Appetizers and Lessons for Mathematics & Reason Français: 26 pages
A 1100+ page site with math-free logic chapters and wordy algebra chapters.
For comprehension, study site chapters and steps. Go beyond rote learning.

Logic mastery strengthens comprehension and so improves home, work & study abilities .
Logic 5 Chapters Arithmetic 10 Steps Algebra 12 Starter Steps & 5 Advanced Steps
Work & Study 23 Tips Geometry 15 Steps Calculus 70 Lessons

Ages 15+: Why study slopes Polynomials Quadratics Why factor polynomials Logarithms Functions
What is similarity Euclidean geometry leanly Coordinates + complex no.s Vectors DC Electric Circuits

Ages 14+: Prime factorization Written work formats Decimal place value Extend arithmetic skills orally
What is a variable 5 fraction operations by raising terms Solving Linear Equations: Take I Take II

Online Volumes: 1 - Elements of Reason, 2 - 3 Skills For Algebra, 3 - Why Slopes and
More Math
, 1A - Pattern Based Reason, 1B - Skill Development Principles + Troubles
Forewords + leading chapters give original reasons, still valid, for site content & growth.

Site Review: Mathphobics, this site may ease your fears of the subject, perhaps even help you njoy it. ... unintimidating, sometimes funny and very clear. ... . Read all. Continue with Volume 2, Three Skill for Algebra.

Site Review. Math resources ... span ... arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos .... provide a good foundation ... Read all. See site books as well.

Teachers & Tutors: Site material uniquely explains common troubles in terms of steps too large or missing. Plus, this December 2011, 5-phase framework offers a context for mathematics & logic education. Phases 1 to 3 may focus on skills with actual or potential local value for adult & daily life. College-oriented phases 5 & 4 focus on calculus & preparation for it. Phases 1 to 4 may also serve trades & professions not dependent on calculus.

Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 2. Slopes and Ski Trails

[1] [2] [3] [4][5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28]


Chapter 2 . Slopes and Ski Trails

Volume 3, Why Slopes and More Math.

  • [Play Video]80 seconds: Slope Sign Interpretation for Linear Functions. (Appeared earlier in Why Slopes Appetizer)

Slopes of Line Segments

A tour of calculus begins. Recall how the slope to a straight line is computed. The slope m of a straight line segment between two points ( x1, y1) and ( x2, y2) may be calculated as follows.


slope m = D y
D x
= y2- y1
x2- x1
= rise
run

The point-slope formula for a line
y = y1+ m·( x- x1)
implies
y- y1 = m·( x- x1)
The latter says that the change D y in y is proportional to the change in D x in x. For a straight line segment, the slope m is a constant of proportionality between D y = y- y1 and D x = x- x1.

Remark. A quantity Q2 is said to be proportional to a quantity Q1 when and only when there is a constant k such that Q2 = k· Q1. If a quantity Q2 is proportional to a quantity Q1 then the graph of Q2 versus Q1 is a straight line through the origin whose slope m = k is the constant of proportionality.

A Cross-Country Skier and Her Trail

[Play Video] 2¼ minutes: Slope Interpretation for a 2D ski hill y = f(x). (Appeared earlier in Why Slopes Appetizer)
Meet the cross-country skier, Barbara:

She has only one ski. Alternatively, you can imagine she always travels with both skis parallel. Travel with one ski was the way in which both alpine and cross-country skiing began. Also meet the Jack Rabbit ski trail y = h( x) (see below) which she skis, always in the direction -> from left to right.5 That is, she travels in the direction of increasing x.

5 Footnote: The slope to a curve at point can be approximated by taking the slope of a short line segment which has one end at the point and another end also on the curve. This approximation should get better as the line segment gets shorter. The finite limiting value of this approximation, should it exist, is taken to be the slope. Before discussing this approximation any further, we will make the improper assumption that the slope of a short ski placed on the graph of y = f( x), or the graph of one quantity versus another, is the slope to the graph. This will allow some exploration of why slopes are studied.

