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Home < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 6. Slopes and Vertical Shifts

[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 6. Slopes and Vertical Shifts

Volume 3, Why Slopes and More Math.

The vertical shift or motion of a curve y = f(x) adds a constant d (the displacement) to each point. It yields a new curve y = f(x)+d. The next diagram indicates an example.

A simple vertical shift or motion may change the height of a skier, but not the slope of his or her skis.


Load Flash Video
On the Constant Difference Theorem
4:32 minutes 404 by 408

Constant Difference Theorem

What can be said for sure about two functions when they have the same slope (or derivative) everywhere? One response is given by the following assertion.

[Constant Difference Theorem] If the functions f1(x) and f2(x) have the same non-infinite slope (that is, derivative) m = f¢1(x) = f¢2(x) at every x in an interval (a,b) then the difference

f2(x)-f1(x) = d
is constant for a < x < b. That is, there is a constant d such that
f2(x) = f1(x) +d
for every x in the interval (a,b), This number d does not depend on x. The proof of this assertion is given in the appendices.

Note the assertion says that there is a constant d. It does not say how to find it. Here is an analogy: Saying there is a needle in a haystack, does not say how to find it. Note also the word every. If there is a point x1 in the interval (a,b) where the slope is not defined then no conclusions can be drawn from the Constant Difference theorem.

Remark. If f1(x) and f2(x) satisfy the conditions (hypotheses) in the Constant Difference theorem with f2(c) = A and f1(c) = B at some point c in the interval (a,b) then at x = c,

d = f2(x)-f1(x) = f2(c)-f1(c) = A-B
This says how to compute the value of d.

Remark. Mathematical assertions and theorems which say that a number (or limit) is not defined or does not exist actually mean that a finite number (or finite limit) does not exist. The vertical motion theorem given above applies only when the common slope is finite in the interval (a,b) of interest.


Load Flash Video
When the Constant Difference Theorem fails
404 by 408 3:36 minutes

Different vertical displacements over different portions of the trail are possible. The next diagram gives examples of this. Upshifts have been made in the topmost curve of the previous diagram.

Between a and b, between b and c and between c and d, the two trails y = f1(x) and y = f2(x) shown have the same slope but not the same heights. At the ski jump and cliffs in the upper trail y = f1(x), the slope is not defined.

Where Slopes are Not Defined

On a ski trail y = h(x), there may be a few places where the slope is undefined or a single slope to the graph or trail does not exist. In the following diagram, the slope is undefined at the ski jump above the point x = a. At sharp peaks and kinks, a short ski may pivot or rotate while keeping in contacting with one point, the kink or peak on the trail. So a single slope to the trail cannot be defined there. Where the trail has some vertical jumps, the graph ceases to be the graph of a function. The slope is said to be undefined or not to exist here, even though we might say it is infinite, +Â¥ or -.
Load Flash Video
2 minute explanation of the following
1:50 minutes

Consider the next diagram. At the points a,b,c,d and e, the slope function or derivative m = h'( x ) cannot be given a single value. In general, a single value cannot be assigned to slopes at sharp changes in the direction of a curve y = h(x).

The study of generalized slopes or gradients replaces the discussion of a single slope to a point on a curve by the discussion the set of slopes to a point on a curve. This set based discussion is too complicated to be examined further here.

But a single slope may sometimes be defined before and after such kinks or sharp turns in the graph of a function.

The ski at the sharp peak is shown pivoting, that is rotating, as the ski passes over.1 In pivoting at the peak, a ski can have many orientations or slopes without intersecting the curve y = h(x) on either side.

1The slope values during this rotation form a set, the slope set. The value 0 belongs to this set.

Problem for Advanced Students. A graph with vertical segments is not the graph of a function, but it may be the image of a parameterized curve $(x(t),y(t))$ where $t$ belongs to some interval. Show that if $(x_j(t),y_j(t))$ for j = 1 and 2 are two continuous curves parameterized by $t \in [a,b]$, then \( (x_1'(t),y_1'(t))=(x_2'(t),y_2'(t)) $ for all $t\in (a,b)$ implies there are constants $d_1$ and $d_2$ such that $(x_j(t),y_j(t))=(x_j(t),y_j(t))+(d_1,d_2)$.

This problem is both a consequence and an extension, a generalization, of the constant difference theorem just stated. It applies to some graphs with vertical segments.

Teachers & Tutors: Site pages offer better or best practices for providing skills - simpler than expected & comprehensive but for exercises. For your charges, your duty is to study them alone or in groups and develop skill building exercises & activities to share. Start now. The effort here is the best I can do. Others are welcome to refine or exceed it. Please do.

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Road Safety Messages and Questions: When and why should you face traffic when walking along a road or cycle path? Is it a good idea to hang limbs outside of cars etc? What gives more protection in a crash: a car, motorbike or bicycle? See too, the BBC-Belgium story Texting and Driving - texting & the impossible test - the article links to a gruesome utube video on the subject

The Logic of Injustice: How Texas sent an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate is not compensation for years or decade of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern Based Reason may slowly lead to greater precision in reading, applying and writing laws.

May 2012, Composition Starting: Pre-School and Primary Mathematics - Quantitative Skills, An Intellectual View, Feedback Welcome:

The 8 Most Popular Site Inlinks

20 Times Table - the most popular site page - popular pages - unexpected.
Fractions & Ratios - with lesson on raising terms to introduce & justify times, division & comparison as well addition & subtraction
Parent Center - See below
Volume 1, Elements of Reason - Intro to all site books.
What is a Variable - best for ages 13+
Written work formats for Arithmetic and Algebra - a skill method and standard!
Complex Numbers Visually - best for ages 13+
Natural Logs, Exponentials, Powers, Roots

Division of Labour: This site offers advice and directions with pointers to resources elsewhere, if known, when they help or lessen the need to write more.

Parent Center: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills. Other booklets are available but these booklets allow parents unsure of themselves in mathematics to help their children. The selection acquired in Canada is published in the USA. So it has a US orientation. In retrospect, the selection shows parents what to check with the booklets or by other ways, the choice is theirs. But in retrospect, the selection does not cover integral and fractions liquid weights and measures - ask the publishers to correct that! For ages 9 to 12 say, parents may compensate by showing boys and girls how to use weights or mass, and further measures in food preparation. Beyond that children may be shown how to measure and calculate angles, lengths and areas [proportional amounts too] directly or by using maps and plans drawns to scale. Learning how to gather and measure all the ingredients, pots and pans for a dish or a meal, along with cleaning up sets the stage for like activities or experiments in science courses, and in developing organizational skills, gives boys and girls a head start. Good luck. At the other extreme, more comprehensive than light, if your motto is McCainian: drill, drill, drill then Toronto mathematician and actor John Mighton's jump math organization has jump math workbooks for at least grades 3 to 8 for at-home and in-school use - training sessions for teachers available. Jump math has been expanding to cover older students. Jump Math Samples: plus Fractions for Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8 [unread - likely to be good]. and

Mathematics Skills For Ages 3 to 14 - technical!

Skills with take home value - A few ideas

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

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2 Formula Forward Use - Evaluation
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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.

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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

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  2. Flash Video for Calculus Phobics

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Unsolicited Advice

Learning to do and high marks if it comes to easy is often deceptive - light rather than deep. For that reason, students with learning difficulties determined not to let it get in their way may go deeper and farther than those with none. High marks, if the come easy, may be deceptive - provide a too light and not a deep mastery. That could have been your problem in secondary school, one that leads to comprehension shock or difficulties in calculus and more generally in the first year of college. Bon Appetite.


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Home < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 6. Slopes and Vertical Shifts

[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

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