The Derivative
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Circles Project
Circles Project C. Sormani, MTTI, Lehman College, CUNY MAT631, Fall 2009, Project X BACKGROUND: General Axioms, Half planes, Isosceles Triangles, Perpendicular Lines, Con- gruent Triangles, Parallel Postulate and Similar Triangles. DEFN: A circle of radius R about a point P in a plane is the collection of all points, X, in the plane such that the distance from X to P is R. That is, C(P; R) = fX : d(X; P ) = Rg: Note that a circle is a well defined notion in any metric space. We say P is the center and R is the radius. If d(P; Q) < R then we say Q is an interior point of the circle, and if d(P; Q) > R then Q is an exterior point of the circle. DEFN: The diameter of a circle C(P; R) is a line segment AB such that A; B 2 C(P; R) and the center P 2 AB. The length AB is also called the diameter. THEOREM: The diameter of a circle C(P; R) has length 2R. PROOF: Complete this proof using the definition of a line segment and the betweenness axioms. DEFN: If A; B 2 C(P; R) but P2 = AB then AB is called a chord. THEOREM: A chord of a circle C(P; R) has length < 2R unless it is the diameter. PROOF: Complete this proof using axioms and the above theorem. DEFN: A line L is said to be a tangent line to a circle, if L \ C(P; R) is a single point, Q. The point Q is called the point of contact and L is said to be tangent to the circle at Q. -
Plotting, Derivatives, and Integrals for Teaching Calculus in R
Plotting, Derivatives, and Integrals for Teaching Calculus in R Daniel Kaplan, Cecylia Bocovich, & Randall Pruim July 3, 2012 The mosaic package provides a command notation in R designed to make it easier to teach and to learn introductory calculus, statistics, and modeling. The principle behind mosaic is that a notation can more effectively support learning when it draws clear connections between related concepts, when it is concise and consistent, and when it suppresses extraneous form. At the same time, the notation needs to mesh clearly with R, facilitating students' moving on from the basics to more advanced or individualized work with R. This document describes the calculus-related features of mosaic. As they have developed histori- cally, and for the main as they are taught today, calculus instruction has little or nothing to do with statistics. Calculus software is generally associated with computer algebra systems (CAS) such as Mathematica, which provide the ability to carry out the operations of differentiation, integration, and solving algebraic expressions. The mosaic package provides functions implementing he core operations of calculus | differen- tiation and integration | as well plotting, modeling, fitting, interpolating, smoothing, solving, etc. The notation is designed to emphasize the roles of different kinds of mathematical objects | vari- ables, functions, parameters, data | without unnecessarily turning one into another. For example, the derivative of a function in mosaic, as in mathematics, is itself a function. The result of fitting a functional form to data is similarly a function, not a set of numbers. Traditionally, the calculus curriculum has emphasized symbolic algorithms and rules (such as xn ! nxn−1 and sin(x) ! cos(x)). -
Continuous Functions, Smooth Functions and the Derivative C 2012 Yonatan Katznelson
ucsc supplementary notes ams/econ 11a Continuous Functions, Smooth Functions and the Derivative c 2012 Yonatan Katznelson 1. Continuous functions One of the things that economists like to do with mathematical models is to extrapolate the general behavior of an economic system, e.g., forecast future trends, from theoretical assumptions about the variables and functional relations involved. In other words, they would like to be able to tell what's going to happen next, based on what just happened; they would like to be able to make long term predictions; and they would like to be able to locate the extreme values of the functions they are studying, to name a few popular applications. Because of this, it is convenient to work with continuous functions. Definition 1. (i) The function y = f(x) is continuous at the point x0 if f(x0) is defined and (1.1) lim f(x) = f(x0): x!x0 (ii) The function f(x) is continuous in the interval (a; b) = fxja < x < bg, if f(x) is continuous at every point in that interval. Less formally, a function is continuous in the interval (a; b) if the graph of that function is a continuous (i.e., unbroken) line over that interval. Continuous functions are preferable to discontinuous functions for modeling economic behavior because continuous functions are more predictable. Imagine a function modeling the price of a stock over time. If that function were discontinuous at the point t0, then it would be impossible to use our knowledge of the function up to t0 to predict what will happen to the price of the stock after time t0. -