Imagine or suppose that the hill is smooth enough, so that, at most points, a ski can lie flat against the hill surface. The slope beneath a foot or ski gives what should be the slope of a tangent line to the hill. The slope of a ski can in principle be measured any time by freezing a skier in place, or equivalently taking a photograph (snapshot) and then measuring the slope from the photograph.6

6 footnote What happens if Barbara goes up and over a sharp peak? As she gets to the top and pivots from the uphill to downhill side, the slope of her ski goes from positive to negative.

The vertical line segment in the above graph represents a jump or cliff. The above diagram strictly speaking consists of the graph of a function y = h( x) plus a vertical portion to represent a ski jump.
  • Above the point x = a on the horizontal axis, the height above the x axis of her ski midpoint is y = h( a). We will call h( x), the height function.
  • The height function h( x) might be measured or computed from a formula, a map, or a graph, such as the one shown above. Or, in speaking of a height function h( x), we could leave its values unmeasured, not computed or unknown.
Barbara rides her ski both up and downhill. To go uphill, she may use her ski poles with great strength or skill. As she moves, the slope m of her one ski changes. It provides information about the hill.
The slope m is For Motion
> 0 (or positive) Uphill
< 0 (or negative) Downhill
= 0 (or zero) Horizontal

The shorthand for the word positive is +ve. The shorthand for negative is similarly -ve.

A Skier in Motion

Immediately below are a few snapshots of Barbara on another portion of the skill trails and hills y = h( x). In each snapshot, the slope of the ski is assumed to be equal to the slope of the hill at the ski midpoint.

In the diagram observe:

  • At x = c, the slope m > 0 and she is moving uphill: her height is increasing.
  • At x = b, the slope m < 0 and she is moving downhill: her height is decreasing.
  • At x = a, the skier is approaching the top of the hill. What is the sign of the ski slope before, at and after the top of this smooth hill?
Later, we will look at those points or intervals where the slope is increasing (becoming more positive or less negative), where the slope is decreasing (become less positive or more negative), and where the slope is greatest, least or zero. Ski trails in which the slope varies are of greater interest and possibly less boring than trails where the slope is constant. Again, the study and analysis of curves y = f( x) with varying slopes is one of the first subjects in a calculus course.

1. Local High-Points or Maximums

Load Flash Video
3 minute summary of page topics.

High points of bumps and hills are called maximums.

As the skier Barbara moves up a hill (or a local bump), and then down the other side, the slope of her ski changes from positive on the uphill side to negative on the downhill side. At the very top of hill, her ski is horizontal and its slope is zero.7

7Footnote: What happens if Barbara goes up and over a sharp peak? As she gets to the top and pivots from the uphill to downhill side, the slope of her ski goes from positive to negative.

There can be several hills, with different and varying steepness on each side. From the slope of her ski, Barbara knows even without looking when she crosses over the top of a hill or a bump: the slope of her ski changes from positive to negative. The next diagram shows the sign of the slope (of the one ski) before, at and after a high point.

Knowledge of the sign of the slope does not provide all information about the ski trail y = h( x). In particular, unless she measures and records the height h( a) of each hilltop, she can not say which is the highest. Every hilltop gives a local maximum for her height. It has a height greater than or equal to ( ³ ) all nearby heights. A point with a height greater than or equal to ( ³ ) all other heights, is called an absolute maximum for the portion of the trail or curve y = h( x) being examined.

Remark (Advanced Material.) To be more precise, a point ( x0, h( x0)) is a local maximum for the portion of a curve y = f( x) where a < x < b if
  1. a < x0 < b. That is, x0 is in the interval being examined.
  2. There exists at least one interval ( x0- d, x0+ d) centered at x0 such that h( x) < h( x0) if a < x < b and x0- d < x < x0+ d.
These two conditions describe precisely what is meant in talking about all nearby heights. Note that in talking about numbers and quantities, a legalistic precision is required. Otherwise, tacit assumptions will be made differently by different writers and different readers.

