Solving Even Exponent Equations: y=x^6 for x

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Discussion Overview

The discussion revolves around solving equations with even exponents, specifically examining the equation y=x^6 for x and whether the method used for square roots can be generalized to all even exponents. Participants explore the implications of applying operations to both sides of an equation and the nuances of finding all possible solutions.

Discussion Character

  • Exploratory
  • Technical explanation
  • Debate/contested
  • Mathematical reasoning

Main Points Raised

  • Some participants propose that the method used for square roots can extend to all even exponents, suggesting that for y=x^n (where n is even), the solution can be expressed as x=±y^(1/n).
  • Others argue that while applying the same operations to both sides of an equation is valid, it does not guarantee finding all solutions, as demonstrated in the example of x^2=9 leading to x=3.
  • A participant highlights the common misconception that the square root operation "undoes" squaring for all values, noting that it is only true for non-negative numbers.
  • Another participant emphasizes the importance of recognizing that "x=±y" is shorthand for two separate equations, x=y and x=-y, and that both solutions must be considered.
  • Some participants question whether the rules of applying operations to both sides of an equation are flawed, given that they arrived at only one solution instead of all possible solutions.
  • There is a discussion about the implications of logical statements and the direction of implications in mathematical reasoning, particularly in the context of proving equivalences.

Areas of Agreement / Disagreement

Participants generally agree on the validity of applying operations to both sides of an equation but disagree on the implications of this practice regarding finding all solutions. The discussion remains unresolved regarding the generalization of methods used for square roots to all even exponents.

Contextual Notes

Participants express uncertainty about the completeness of their solutions and the conditions under which certain mathematical operations yield valid results. There is also a recognition of the limitations in understanding the implications of mathematical statements.

kingwinner
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1) We all know that y=x2 => x=+/- sqrt(y) and z2=9=> z=+/-3.

But does this idea extend to all even exponents?

e.g. Assume the field of real numbers, solve y=x6 for x.
Is the answer x=+/-y1/6? Is this true in general for any even exponent? (e.g. y=x28 => x=+/-[/color]y1/28 ?)




2) x2 = 9
(x2)1/2 = 91/2 (apply the SAME operations on BOTH sides)
x1 = x = 3 (by applying the exponent law: power of a power (xa)b=xab )
This is certainly wrong (the correct answer shold be +/- 3), but I don't see where the mistake is. Can someone please help me?


Thanks for explaining!
 
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kingwinner said:
1) We all know that y=x2 => x=+/- sqrt(y) and z2=9=> z=+/-3.

But does this idea extend to all even exponents?

Yes it does.
2) x2 = 9
(x2)1/2 = 91/2 (apply the SAME operations on BOTH sides)
x1 = x = 3 (by applying the exponent law: power of a power (xa)b=xab )
This is certainly wrong (the correct answer shold be +/- 3), but I don't see where the mistake is. Can someone please help me?

You are making a mistake a lot of people make with square roots. Namely, you are acting as if the square root operation "undoes" squaring. That [tex]\sqrt{x^2} = x[/tex] for all x. This isn't a true statement, though! Take x = -1. [tex]\sqrt{(-1)^2} = \sqrt{1} = 1 \neq -1[/tex].

Of course, square root DOES undo squaring *sometimes*. For positive numbers and for zero, it IS true that [tex]\sqrt{x^2} = x[/tex].

Note also that [tex]\pm[/tex] is just a shorthand notation. It is an abbreviation for something that CANNOT be expressed in a single equation. When we say "ecks equals plus or minus 3" we don't mean it's equal to a value called [tex]\pm 3[/tex]. And x is a single variable, and can only take on one value at a time. It's technically more correct to say "the values of x for which [tex]x^2 = 9[/tex] are +3 and -3. Or, using logic notation we notate this as [tex]x = 3\vee x = -3[/tex]" (the [tex]\vee[/tex] character means "or"). We don't know which value x really is, but we know it is one of the two. If the problem continues past this point, we have to take each solution into account on a case-by-case basis.

So take home messages:
* Square root only "undoes" squaring for non-negative numbers.
* Square roots are always positive.
* When looking for solutions to an equation, if there is more than one solution, we cannot properly write it in a single equation.
* "[tex]x = \pm y[/tex]" is just a shorthand for "[tex]x = -y[/tex] or [tex]x = y[/tex]".
 
Very nicely said!


(You left me nothing to say, but I just have to put my oar in!)
 
Thanks! This is very helpful comments to keep in mind!

More questions:

Consider the steps:
x^2 = 9
(x^2)^1/2 = 9^1/2 (apply the SAME operations on BOTH sides)
x = 3 (by applying the exponent law: power of a power (x^a)^b=x^(ab) )

Fact 1: I was told that in equations, if you apply the SAME operations to BOTH sides (e.g. log both sides, +2 to both sides, x2 to both sides, etc.), the equality still holds. [this is what I am doing on the 2nd line]

Fact 2: exponent law: power of a power [I simply applied this law on the 3rd line]

But I got the wrong answer, so does this mean either fact 1 or fact 2 is wrong? If so, which one is wrong?
 
They are both perfectly correct. But that only tells you that x= 3 is one possible solution of x2= 9.
 
kingwinner said:
Thanks! This is very helpful comments to keep in mind!

More questions:

Consider the steps:
x^2 = 9
(x^2)^1/2 = 9^1/2 (apply the SAME operations on BOTH sides)
x = 3 (by applying the exponent law: power of a power (x^a)^b=x^(ab) )

Fact 1: I was told that in equations, if you apply the SAME operations to BOTH sides (e.g. log both sides, +2 to both sides, x2 to both sides, etc.), the equality still holds. [this is what I am doing on the 2nd line]

Fact 2: exponent law: power of a power [I simply applied this law on the 3rd line]

But I got the wrong answer, so does this mean either fact 1 or fact 2 is wrong? If so, which one is wrong?

Your logic is well reasoned at all steps, and the result is a true statement.

But your teacher wasn't asking for your answer to be true. The question was probably phrased something like "find all possible values for x such that x^2 = 9". While you arrived at one possible value, you did not provide all the possible values.

Problems of the form "find all values that satisfy this equation" appear all the time in math. It's not hard to prove that in this case there are only two solutions. As you come across different problems of this kind, you'll learn more techniques to make sure that you have found all the solutions.
 
So in other words, the find ALL solutions we need to have "if and only if" at every step, right?
i.e. x^2=9
<=>...
<=>...
<=>x=...


If the above is true, then I am pretty sure that in the following steps, the implication only goes in 1 direction, which direction is it? (<= or =>?)
x^2 = 9
(x^2)^1/2 = 9^1/2
x = 3

x^2 = 9
=> (x^2)^1/2 = 9^1/2
=> x = 3 ? or the other way around?


Thanks for explaining!
 
If x= 3 then x2= 9

If x= -3 then x2= 9

are both true. There for "if x2= 9 then x= 3" is untrue.
 

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