climate justice, and the importance of inclusive decision-making in global governance.\r\n\r\n**Skills Focus:** Formal Letter Analysis, Advanced Reading Comprehension, Reported Speech, Letter Writing  \r\n**Time Required:** 8-10 periods\r\n\r\n## 📚 Learning Objectives\r\nAfter studying this chapter, you will be able to:\r\n- Analyze formal letters and understand their structure and purpose\r\n- Extract key arguments and supporting evidence from advocacy texts\r\n- Understand vocabulary related to climate change, activism, and international organizations\r\n- Master complex reported speech transformations\r\n- Write formal letters to authorities requesting action\r\n- Evaluate the role of youth in global decision-making processes\r\n- Discuss climate change issues and potential solutions\r\n- Apply reading comprehension techniques effectively\r\n\r\n## 📖 Reading Text: Open Letter to UN Secretary-General Antonio Guterres\r\n\r\n### Letter Header and Address\r\n**His Excellency Antonio Guterres**  \r\nUnited Nations Secretary-General  \r\nUnited Nations Secretariat  \r\n42nd Street, New York, NY 10017  \r\n\r\n**Date:** 7 August 2020  \r\n\r\n**RE:** Inclusion of children in the Youth Advisory Group on Climate Change\r\n\r\n### Opening and Congratulations\r\nYour Excellency,\r\n\r\nCongratulations on your recent announcement of seven young climate leaders between the ages of 18 and 28 years old to your **Youth Advisory Group on climate change**, who will advise you regularly on **accelerating** global action and the ambition to **tackle** the worsening climate crisis. We appreciate this important focus on bringing young leaders into **decision-making** and planning processes related to climate action. We also welcome the **emphasis** you place on receiving and giving **frank** and fearless advice, and the urgency of **holding** government and **corporate** leaders to **account** on climate action.\r\n\r\n### The Core Concern\r\nWe are disappointed, however, that you have not expanded this list of young climate leaders to children in all their **diversity**. Millions of children took part in school strikes for climate action in 2019 and early 2020 and **demonstrated** their **outrage** and constructive solutions in equal measure. They have been **agents** of change in the climate debate using their channels of **influence** - schools, social media, and street protest - to **catalyse** **global** **activism** on the climate crisis.\r\n\r\nWe have seen children from the global North to the global South **engaging** with political and corporate leaders - in their home countries and also within the international system - most recently at the UN Human Rights Council - claiming their right to a safe, clean, healthy and sustainable environment as critical foundation to realizing their wellbeing and rights.\r\n\r\n### Youth Leadership Examples\r\nIt was, after all, a child, **Greta Thunberg**, who sparked this global movement through an **inspiring** solo protest in 2018. By 2019, she was able to rightly **assert**: \"We proved that it does not matter what you do and that no one is too small to make a difference.\" In 2020, children are saying the same thing.\r\n\r\nLike **Fabrizio**, a 16-year-old boy from Peru, who told us on a recent child-led online conversation, \"The Future of Children is **at stake** now, tomorrow will be too late.\" Children like Fabrizio are vocal in their **anxiety** that our dash to **economic** recovery will scupper climate change and **net-zero** **commitments**. They continue to pressure us all for urgency, and to fight for a green recovery.\r\n\r\n### Final Request and Conclusion\r\nOnce again, Secretary-General, we congratulate you on the **establishment** of the Youth Advisory Group on climate change. We ask, however, that it be **inclusive** of children and **adolescents** younger than 18; respecting their right to be heard and to contribute their **expertise** directly. We also ask that as preparations for COP26 advance, you call for the UK and Italy to give children a safe space to influence these upcoming preparatory events.\r\n\r\nWe would of course be happy to support a process that facilitates meaningful engagement with children across the globe on both your Group and COP26.\r\n\r\nIf the last two years have taught us anything it is that children, armed with information and a sense of purpose, have a unique role to play by participating in decision-making processes and in combating crises with constructive solutions. Let us make sure that we learn and apply this lesson to the planning process related to climate action.