Definition. (Highest of the High Points). A point with height greater than all other heights in a given portion of the trail, more precisely not less than all other heights in the portion, is called an absolute maximum for the portion or interval in question.

In the event of a tie, each of those points having or sharing the greatest height is called an absolute maximum.

2. Local Low-Points or Minimums

Low points of depressions are called minimums.

As our skier Barbara moves down the sides of a valley (or depression) and then up the other side, the slope of her ski changes from negative on the downhill side to positive on the uphill side.

As with high points (hill tops or maximums), several depressions or valley bottoms may be met and crossed in following a ski trail. From the slope of her ski, Barbara again knows even with her eyes closed when she crosses the valley bottom: the slope of her ski changes from negative to positive.

Note again that unless she measures and records the height h( a) of the low points in each depression or hollow, she can not say which is the lowest. The bottom of each depression or hollow gives a local minimum for her height. It has a height less than or equal to all nearby heights.

According to this definition, all the points on a horizontal straight lines are local minimums. Excluding the word equal here would yield a strict local minimum: a height less than nearby heights. See the previous discussion of nearby heights.

Definition. A point with a height less than or equal to ( < ) all other heights in a portion of the trail is called an absolute minimum for the portion of the trail or curve y = h( x) in question.

In the event of a tie, each of those points having or sharing the least height is called an absolute minimum.

x-Dependence of Slope

[Play Video] 1¾ minutes: Along a 2D ski trail, see how height y = f(x) and slope m = f'(x) both depend on the horizontal coordinate x.

As Barbara, the one-ski skier, moves along a trail y = h( x), both the height of the ski midpoint y and the slope m of the ski depend on its x coordinate. The slope of her ski at x = a, x = b, x = c and x = 2 in the following diagram are all different. The slope of her ski midpoint depends on her location.

  • At each point, the slope m of the ski is determined by x and the shape of the trail y = h( x). That is, the slope depends on x and the hill y = h( x). To signal this dependence, we write m = g( x) = h'( x). As said before, the slope m = g( x) could be measured from a snapshot - freeze Barbara and her ski in place. The mathematical definition of \( m = h'(x) $ appears later.
  • The slope m = g( x) depends on the shape of the hills y = h( x). The slope when x = a is m = g( a) = h¢( a). The slope when x = b is m = g( b) = h¢( b), and so on.
  • In most problems that you will meet or be shown, formulas for the slope m = g( x) can usually be obtained or derived from formulas for the height y = h( x). For each new type of function added to your knowledge, there will be a differentiation rule to be learnt.
  • For a given formula or function y = h( x), rules of differentiation say how to obtain or derive a formula or function g( x) = h¢( x) from a formula for height h( x). Presumably, because of these rules for deriving or obtaining the slope m = g( x) = h¢( x) from formulas for h( x), the function g( x) = h¢( x) is also called the derivative, the first derivative. Note that the use of the word obtainable for slopes is not an accepted alternative to the term derivative.
  • There are several simple rules for calculation slope functions or derivatives. These differentiation rules are given in the first instance for the cases where an expression for the height function h( x) involves polynomials, logarithms, exponentials, sines or cosines. Here for each operation (addition, subtraction, multiplication, division and composition) involving functions and yielding a new function or formula, there are additional rules, all of which appear to be very simple after, but not before, they have been mastered. Meeting and mastering these rules requires or instills an understanding of the algebraic way of writing and thinking. The algebraic way of writing and thinking is seen or required here in full strength.

Notations for Slopes and Derivatives

Calculus has several expressions for the slope m of the ski or hill function y = h( x). Some follow. \[m = g(x)=h'(x)=\frac{dy}{dx} = lim_{\Delta x \to 0} \frac{\Delta x}{\Delta y} \] Still more may be seen. Different notations exist because calculus was discovered and employed by different people in the past four or five centuries.

Bookmark this page

Road Safety Messages. First Question: When and why should you face traffic?

More Site Folders and Pages

Parents: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills.

