Epsilon & Delta: Practical Applications?

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Discussion Overview

The discussion centers on the practical applications of epsilon and delta in calculus, particularly in the context of limits and continuity. Participants explore the relevance of these concepts in mathematical rigor and their implications in understanding foundational ideas in analysis.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested
  • Homework-related

Main Points Raised

  • One participant expresses confusion about the practical applications of epsilon and delta methods in solving calculus problems.
  • Another participant clarifies that epsilon and delta are often used in the context of limits, with delta representing change and epsilon a small number.
  • A participant suggests that the primary application of these methods is to develop rigorous mathematical thinking rather than immediate practical use.
  • One participant provides a detailed example of demonstrating continuity using epsilon and delta, emphasizing the process of finding appropriate bounds.
  • Another participant notes the historical significance of epsilon and delta in refining concepts in analysis, such as derivatives, and their role in making error estimates.
  • There is a suggestion for participants to consider alternative definitions or explanations of convergence and limits, prompting further exploration of the topic.
  • A participant requests further clarification on a specific method discussed, indicating a desire for more examples and understanding.
  • Another participant illustrates a specific case involving upper bounds and continuity, reinforcing the application of epsilon and delta in a practical scenario.
  • A later reply indicates that the explanation provided was helpful, showing engagement with the technical content.

Areas of Agreement / Disagreement

Participants express varying levels of understanding and appreciation for the epsilon-delta framework, with some agreeing on its importance for developing mathematical rigor while others remain uncertain about its practical applications. The discussion includes both supportive and critical perspectives, indicating that multiple views exist without a clear consensus.

Contextual Notes

Some participants express difficulty in grasping the concepts, highlighting the potential for misunderstandings or incomplete assumptions in the discussion. The exploration of epsilon and delta methods is presented without resolving the complexities involved in their application.

Who May Find This Useful

This discussion may be useful for students of calculus seeking to understand the foundational concepts of limits and continuity, as well as those interested in the historical context and practical implications of epsilon and delta methods in mathematics.

heman
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Hi all,,
I came to College and Calculus started with epsilon and delta at beginning...For few weeks i was not even able to get a pich of understanding of it...But somehow i got it...But i find using Epsilon and delta ..solving a question makes it awkard...i want to know does solving the question with the help of these involving... such awkard methods has got practical applications...

I will be thankful for urs replies..
 
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Epsilon and delta in what context more precisely? Delta usually denotes change and epsilon a small number. Both have their uses in a vide variety of natural sciences.
 
Most likely he refers to their use in limits.
 
heman said:
i want to know does solving the question with the help of these involving... such awkard methods has got practical applications...

The practical application they have is that they help you understand what rigor means in math.

Don't worry too much about the "practical application". It is too early for that (weird... I feel like an old grandpa saying this).

What is important for you is to develop the skills of thought needed in these methods. Besides helping you understand this particular thing (limits and continuity, and theorems about them later on), the general ability to manipulate these kind of objects in your mind, and to make solid statements with the help of "awkward methods" will be a very valuable one later on.
 
Solving eps and delta arguments can be done without thinking.

Suppose we wished to show that x^3 is continuous at z, and let's assume z is strictly positive.

given e>0 we wish to find a d such that |z-y|<d implies |z^3-y^3|<e


|z^3-y^3| = |z-y||z^2+zy+y^2|

well, I can always declare that d<z since if it's true for some positive d it's true for all smaller positive d, and hence one less than z eventually, recalling z is positive.

But then if |z-y|<z it follows 0<z-y<2z

thus I can replace that above epxansion with something bigger, namely |z-y| with d and z^2+zy+y^2 with 3z^2

so the whole thing is less than d3z^2

thus given epsilon, i just pick d such that d<e/3z^2 (and less than |z| too, which I can do), and then

|z-y|<d implies |z^3-y^3|<e as required.

doing it for z=0 and z<0 are easy variations once yu unerstand this case.
 
historically, epsilon and delta had the practical application of ridding analysis of wrong ideas, and opening up to the masses the meaning of correct but previously imprecise ideas like derivatives.

It helps today too, for people who want to understand what the statements mean, and why they are true.

another practical application is making error estimates, since that is rpecisely what epsilon and delta usually are.

if they displaese you, you might try improving on them. i.e. what would you offer as a precise definition of the statement that a certain sequence of non zero numbers nonetheless "approaches" zero?

i.e. how would you go about explaining how an infinite sequence of numbers can be used to determine a different number, their "limiting value"?
 
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Thnks very much for urs replies...

Matt thanks for urs this method but i am such a big fool i am not able to understand this too well ...Can u illustrate more these lines...

"well, I can always declare that d<z since if it's true for some positive d it's true for all smaller positive d, and hence one less than z eventually, recalling z is positive.

But then if |z-y|<z it follows 0<z-y<2z""

Also is it feasible in other questions...Can u give me 1 more example which does it in similar way...
 
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Suppose something is true for all x in the interval [y-1,y+1], then it must be true for x in any subinterval of [y-1,y+1], mustn't it? That's all I'm saying.

So, in this case I can say that since I want to find a d and consider the interval [z-d,z+d] can assume this interval is inside the interval [0,2z] by assuming d is less than z.


I need to get some upper bounds, and I am free to do whatever I wish to create this upper bound.

Do it for the special case of z=1

Given e i need to find a d such that |y-1|<d implies |1-y^3|<e.

First I may assume d<1, do you get why that is ok to assume?

Then |y-1|<1 is the same as -1<y-1<1, 0<y<2

so if |y-1|<d<1 implies 0<y<2

so that |1-y^3| = |1-y||1+y+y^2| < d(1+2+4)=6d

so, as long as d is less than one and less than e/6 which is simultaneously possible it follows that

|1-y^3|<6d < e

ok?
 
I got it well Matt...This was very well explained..Thanks very much.
 

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