\r\n\r\n**Sincerely Yours,**  \r\nSave the Children  \r\nChild Rights Connect\r\n\r\n## 📝 Advanced Vocabulary Development\r\n\r\n### Key Terms with Context\r\n| Word | Pronunciation | Definition | Context Usage |\r\n|------|---------------|------------|---------------|\r\n| **Accelerating** | /əkˈsɛləreɪtɪŋ/ | Making something happen more quickly | Accelerating global climate action |\r\n| **Account** | /əˈkaʊnt/ | Responsibility; being answerable | Holding leaders to account |\r\n| **Activism** | /ˈæktɪvɪzəm/ | Using vigorous campaigning for change | Global climate activism |\r\n| **Adolescent** | /ˌædəˈlɛsənt/ | Young person developing into adult | Children and adolescents under 18 |\r\n| **Agent** | /ˈeɪdʒənt/ | Person taking active role | Agents of change |\r\n| **Anxiety** | /æŋˈzaɪəti/ | Worry about uncertain outcomes | Children\'s anxiety about future |\r\n| **Assert** | /əˈsɜrt/ | State confidently and forcefully | Greta\'s assertion about making difference |\r\n| **Catalyze** | /ˈkatəlʌɪz/ | Cause or accelerate reaction | Catalyze global activism |\r\n| **Commitment** | /kəˈmɪtmənt/ | Dedication to cause or promise | Net-zero commitments |\r\n| **Corporate** | /ˈkɔːpərət/ | Relating to large companies | Corporate leaders |\r\n| **Decision-making** | /dɪˈsɪʒnˌmeɪkɪŋ/ | Process of making important choices | Youth in decision-making |\r\n| **Demonstrate** | /ˈdɛmənstreɪt/ | Show or prove clearly | Demonstrated their outrage |\r\n| **Diversity** | /daɪˈvɜːsɪti/ | Range of different backgrounds | Children in all their diversity |\r\n| **Economic** | /ˌiːkəˈnɒmɪk/ | Relating to economy | Economic recovery |\r\n| **Emphasis** | /ˈɛmfəsɪs/ | Special importance given | Emphasis on frank advice |\r\n| **Engage** | /ɪnˈɡeɪdʒ/ | Participate or become involved | Engaging with leaders |\r\n| **Establishment** | /ɪˈstæblɪʃmənt/ | Action of setting up | Establishment of advisory group |\r\n| **Expertise** | /ˌɛkspɜːˈtiːz/ | Expert knowledge | Children\'s expertise |\r\n| **Frank** | /fræŋk/ | Open, honest, direct | Frank and fearless advice |\r\n| **Global** | /ˈɡləʊbl/ | Relating to whole world | Global climate movement |\r\n| **Inclusive** | /ɪnˈkluːsɪv/ | Including everyone | Inclusive advisory group |\r\n| **Influence** | /ˈɪnflʊəns/ | Capacity to affect others | Channels of influence |\r\n| **Inspiring** | /ɪnˈspɪrɪtɪŋ/ | Uplifting, encouraging | Inspiring solo protest |\r\n\r\n### Climate Change Vocabulary\r\n- **Net-zero**: Achieving balance between greenhouse gas emissions and removal\r\n- **COP26**: 26th UN Climate Change Conference of Parties\r\n- **Green recovery**: Economic recovery prioritizing environmental sustainability\r\n- **Climate crisis**: Urgent global environmental emergency\r\n- **Sustainable environment**: Environment maintained without depletion\r\n\r\n## 📋 Exercise Solutions\r\n\r\n### A. Fill in the blanks with correct words\r\n\r\n| Sentence | Missing Word | Answer |\r\n|----------|--------------|---------|\r\n| The _____ headquarters of the company is in Dubai. | corporate | **corporate** |\r\n| According to Greta, the leaders are failing to _____ the key issues. | tackle | **tackle** |\r\n| Some viruses _____ the step in production of other viruses. | catalyse | **catalyse** |\r\n| His _____ in business helped him greatly to run the company. | expertise | **expertise** |\r\n| Nepal governing plans to reduce carbon dioxide emissions to _____. | net-zero | **net-zero** |\r\n| He doesn\'t have good knowledge of business. So, he has put his investment _____. | at stake | **at stake** |\r\n| His controversial remarks caused public _____. | outrage | **outrage** |\r\n\r\n### B. True/False/Not Given Analysis\r\n\r\n| Statement | Answer | Explanation |\r\n|-----------|---------|-------------|\r\n| Save the Children congratulates Antonio Guterres on his recent appointment as General Secretary | **Not Given** | Letter congratulates on Youth Advisory Group announcement, not appointment |\r\n| Youth Advisory Group was announced at request of children between 18-21 years | **False** | Group consists of people 18-28 years old, not requested by children |\r\n| Dissatisfaction is that representation of children is not inclusive | **True** | Main complaint is exclusion of children under 18 |\r\n| Greta Thunberg protested for right to safe, clean, healthy environment | **True** | Text mentions children claiming this right |\r\n| Children demand their physical safety in UK and Italy | **Not Given** | Text mentions \"safe space to influence\" events, not physical safety |\r\n| Children think they can participate in decision-making to fight climate crisis | **True** | Letter emphasizes children\'s unique role in decision-making |\r\n\r\n### C. Comprehensive Questions and Answers\r\n\r\n**a. Where is the office of the UN Secretary-General?