Mathematics Skills For Ages 3 to 14

Skills with take home value

Basic skills include time-date-calendar Matters; money matters; map, plan and scale diagram matters;counting, measuring and figuring; decision making with logic and likelyhood; being careful and being aware of the domino effect of mistakes; reading and writing with precision.

Is your child able to add, subtract and multiply amounts of money, work with fractions, work with clocks and calendars, work with maps and plans, and measure length, weight-mass and volume? Schools may promote your son or daughter without providing basic skills in reading, writing and arithmetic.

Arithmetic and Number Theory Skills

Algebra Starter Lessons

1 Working With Sets
2 Formula Forward Use - Evaluation
3 Solving Linear Equations - Skip first step with students able to solve 1 eqn in 1 unknown.
4 Computation Rules and Function Notation
5 Real Numbers
6 More Less Greater Than Inequalities and Comparison
7 Axioms Logic and Equivalent Equations
8 Unifying Theme For Algebra
9 Proportionality Backwards and Forwards
10 Examples of Algebraic Reasoning
A Origins of Counting and Figuring Methods
B Real Numbers Extrinsic Development


Site coverage of formuala evaluation format, of computation rules and axioms, and of the forward and backward use of formulas and proportionality relations lessens the amount of natural talent needed to understand and explain algebra.

Geometry - maps plans trigonometry vectors

1 Maps Plans Measurement
2 Euclidean Geometry - Constructions + extras
3 Cartesian and Polar Coordinates
4 Lines and Slopes Take 1
5 What is Similarity
6 Trigonometry first steps
7 Complex Numbers
8 Unit-Circle Trigonometry
9 Lines and Slopes Take 2 with tangent function
10 Intersecting Straight Lines and Transversals
11 Parallel Straight Lines and Transversals
12 Function Translating and Rescaling
13 Vectors
14 Degrees to Radians and Radians to Degrees
15 Arc or Inverse Trigonometric Function

Pre-Teen and young teen mastery of skills and practices which should be common with map-plans-diagrams drawn to scale, contour interpretation included, has actual or potential take-home value for daily- and adult-life in solving routine problems. Elevating some practices to principles, axioms or postualates, provides a base for analytic and Euclidean geometry, an analytic view of similarity, and an efficient mastery of trigonometry and complex numbers. Right triangle trigonometry provide an analytic alternative to solving geometric problems by drawing diagrams to scale.

More Algebra

Natural-Logarithms Exponentials Powers Roots
Five Polynomial Operations
Quadratics Geometrically
Functions
5 Factored Polynomial Sign Analysis Examples
Rewriting algebraic substitution as function substitutions

The first topic leads to a full high school level theory for the forward and backward mastery of growth and decay models and for definition, range and domains of radicals, roots and powers. The next two topics make quadratics and polynomials easier to learn and teach. Site coverage of functions turns vertical and horizontal line rules into computation methods for evaluating functions.

70 Calculus Starter Lessons


Return to Page Top

Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 2. Slopes and Ski Trails

[1] [2] [3] [4][5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28]


Logic-Reason for all
Careful Thinking
Chains of Reason
Mathematical Induction
Responsibility
Bodies-of-Knowledge

Arithmetic - Ages 10+
1. Deciml Place Value - fun
2. Decimals for Tutors
3. Prime Factors - quickly
4. Fractions + Ratios
5. Arith with units - science

Geometry
1 Maps + Plans Use
2 Euclidean Geometry
3 Rct +Polr Coordinates
4 Lines-Slopes [I]
5. What is Similarity
Algebra Starters - the base
1. Better Work Format
2. Solve Linear Eqns
3. Computation Rules
4. Axioms, Item 3 Viewpnt
5. Formulas Backwards
More Algebra
Logarithms-ax & m/nth roots
Five Polynomial Operations
Quadratics Geometrically
Functions || Vectors too
Arith. Skill Check+Answers
Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

All trademarks and copyrights in this are owned by their respective owners.
Copyright to comments & contributions are owned by the Poster.
The Rest © 1995-2011, by site author, Alan Selby, Ph. D., Montreal,
All Rights Reserved --- Skype or Email to contact.