A Brief Summary of Math 125 the Derivative of a Function F Is Another
A Brief Summary of Math 125 The derivative of a function f is another function f 0 defined by f(v) − f(x) f(x + h) − f(x) f 0(x) = lim or (equivalently) f 0(x) = lim v!x v − x h!0 h for each value of x in the domain of f for which the limit exists. The number f 0(c) represents the slope of the graph y = f(x) at the point (c; f(c)). It also represents the rate of change of y with respect to x when x is near c. This interpretation of the derivative leads to applications that involve related rates, that is, related quantities that change with time. An equation for the tangent line to the curve y = f(x) when x = c is y − f(c) = f 0(c)(x − c). The normal line to the curve is the line that is perpendicular to the tangent line. Using the definition of the derivative, it is possible to establish the following derivative formulas. Other useful techniques involve implicit differentiation and logarithmic differentiation. d d d 1 xr = rxr−1; r 6= 0 sin x = cos x arcsin x = p dx dx dx 1 − x2 d 1 d d 1 ln jxj = cos x = − sin x arccos x = −p dx x dx dx 1 − x2 d d d 1 ex = ex tan x = sec2 x arctan x = dx dx dx 1 + x2 d 1 d d 1 log jxj = ; a > 0 cot x = − csc2 x arccot x = − dx a (ln a)x dx dx 1 + x2 d d d 1 ax = (ln a) ax; a > 0 sec x = sec x tan x arcsec x = p dx dx dx jxj x2 − 1 d d 1 csc x = − csc x cot x arccsc x = − p dx dx jxj x2 − 1 d product rule: F (x)G(x) = F (x)G0(x) + G(x)F 0(x) dx d F (x) G(x)F 0(x) − F (x)G0(x) d quotient rule: = chain rule: F G(x) = F 0G(x) G0(x) dx G(x) (G(x))2 dx Mean Value Theorem: If f is continuous on [a; b] and differentiable on (a; b), then there exists a number f(b) − f(a) c in (a; b) such that f 0(c) = . -
Secant Lines TEACHER NOTES
TEACHER NOTES Secant Lines About the Lesson In this activity, students will observe the slopes of the secant and tangent line as a point on the function approaches the point of tangency. As a result, students will: • Determine the average rate of change for an interval. • Determine the average rate of change on a closed interval. • Approximate the instantaneous rate of change using the slope of the secant line. Tech Tips: Vocabulary • This activity includes screen • secant line captures taken from the TI-84 • tangent line Plus CE. It is also appropriate for use with the rest of the TI-84 Teacher Preparation and Notes Plus family. Slight variations to • Students are introduced to many initial calculus concepts in this these directions may be activity. Students develop the concept that the slope of the required if using other calculator tangent line representing the instantaneous rate of change of a models. function at a given value of x and that the instantaneous rate of • Watch for additional Tech Tips change of a function can be estimated by the slope of the secant throughout the activity for the line. This estimation gets better the closer point gets to point of specific technology you are tangency. using. (Note: This is only true if Y1(x) is differentiable at point P.) • Access free tutorials at http://education.ti.com/calculato Activity Materials rs/pd/US/Online- • Compatible TI Technologies: Learning/Tutorials • Any required calculator files can TI-84 Plus* be distributed to students via TI-84 Plus Silver Edition* handheld-to-handheld transfer. TI-84 Plus C Silver Edition TI-84 Plus CE Lesson Files: * with the latest operating system (2.55MP) featuring MathPrint TM functionality. -
Visual Differential Calculus
