/sci/ - Science & Math

>>3047539

+lost a majority

ATTENTION /SCI/

If you feel the need to tell OP what a faggot he is please sage your post.

That is all.

>>3047551
I think OP is an upstanding member of society.

I dont know how anything you described relates to him being a good teacher.

>stops, mid-class, to lecture about religion and God
Not even sure if you mean pro or anti religion here, but it doesn't matter what the subject is - if it isn't relevant to the course then he is a bad professor. le fin.

>>3047568

He is very pro-religion and relates negative infinity and positive infinity to the alpha and the omega.

>>3047559

When did I say he was a good teacher? I just said he was fuggin' awesome.

>>3047580

Then he's a moron, drop him ASAP

>>3047634

I can't. Plus I don't need to understand any of his lectures to learn calc II.

Can you put two and two together to get 5?

>>3047658

Now you're not making any sense.

>>3047668

Not unlike him...

Actually I'm just really sad since I know half the class will not appreciate his lecture style because they just don't care that much about math.

In the mean time, he looks to me every time he gives an explanation to make sure I understand. Having my own personal fanatic calc II professor is awesome and no Aspies to either side of me.

>>3047719
>he looks to me every time he gives an explanation to make sure I understand.

How does it feel to be that guy?
>"If even Anon can understand this, then I know EVERYONE gets it"

This professor sounds like a complete tool.

>>3047740
More like

>"I can't wait to pop his sphincter again. Maybe if I talk about religion again everyone will leave and give us some more alone time."

>>3047740

Oh I don't know. See I feel bad for the rest of the class. I also tutor math up to calc II (implying I can also tutor what we're learning)...I really wish some of them would stop by so I can clarify what he's saying.

It's hard because I see exactly what these students are not getting because of his vague explanations. Is there really a non-douchey way to say, "Hey guys...I can help you understand this material if you want to stop by the ASS during my tutor hours."?

That would also insult the professor and probably make me look like a know-it-all (I don't know it all, trust me).

I'm the guy who posted that related rates problem in relation to inverse trigonometric functions earlier this week where he used some funky notation that I needed clarified.

>>3047754

If that were the case, a male model would be more appropriate. I'm taken plus he seems to be middle eastern as far as origins are concerned.

Hard to get a hand job from a guy who only has access to 1.5 arms.

>>3047844
The guy that didn't understand what df/dx meant is tutoring a calc ii class? What school do you go to, Liberty University?

>>3047885
the univrtisrt of homos and engineers lol

>>3047885
>teehee

It's not really hard to fail to understand notation for derivatives when ONE problem out of the homework was directly related to it. I understand quite a bit of calculus II concepts...and most calculus II is about integrals.

Plus most people in that thread agreed that he was using confusing notation to show off his algebraic prowess.

>>3047885

Oh and I read your post wrong. <span class="math">\displaystyle \frac{d}{dx}[/spoiler] is quite easy to understand.

Start mixing and matching variables and asking for an angle in terms of another function like <span class="math">\displaystyle \theta(s)[/spoiler] where theta is usually an angle.

Then relating those back to the other rates and using chain rule/abusing notation elsewhere...yes it's quite easy to lose track of what he's explaining.

Similarly, there are areas of calc I i still do not understand completely. Even some concepts at the start like <span class="math">\displaystyle \delta-\epsilon[/spoiler] proofing are still cloudy.

From what I understand, this is pretty common since the delta epsilon proof is useless afterwards. I also received an A in calculus I so I'd say I understood a majority of the concepts. =)

>Engineering senior project
>We want to build a continuum robotic arm using flexible actuators
>But, we are just Mechanical Engineers
>For the project, we're required to make memos every week, outlining our plans of action for every week.

>Two teachers; one is a professor who is heading the class, the other is a grad-student applying for professorship.
>We get the Grad Student

>In our first memo: "Go to the EE department and field a student capable of assisting us in our project, or finding an EE professor we can consult for the duration.
>Grad-student advisor says, "No guys, don't do this, and you shouldn't have to. You've taken a circuits class before [Introduction to Circuits], so you're capable of doing all this.