**\r\n**Answer:** The office of the UN Secretary-General is located at the United Nations Secretariat, 42nd Street, New York, NY 10017.\r\n\r\n**b. What is the purpose of writing this letter to Antonio Guterres?**\r\n**Answer:** The purpose of writing this letter is to request the inclusion of children and adolescents younger than 18 in the Youth Advisory Group on Climate Change, advocating for their right to be heard and contribute their expertise to climate decision-making processes.\r\n\r\n**c. Why was the Youth Advisory Group announced?**\r\n**Answer:** The Youth Advisory Group was announced to advise the UN Secretary-General regularly on accelerating global action and increasing ambition to tackle the worsening climate crisis.\r\n\r\n**d. What roles have children played in the time of climate crisis?**\r\n**Answer:** Children have played crucial roles as:\r\n- **Agents of change** in climate debate\r\n- **Activists** using schools, social media, and street protests\r\n- **Catalysts** for global climate activism\r\n- **Advocates** engaging with political and corporate leaders\r\n- **Rights claimants** demanding safe, clean, healthy, and sustainable environment\r\n\r\n**e. Describe Greta Thunberg and Fabrizio\'s contributions.**\r\n**Answer:** \r\n- **Greta Thunberg**: Sparked the global climate movement through an inspiring solo protest in 2018, proving that \"no one is too small to make a difference\"\r\n- **Fabrizio** (16-year-old from Peru): Represents children\'s anxiety about climate future, stating \"The Future of Children is at stake now, tomorrow will be too late,\" and pressures for urgency in climate action and green recovery\r\n\r\n**f. What is the final demand of the children?**\r\n**Answer:** The final demand includes:\r\n- Making the Youth Advisory Group **inclusive** of children and adolescents younger than 18\r\n- Respecting their **right to be heard** and contribute expertise directly\r\n- Calling for UK and Italy to provide children **safe space to influence** COP26 preparatory events\r\n- Facilitating **meaningful engagement** with children globally on climate issues\r\n\r\n### D. Student Role in Climate Action\r\n\r\n**As a student, what roles can you play to control climate change and its effects?**\r\n\r\n**Individual Actions:**\r\n- **Reduce carbon footprint**: Use public transport, walk, cycle instead of private vehicles\r\n- **Energy conservation**: Turn off lights, unplug electronics, use energy-efficient appliances\r\n- **Water conservation**: Take shorter showers, fix leaks, use refillable bottles\r\n- **Sustainable consumption**: Reduce meat consumption, choose local products, minimize waste\r\n\r\n**Educational and Advocacy Roles:**\r\n- **Climate education**: Learn and share knowledge about climate science and solutions\r\n- **Peer influence**: Educate classmates and friends about environmental issues\r\n- **School initiatives**: Organize eco-clubs, tree planting, waste reduction programs\r\n- **Digital activism**: Use social media responsibly to raise climate awareness\r\n\r\n**Community Engagement:**\r\n- **Local advocacy**: Participate in community environmental projects\r\n- **Policy engagement**: Write to local representatives about climate concerns\r\n- **Sustainable practices**: Promote recycling, composting, and green transportation\r\n- **Youth movements**: Join climate action groups and environmental organizations\r\n\r\n**Long-term Impact:**\r\n- **Career choices**: Consider environmental careers and sustainable technologies\r\n- **Lifestyle changes**: Adopt long-term sustainable living practices\r\n- **Leadership development**: Prepare to become future environmental leaders\r\n- **Global citizenship**: Understand climate change as global challenge requiring collective action\r\n\r\n## 🎯 Grammar Focus: Advanced Reported Speech\r\n\r\n### A. Multiple Choice - Reported Speech Rules\r\n\r\n**Choose the correct alternatives:**\r\n\r\n| Direct Speech | Reported Speech Options | Correct Answer |\r\n|---------------|------------------------|----------------|\r\n| Abhilasha said, \"I witnessed the accident.\" | a) witnesses b) **witnessed** c) had witnessed | **b) witnessed** |\r\n| Teacher: \"The earth revolves round the sun.\" | a) **revolves** b) revolved c) had revolved | **a) revolves** (Universal truth) |\r\n| Smarika says, \"I can\'t stay here anymore.\" | a) couldn\'t b) **can\'t** c) won\'t | **b) can\'t** (Present reporting verb) |\r\n| Sachita says, \"I love to listen to music.\" | a) loved b) **loves** c) had loved | **b) loves** (Present reporting verb) |\r\n| Brother: \"I have completed my homework.