Proceedings of 2014 Zone 1 Conference of the American Society for Engineering Education (ASEE Zone 1) Visual Differential Calculus Andrew Grossfield, Ph.D., P.E., Life Member, ASEE, IEEE Abstract— This expository paper is intended to provide = (y2 – y1) / (x2 – x1) = = m = tan(α) Equation 1 engineering and technology students with a purely visual and intuitive approach to differential calculus. The plan is that where α is the angle of inclination of the line with the students who see intuitively the benefits of the strategies of horizontal. Since the direction of a straight line is constant at calculus will be encouraged to master the algebraic form changing techniques such as solving, factoring and completing every point, so too will be the angle of inclination, the slope, the square. Differential calculus will be treated as a continuation m, of the line and the difference quotient between any pair of of the study of branches11 of continuous and smooth curves points. In the case of a straight line vertical changes, Δy, are described by equations which was initiated in a pre-calculus or always the same multiple, m, of the corresponding horizontal advanced algebra course. Functions are defined as the single changes, Δx, whether or not the changes are small. valued expressions which describe the branches of the curves. However for curves which are not straight lines, the Derivatives are secondary functions derived from the just mentioned functions in order to obtain the slopes of the lines situation is not as simple. Select two pairs of points at random tangent to the curves. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
CHAPTER 3: Derivatives
CHAPTER 3: Derivatives 3.1: Derivatives, Tangent Lines, and Rates of Change 3.2: Derivative Functions and Differentiability 3.3: Techniques of Differentiation 3.4: Derivatives of Trigonometric Functions 3.5: Differentials and Linearization of Functions 3.6: Chain Rule 3.7: Implicit Differentiation 3.8: Related Rates • Derivatives represent slopes of tangent lines and rates of change (such as velocity). • In this chapter, we will define derivatives and derivative functions using limits. • We will develop short cut techniques for finding derivatives. • Tangent lines correspond to local linear approximations of functions. • Implicit differentiation is a technique used in applied related rates problems. (Section 3.1: Derivatives, Tangent Lines, and Rates of Change) 3.1.1 SECTION 3.1: DERIVATIVES, TANGENT LINES, AND RATES OF CHANGE LEARNING OBJECTIVES • Relate difference quotients to slopes of secant lines and average rates of change. • Know, understand, and apply the Limit Definition of the Derivative at a Point. • Relate derivatives to slopes of tangent lines and instantaneous rates of change. • Relate opposite reciprocals of derivatives to slopes of normal lines. PART A: SECANT LINES • For now, assume that f is a polynomial function of x. (We will relax this assumption in Part B.) Assume that a is a constant. • Temporarily fix an arbitrary real value of x. (By “arbitrary,” we mean that any real value will do). Later, instead of thinking of x as a fixed (or single) value, we will think of it as a “moving” or “varying” variable that can take on different values. The secant line to the graph of f on the interval []a, x , where a < x , is the line that passes through the points a, fa and x, fx. -
5 Graph Theory
last edited March 21, 2016 5 Graph Theory Graph theory – the mathematical study of how collections of points can be con- nected – is used today to study problems in economics, physics, chemistry, soci- ology, linguistics, epidemiology, communication, and countless other fields. As complex networks play fundamental roles in financial markets, national security, the spread of disease, and other national and global issues, there is tremendous work being done in this very beautiful and evolving subject. The first several sections covered number systems, sets, cardinality, rational and irrational numbers, prime and composites, and several other topics. We also started to learn about the role that definitions play in mathematics, and we have begun to see how mathematicians prove statements called theorems – we’ve even proven some ourselves. At this point we turn our attention to a beautiful topic in modern mathematics called graph theory. Although this area was first introduced in the 18th century, it did not mature into a field of its own until the last fifty or sixty years. Over that time, it has blossomed into one of the most exciting, and practical, areas of mathematical research. Many readers will first associate the word ‘graph’ with the graph of a func- tion, such as that drawn in Figure 4. Although the word graph is commonly Figure 4: The graph of a function y = f(x). used in mathematics in this sense, it is also has a second, unrelated, meaning. Before providing a rigorous definition that we will use later, we begin with a very rough description and some examples. -
