- #1
ttpp1124
- 110
- 4
- Homework Statement
- I differentiated the following questions; however, I don't know if I simplified any of them..
- Relevant Equations
- n/a
Thank you in advance :)
There a couple errors. Parts a), c) and d) are fine, but b) has an error.ttpp1124 said:Homework Statement:: I differentiated the following questions; however, I don't know if I simplified any of them..
Relevant Equations:: n/a
View attachment 261567
Thank you in advance :)
Thank you for reviewing my work. I'm sorry for cramming the questions together, will submit separate questions next time!Mark44 said:Also, in the future, please post only one, or at most two, problems at a time. Squeezing so much writing in a relatively small space makes it hard for some of us to read.
Just curious -- why would that be part of a math problem statement? Is that some standard format for some types of math classes or problem types? I don't think I've seen that before. Thanks.ttpp1124 said:(answers not to be simplified)
Not simplifying makes it easier for the grader to see that the differentiation was done correctly. If the result had been further simplified, the grader couldn't tell that an incorrect answer was the result of an error at the differentiation step or later as an algebra error.berkeman said:Just curious -- why would that be part of a math problem statement? Is that some standard format for some types of math classes or problem types? I don't think I've seen that before. Thanks.
I like your sigline -- it reminds me of an adage about alcohol -- there's too much, too often, and too long -- pick any two and you might get away with that, at least for a while, but you can't get away with all 3 -- well, we're all mortal to begin with, but let's please make that later, rather than sooner, if we can.LCKurtz said:Cheap, fast, and reliable. Pick any two.
Mark44 said:Also, in the future, please post only one, or at most two, problems at a time. Squeezing so much writing in a relatively small space makes it hard for some of us to read.
Well, maybe teach them how to count things one-by-one, and then patiently wait for them to get impatient -- that shouldn't take too long -- then show the rapid road . . .LCKurtz said:How else to get students through calculus who can't do algebra?
Back in undergrad, I worked the summer between my junior and senior years for Tektronix up in Oregon. Another EE student who was one year behind me also worked at Tek that summer, and we were roommates that summer and became friends. He was a super-bright math prodigy (with a very practical EE side), and he regularly competed in and won major math competitions.Mark44 said:Not simplifying makes it easier for the grader to see that the differentiation was done correctly. If the result had been further simplified, the grader couldn't tell that an incorrect answer was the result of an error at the differentiation step or later as an algebra error.
I remember in the '70s telling a guy to 'use the Tektronix', even though it had an orange screen, when he wanted to show a rotatable cube . . .berkeman said:Back in undergrad, I worked the summer between my junior and senior years for Tektronix up in Oregon. Another EE student who was one year behind me also worked at Tek that summer, and we were roommates that summer and became friends. He was a super-bright math prodigy (with a very practical EE side), and he regularly competed in and won major math competitions.
I was a TA the next year in a class that he happened to be taking, so I ended up grading some of his homework assignments. The policy was always to take off points when a student did now show adequate intermediate steps in their work, on the assumption that they were just cheating by copying down the answer from somewhere else. But when any of us graders saw Dan's papers with basically no work shown, he always got 100% credit for correct answers, since he was well known to do complex problems and calculations in his head. LOL
Differentiation is a mathematical process used to find the rate of change of a function with respect to one of its variables. It is often used in calculus to find the slope of a curve at a specific point.
To differentiate a function, you need to use the power rule, product rule, quotient rule, or chain rule depending on the form of the function. These rules involve taking the derivative of each term in the function and combining them using algebraic operations.
Differentiation is the process of finding the rate of change of a function, while integration is the process of finding the area under a curve. In other words, differentiation is the opposite of integration.
Differentiation is important because it allows us to analyze and understand the behavior of functions. It is used in many fields, such as physics, engineering, economics, and statistics, to solve real-world problems and make predictions.
Yes, differentiation can be applied to any function, as long as the function is continuous and differentiable. This means that the function must have a well-defined slope at every point on its graph.