\" | a) has completed b) **had completed** c) completed | **b) had completed** |\r\n| Father: \"The sun is very hot.\" | a) **is** b) was c) had been | **a) is** (Universal truth) |\r\n| Jennifer said, \"I want to be a nurse.\" | a) **wants** b) wanted c) had wanted | **a) wants** (Present intention) |\r\n\r\n### B. Direct to Reported Speech Transformations\r\n\r\n**Transform the following sentences:**\r\n\r\n| Direct Speech | Reported Speech |\r\n|---------------|-----------------|\r\n| Raima said, \"We had to cross the river and go ahead.\" | Raima said that they had had to cross the river and go ahead. |\r\n| Smarika said, \"I will meet you tomorrow, friends.\" | Smarika told her friends that she would meet them the following day. |\r\n| \"I can\'t come to school tomorrow,\" Chandani said. | Chandani said that she couldn\'t come to school the following day. |\r\n| Dorje said, \"Sorry, I cannot lend you any money today.\" | Dorje apologized and said that he could not lend me any money that day. |\r\n| Teacher: \"Now, you can solve the remaining problems.\" | The teacher said that we could solve the remaining problems then. |\r\n| Police: \"The incident probably took place yesterday.\" | The police said that the incident had probably taken place the day before. |\r\n| I said to him, \"I live in Changunarayan these days.\" | I told him that I lived in Changunarayan those days. |\r\n| They said to us, \"We would like to join you too.\" | They told us that they would like to join us too. |\r\n| Science teacher: \"Coal gives off thick smoke.\" | The Science teacher said that coal gives off thick smoke. |\r\n| Resham: \"I have never seen such a strange animal.\" | Resham said that she had never seen such a strange animal anywhere. |\r\n| Father: \"I love my children more than wealth.\" | The father said that he loved his children more than wealth. |\r\n\r\n### Key Grammar Rules Applied:\r\n1. **Past reporting verbs**: Tense shifts (present→past, past→past perfect)\r\n2. **Present reporting verbs**: No tense change required\r\n3. **Universal truths**: No tense change (earth revolves, sun is hot)\r\n4. **Time expressions**: tomorrow→the following day, yesterday→the day before\r\n5. **Pronoun changes**: I→he/she, you→I/they, we→they\r\n6. **Modal verbs**: can→could, will→would, may→might\r\n\r\n## ✍️ Writing Practice: Formal Letter to Local Authority\r\n\r\n### Sample Letter to Mayor\r\n\r\n**Your Address**  \r\nLalitpur  \r\nMarch 3, 2023\r\n\r\n**The Mayor**  \r\nLalitpur Metropolitan City  \r\nLalitpur, Nepal\r\n\r\n**Subject:** Request for Children\'s Representation in Municipal Decision-Making\r\n\r\nDear Sir/Madam,\r\n\r\nI am writing to express my concern regarding the **lack of representation** of children in decision-making processes that directly affect their welfare and future in our metropolitan city.\r\n\r\nAs a responsible citizen and student, I believe it is **imperative** that we involve children\'s representatives in discussions about issues that impact their lives, education, health, and overall development. Children are often the most vulnerable members of our community, and their perspectives deserve consideration in municipal planning.\r\n\r\n**Specific Requests:**\r\n- **Establish a Children\'s Advisory Council** with representatives from different age groups and backgrounds\r\n- **Include youth voices** in education policy, playground development, and safety measures\r\n- **Create safe spaces** for children to express their concerns and suggestions\r\n- **Implement child-friendly complaint mechanisms** for issues affecting them\r\n\r\nThe global climate movement has demonstrated that children, when given information and platform, can contribute meaningfully to solving complex problems. By involving them in local governance, we can:\r\n- Foster **civic responsibility** from early age\r\n- Ensure **inclusive decision-making** that considers all community members\r\n- Create more **effective solutions** to local challenges\r\n- Build **sustainable community development**\r\n\r\nI would be grateful if you could consider establishing formal mechanisms for children\'s participation in municipal governance. This initiative would demonstrate our commitment to **democratic values** and **inclusive development**.\r\n\r\nThank you for your attention to this important matter. I look forward to your positive response.