CALCULUS I §2.2: Differentiability, Graphs, and Higher Derivatives
MATH 12002 - CALCULUS I x2.2: Differentiability, Graphs, and Higher Derivatives Professor Donald L. White Department of Mathematical Sciences Kent State University D.L. White (Kent State University) 1 / 10 Differentiability The process of finding a derivative is called differentiation, and we define: Definition Let y = f (x) be a function and let a be a number. We say f is differentiable at x = a if f 0(a) exists. What does this mean in terms of the graph of f ? If f 0(a) = lim f (a+h)−f (a) exists, then f (a) must be defined. h!0 h Since the denominator is approaching 0, in order for the limit to exist, the numerator must also approach 0; that is, lim (f (a + h) − f (a)) = 0: h!0 Hence lim f (a + h) = f (a), and so lim f (x) = f (a), h!0 x!a meaning f must be continuous at x = a. D.L. White (Kent State University) 2 / 10 Differentiability But being continuous at a is not enough to make f differentiable at a. Differentiability is \continuity plus." The \plus" is smoothness: the graph cannot have a sharp \corner" at a. The graph also cannot have a vertical tangent line at x = a: the slope of a vertical line is not a real number. Hence, in order for f to be differentiable at a, the graph of f must 1 be continuous at a, 2 be smooth at a, i.e., no sharp corners, and 3 not have a vertical tangent line at x = a. -
Lecture 11: Graphs of Functions Definition If F Is a Function With
Lecture 11: Graphs of Functions Definition If f is a function with domain A, then the graph of f is the set of all ordered pairs f(x; f(x))jx 2 Ag; that is, the graph of f is the set of all points (x; y) such that y = f(x). This is the same as the graph of the equation y = f(x), discussed in the lecture on Cartesian co-ordinates. The graph of a function allows us to translate between algebra and pictures or geometry. A function of the form f(x) = mx+b is called a linear function because the graph of the corresponding equation y = mx + b is a line. A function of the form f(x) = c where c is a real number (a constant) is called a constant function since its value does not vary as x varies. Example Draw the graphs of the functions: f(x) = 2; g(x) = 2x + 1: Graphing functions As you progress through calculus, your ability to picture the graph of a function will increase using sophisticated tools such as limits and derivatives. The most basic method of getting a picture of the graph of a function is to use the join-the-dots method. Basically, you pick a few values of x and calculate the corresponding values of y or f(x), plot the resulting points f(x; f(x)g and join the dots. Example Fill in the tables shown below for the functions p f(x) = x2; g(x) = x3; h(x) = x and plot the corresponding points on the Cartesian plane. -
Maximum and Minimum Definition
Maximum and Minimum Definition: Definition: Let f be defined in an interval I. For all x, y in the interval I. If f(x) < f(y) whenever x < y then we say f is increasing in the interval I. If f(x) > f(y) whenever x < y then we say f is decreasing in the interval I. Graphically, a function is increasing if its graph goes uphill when x moves from left to right; and if the function is decresing then its graph goes downhill when x moves from left to right. Notice that a function may be increasing in part of its domain while decreasing in some other parts of its domain. For example, consider f(x) = x2. Notice that the graph of f goes downhill before x = 0 and it goes uphill after x = 0. So f(x) = x2 is decreasing on the interval (−∞; 0) and increasing on the interval (0; 1). Consider f(x) = sin x. π π 3π 5π 7π 9π f is increasing on the intervals (− 2 ; 2 ), ( 2 ; 2 ), ( 2 ; 2 )...etc, while it is de- π 3π 5π 7π 9π 11π creasing on the intervals ( 2 ; 2 ), ( 2 ; 2 ), ( 2 ; 2 )...etc. In general, f = sin x is (2n+1)π (2n+3)π increasing on any interval of the form ( 2 ; 2 ), where n is an odd integer. (2m+1)π (2m+3)π f(x) = sin x is decreasing on any interval of the form ( 2 ; 2 ), where m is an even integer. What about a constant function? Is a constant function an increasing function or decreasing function? Well, it is like asking when you walking on a flat road, as you going uphill or downhill? From our definition, a constant function is neither increasing nor decreasing.