Overview of Derivatives

funny clip on why you should learn calculus: http://www.hark.com/clips/gzsvwhbsww-so-tomorrow-im-gonna-teach-you-calculus

Understanding Slope

Understanding Slope

The Definition of the Derivative

Computing Using the Definition

#1

Now try evaluating on your own!

Got your result? Now let's see how this looks like graphically when using GeoGebra.

Now, lets do some graphical analysis of the derivative.

#2a
Given the graph of f(x), graph f(x). You have 30 seconds.

If you did not finish, dont worry because...

Here is the answer!

Oh yay! Your teacher is so cool. She gave you the answer! But, you know what that means

On your paper, answer the following questions: 2b. Why do we need open circles at (-2,2) (2, -2) and (3,1)? 2c. Why is there a straight line crossing through y= -2 and not, say, y= 2? 2d. Why do we only have horizontal green lines and not vertical green lines?

Lets do one more graphical derivative analysis before we move on. Remember that to show that a function is not differentiable at corners, we did so by showing that the limit did not exist at these points. At the time, we still had no knowledge of the rules of derivatives. But now we do! Let's re-examine some of these functions, but now we will use to rules of derivatives to show its derivative does not exist.

Functions are not differentiable at cusps, so lets take the derivative and evaluate at zero.

#3 On your paper, now YOU try the same with f(x) = |x|.

You can do it!

Lets now move on to the rules of derivatives

Having worked through the Webercise from our Derivatives Unit Plan website, you have now completed several proofs. Let's revisit one of these: the chain rule.
Recall that I said that the important part of a proof is to explain why. Here is your teacher's write up of this proof.

Now lets fill in some gaps.

4a One of the hypothesis of the proof is that g(x) cannot equal g(c). Why is it important to have this condition? What would happen if g(x) = g(c)? 4b The proof states: We will now multiply by a fraction equivalent to the number one. Is the fraction we multiplied by really equal to one? Why are we allowed to do this?
4c. The proof states: By moving the denominators Why are we allowed to do this?

Lets compute! Compute the 1st and 2nd derivative of the following using only the power and constant rule:

Here is the algebra required to complete the assigned task:

Lets compute the same problems again. This time, however, solve each problem using one or more of the following: the product rule, chain rule and/ or quotient rule.

Of course, we will also use the power rule.

Now that youve taken derivatives with only two of the derivative rules (constant and power) and with all 5 rules, 10a. which way did you find easier? Doing algebra first, then differentiating? Or differentiating, then using algebra to simplify?

10b. List the pros and cons of doing each.

Finally, lets see some applications to physics problems!

Objects falling in a straight path Falling balls!

http://www.youtube.com/watch?v=fd7D1LWzWmo

Alright, now lets focus on one of the balls. Remember that mathematicians live in a vacuum. Thus, we will not account for the wind resistance.
A ball is dropped from a height of 100 feet. Its height s (in feet) at time t (in seconds) is given by the position function s(t) = (-16t^2) +100 Answer the following questions on your paper:

11) In the position function, s(t) = (-16t^2) +100, where does the 100 come from? 12) Why do we have a -16 and not a 16? 13) Find the average velocity at [1,2]. 14) Find the instantaneous velocity at t =1. 15) What is the difference between average velocity and instantaneous velocity? How are they computed differently? 16) Find the acceleration function. Write an explanation as to why the result is constant. Then, explain it to your left desk neighbor.

One final problem. You ready for it? I know you are!

Objects falling in a parabolic path. Launching a rocket

http://www.youtube.com/watch?v=7l8XFhWngaw

For the sake of the problem, we will say that the rocket did NOT explode. Thus, it hit the ground at the end. From the video, you can see the rocket had a parabolic path. So, we will describe this path by s(t) = 160t- 16t^2 Lets do some analysis and computation.

17) In our previous problem, we had a negative value for s(t) regardless of what we picked for t. Is this also true for our current problem? Explain why in terms of physics, not math. We will then discuss this as a class.

18) How high does the rocket go? (Think: what information do we need in order to answer this?) 19) When does the rocket hit the ground? (Think: what variable should we be solving for and using what function?) 20) What is the acceleration function?

We can find it in the study of rockets, as we have seen in the last problem. But it can also be used in the making of artillery! How high should you position your weapon so that it will hit x feet away? Simple to calculate if you have derivatives! In chemistry, you can find the concentration of a particular element in a product by computing and analyzing a few derivatives. In economics, we use derivatives to compute for the marginal revenue and marginal cost. In short, while calculus originally had its most use in physics, it is now applicable in all areas of studies!

So when or where is this used?

Thank you for your focus and participation. I will ask you to do one final thing: an open-ended survey.

On your paper, write down ANY lingering questions you may have about the material we have looked at, even if its something we didnt talk about in the presentation.
Also, please write down any suggestions on how I may improve for the next presentation.

YOU GUYS AND DOLLS ARE AWESOME!