Struggling with Calculating Rates of Change in Graphs?

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Discussion Overview

The discussion revolves around calculating rates of change using a graph, specifically focusing on the average and instantaneous rates of change. Participants explore the mathematical concepts involved and the use of a graphics calculator for these calculations.

Discussion Character

  • Homework-related
  • Mathematical reasoning
  • Debate/contested

Main Points Raised

  • One participant seeks assistance with calculating the average rate of change from x = 2 to x = 4 and the instantaneous rate of change at x = -3, referencing a graph.
  • Another participant explains that the average rate of change can be determined by the slope between two points on the graph, while the instantaneous rate of change relates to the tangent at a specific point.
  • A participant confirms that both rates of change are determined by the gradient of the graph.
  • Concerns are raised about the necessity of using a graphics calculator for these questions, with one participant questioning its relevance to school assessments.
  • Another participant argues that mastering difficult concepts will prepare them for any challenges in their studies, emphasizing the importance of being well-prepared.
  • A later reply suggests that reliance on calculators may hinder the development of independent mathematical skills, although acknowledges that the participant's class does involve using calculators regularly.

Areas of Agreement / Disagreement

Participants express differing views on the necessity and relevance of using a graphics calculator for the questions posed. While some focus on the mathematical concepts, others question the practicality of the calculator in a school setting. The discussion remains unresolved regarding the importance of calculator skills versus foundational mathematical understanding.

Contextual Notes

There are limitations regarding the visibility of the graph mentioned, which may affect the ability to provide specific answers. Additionally, the discussion reflects varying educational practices and expectations regarding the use of technology in mathematics.

Who May Find This Useful

Students studying calculus or rates of change, educators interested in classroom technology integration, and individuals seeking to understand the application of graphics calculators in mathematical problem-solving.

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Hey everyone, I am trying to study some questions from the internet and i came across this one. i think this will help me heeps with my study but i just can't figure it out. can anyone els?

......The picture of the graph is in the attachment......


Using the graph above, find:

a) The average rate of change from x = 2 to x = 4
b) The instantaneous rate of change of this function at x = -3
c) The above function is given by y = (x=3)(x - 1)(x - 4). Using your graphics calculator:
I. What is the instantaneous rate of change at x = -2
II. Sketch your screen for how you got this solution.
III. Write down your View Window settings.
 

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I can help you with the maths part of this problem, but not the calculator side of it. I can't see the attachment yet but it's not a problem.

The average rate of change is given by the slope of the line between the points [tex](2,f(2))[/tex] and [tex](4,f(4))[/tex].
The instantaneous rate of change is given by the tangent at the point [tex](3,f(3))[/tex].
 
So they're both determind by the gradient. Are they?
 
Yes that's right.
 
yay. so i just need to find out how to use the graphics calculator to do the rest. but how will i do that?
 
I don't see why you would even need to do those questions. You are studying on the net and if you're learning this for school, I doubt they will ever ask you to grab your graphics calculator and answer it in this way. So why even bother?
 
i guess its just so I am prepared, if i can learn the hard stuff, i should be able to do everything they throw at me. andwho knows wat they might give us.
 
This calculator business is hard stuff in its own way, not in the way a maths test works. If your school is anything like most other high schools out there, they won't be asking about how to use your graphics calculator.

Unless... you do that regularly in class?

Oh by the way, you need polishing up on those other skills before you should even be thinking of trying to learn about calculators. Calculators seriously aren't helping you at all, you need to become a little more independent with your maths.

But if you're still intent on doing those questions, maybe someone else can help you because I can't.
 
Well, we have been using the graphics calculators a lot in class, so the test does involve them.

but thanks for the help I've learned heeps...:)
 

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