>Much time passes, it's now the last month of the semester.
>We get to circuit analysis, and we're having a hard time of finding a way to get the 350V DC for our piezoceramic actuators.
>Grad-student advisor: "You guys should probably go to the EE department and ask around."
>I'm thinking in my head..."Wait, did he just completely turn around on the instructions he gave in the 3rd week of school?"
>Let's see what the EE's think

>"You do not have the skills to do this."
>"This will not be possible."
>"This would be extremely dangerous."
>"I've had some of my best students working on a buck to bring 120V to 200V. They've spent 8 months on it and are 1/3rd of the way through their project."

>Project report, presentation, and drawing package are due next (5/12/2011) Monday.

All of my fucking hate.

Anybody think I can get a pardon by calling this guy out on his negligent advice?

>I'm the guy who posted that related rates problem in relation to inverse trigonometric functions earlier this week where he used some funky notation that I needed clarified.
>funky notation
>Leibniz notation is funky

Yeah my math teacher once used this funky notation for multiplication where he wrote both numbers and the multiplication sign between them instead of writing only one of the numbers and putting a dot above it.

>>3047950
>Anybody think I can get a pardon by calling this guy out on his negligent advice?

It depends. You might get some leniency, but at the end of the day you should still have said "nah, we better go to the EE department to be safe."

>>3047539

>>3047903
I'm aware that most of the people thought his way of explaining the problem was rather convoluted, in fact I was the guy in the thread that was helping you out the most.

But "dx" is used in calculus II A LOT. In fact, it is only in understanding what "dx" means that you can actually understand integration. That is an *ahem* integral part of the process. The fact that someone who goes to 4chan to learn about infinitesimals is actually tutoring others is a shock and speaks volumes about your institution.

>>3047952

The dot above it? Between it?

Sounds like a case of mouth breathing, IMO.

Leibniz notation outside of the standard <span class="math">\displaystyle \frac{dy}{dx}[/spoiler] norm is funky.

http://en.wikipedia.org/wiki/Notation_for_differentiation

See all the pretty notations? Besides, after learning Leibniz implies the chain rule, it is fairly straight forwar...

>In the formulation of calculus in terms of limits, the du symbol has been assigned various meanings by various authors.
>Some authors do not assign a meaning to du by itself, but only as part of the symbol du/dx.
>Others define dx as an independent variable, and use d(x + y) = dx + dy and d(x·y) = dx·y + x·dy as formal axioms for differentiation. See differential algebra.
>In non-standard analysis du is defined as an infinitesimal.
>It is also interpreted as the exterior derivative du of a function u.

Oh wait.

>>3047978
>engineering professor cant explain "dx"

Why am i not surprised

>>3047987
dx is an infinitesimal part on the x axis
How anyone could have trouble with that concept after having it explained once is beyond me

>>3048016
Engineers are usually not very bright.

>>3048016
>implying there are infinitesimal numbers in standard mathematics
Please get the fuck of /sci/.

>>3047942

And... dude... delta epsilon proofs are easy as shit, that's why they are useful. Once you get to real analysis I promise you, you won't see another f'(x) again, and all you'll ever look at will have delta and epsilon hanging right around the corner.

>>3048036
>he thinks non-standard is a kin to pseudo

gtfo of the world

>>3047978

No offense but it's not very hard to understand Leibniz notation in integrals. In fact, it's much more simple and straight forward.

<span class="math">\displaystyle \int \frac{x}{1 + x^2}dx[/spoiler]

<span class="math">\displaystyle u = 1 + x^2, u' = 2xdx, \frac{1}{2}du = xdx[/spoiler]

<span class="math">\displaystyle \frac{1}{2}\int \frac{1}{u}du[/spoiler]

<span class="math">\displaystyle = \frac{1}{2}[ln|u| + C][/spoiler]

<span class="math">\displaystyle = \frac{1}{2}[ln|1 + x^2| + C][/spoiler]

<span class="math">\displaystyle = \frac{1}{2}ln|1 + x^2| + K[/spoiler]

where <span class="math">\displaystyle K = {1}{2}C[/spoiler]

In fact, I believe you're being pretty pedantic in the fact that you think I do not understand basic Leibniz notation when I clearly do.