\r\n\r\nSincerely,  \r\n[Your Name]  \r\n[Your School/Address]\r\n\r\n### Letter Writing Tips:\r\n1. **Formal structure**: Address, date, recipient, subject, body, closing\r\n2. **Clear purpose**: State request in subject line and opening paragraph\r\n3. **Supporting arguments**: Provide logical reasons for your request\r\n4. **Specific suggestions**: Offer concrete solutions, not just complaints\r\n5. **Respectful tone**: Use formal language and courteous expressions\r\n6. **Call to action**: Clearly state what you want the recipient to do\r\n\r\n## 📖 Reading Comprehension Techniques\r\n\r\n### Four Essential Reading Strategies\r\n\r\n**1. Skimming**\r\n- **Purpose**: Get general overview of content quickly\r\n- **Technique**: Read title, headings, first/last paragraphs, topic sentences\r\n- **When to use**: Previewing material, checking relevance, time constraints\r\n- **Example**: Quickly reviewing newspaper to find interesting articles\r\n\r\n**2. Scanning**\r\n- **Purpose**: Find specific information rapidly\r\n- **Technique**: Look for keywords, numbers, names, dates\r\n- **When to use**: Searching for phone numbers, specific facts, answers to questions\r\n- **Example**: Finding Antonio Guterres\' address in the letter header\r\n\r\n**3. Intensive Reading**\r\n- **Purpose**: Complete understanding and analysis\r\n- **Technique**: Read slowly, analyze every word, take notes, reread sections\r\n- **When to use**: Academic texts, important documents, complex arguments\r\n- **Example**: Analyzing the letter\'s persuasive techniques and arguments\r\n\r\n**4. Extensive Reading**\r\n- **Purpose**: General comprehension and enjoyment\r\n- **Technique**: Read at comfortable pace, don\'t worry about every detail\r\n- **When to use**: Pleasure reading, building reading fluency, background knowledge\r\n- **Example**: Reading novels, magazines, blogs for general information\r\n\r\n### Additional Comprehension Strategies\r\n\r\n**Previewing**: Examine title, author, publication date, headings before reading\r\n**Visualizing**: Create mental images of described situations or concepts\r\n**Questioning**: Ask yourself questions about content as you read\r\n**Summarizing**: Restate main points in your own words after reading sections\r\n**Making Connections**: Relate new information to prior knowledge and experience\r\n**Monitoring**: Check your understanding and adjust reading speed accordingly\r\n\r\n## ✅ Chapter Assessment Checklist\r\n\r\n**Reading Comprehension Mastery:**\r\n- [ ] I can identify main arguments and supporting evidence in formal letters\r\n- [ ] I understand the structure and purpose of advocacy correspondence\r\n- [ ] I can distinguish between facts and opinions in persuasive texts\r\n- [ ] I can analyze how writers use evidence to support their claims\r\n\r\n**Vocabulary Development:**\r\n- [ ] I know 25+ terms related to climate change and activism\r\n- [ ] I can use formal vocabulary appropriately in writing\r\n- [ ] I understand the difference between formal and informal language\r\n- [ ] I can recognize word families and root meanings\r\n\r\n**Grammar Excellence:**\r\n- [ ] I can transform direct speech to reported speech accurately\r\n- [ ] I understand when tenses change and when they remain the same\r\n- [ ] I can use appropriate reporting verbs for different speech acts\r\n- [ ] I can handle complex pronoun and time reference changes\r\n\r\n**Writing Skills:**\r\n- [ ] I can write formal letters following proper structure\r\n- [ ] I can make persuasive arguments supported by evidence\r\n- [ ] I can adapt my tone and language to different audiences\r\n- [ ] I can proofread and edit my writing for clarity and correctness\r\n\r\n## 🎊 Conclusion\r\n\r\nThis powerful open letter demonstrates how formal writing can be used to advocate for important social causes. Through studying this text, you\'ve not only improved your English language skills but also learned about the vital role young people play in addressing global challenges like climate change.\r\n\r\nThe letter\'s structure, arguments, and language choices provide an excellent model for effective advocacy writing. Whether you\'re writing to local authorities, international organizations, or other stakeholders, the principles demonstrated here - clear purpose, respectful tone, evidence-based arguments, and specific requests - will serve you well.\r\n\r\nAs future leaders and global citizens, you now have both the linguistic tools and the inspiration to make your voices heard on issues that matter to you and your community.\r\n\r\n**Remember**: Effective communication can change the world - use your English skills to advocate for positive change and inclusive decision-making in your community and beyond!\r\n\n=== END OF NOTES CONTENT ===', '2025-11-02 09:32:25', '2025-11-02 09:33:36', '2025-11-02 09:33:36', 0, 1, 0.50, 71, '[]', '{}', 'neutral', 0.50, 0.50, 'balanced', 'moderate', 0.50, 0.50, NULL, NULL, NULL);