The issue was multi-variable relation to a related rate. There is no correlation between my institution's credibility and their acceptance of me into the tutoring program.

I've made As in every math class I've taken and you'd be foolish to think that the free response tests and the cumulative final + new material on the final in calc I was somehow 'easy-mode'. Likewise, every one of my math professors have been rigorous where plenty of 'bright' students have flunked or received poor marks where I've walked away with an uncurved A.

>>3047978

No offense but it's not very hard to understand Leibniz notation in integrals. In fact, it's much more simple and straight forward.

<span class="math">\displaystyle \int \frac{x}{1 + x^2}dx[/spoiler]

<span class="math">\displaystyle u = 1 + x^2, u' = 2xdx, \frac{1}{2}du = xdx[/spoiler]

<span class="math">\displaystyle \frac{1}{2}\int \frac{1}{u}du[/spoiler]

<span class="math">\displaystyle = \frac{1}{2}[ln|u| + C][/spoiler]

<span class="math">\displaystyle = \frac{1}{2}[ln|1 + x^2| + C][/spoiler]

<span class="math">\displaystyle = \frac{1}{2}ln|1 + x^2| + K[/spoiler]

where <span class="math">\displaystyle K = \frac{1}{2}C[/spoiler]

In fact, I believe you're being pretty pedantic in the fact that you think I do not understand basic Leibniz notation when I clearly do.

The issue was multi-variable relation to a related rate. There is no correlation between my institution's credibility and their acceptance of me into the tutoring program.

I've made As in every math class I've taken and you'd be foolish to think that the free response tests and the cumulative final + new material on the final in calc I was somehow 'easy-mode'. Likewise, every one of my math professors have been rigorous where plenty of 'bright' students have flunked or received poor marks where I've walked away with an uncurved A.

PIC RELATED

>>3048049

But this really is not applicable considering <span class="math">\displaystyle \delta-\epsilon[/spoiler] proofing is not something I will need to concern myself with in the future.

http://www.eecs.ucf.edu/ece/ece-files/majors/CpE/CpE_4yr_plan11-12.pdf

I won't say for certain but most engineering programs do not go past linear algebra.

Sounds like Paul Sally. Are you from Chicago?

>>3048079
First, why would I take offense to you not understanding something?

And secondly, your post yesterday explicitly asked for help in understanding the Leibnitz notation as a part of the problem that you didn't get. You clearly and distinctly asked what the symbols meant.

And please don't play the "I got good grades therefore I understand the concepts" card just a few posts after telling us how you don't understand limits. You're trying to bullshit someone who knows more than you about the subject at hand and it ain't going to work. There was plenty of first year material that I didn't understand, and which I would only come to realize that I didn't understand years later. The difference, though, is that I wasn't a tutor for my fellow classmates who didn't understand, and it's a damn good thing I wasn't. You, on the other hand, have a shitty prof (who, by the way, obviously doesn't understand the notion of an abstract mathematical entity if he thinks infinities are theological) with a tutor who doesn't understand the material. This is a shame to the students attending your institution as they pay good money to learn and apparently the administration is choosing to put obstacles in their path instead of guiding them around the obstacles that can't be removed.

>>3048145
Samefag

Also, your example doesn't show any hint that you have any idea what the dx means, only that you know how to use it in one instance. Call that pedantic if you'd like, but I call it a shitty education.

>>3048093
Sorry for the triple post, but this is, perhaps, the most ignorant thing I've ever read in regards to someone studying mathematics. YOU'RE A FUCKING TUTOR! That means when someone doesn't understand something, THEY COME TO YOU TO FIGURE OUT WHAT TO DO! So of course it matters that you understand it! If you don't, you aren't doing your job, and worse, the students are getting fucked because you don't care to learn.

>>3047539

>uses 8 constants for indefinite integrals because K relates C and C relates J and J relates D and D relates L

wow, fuck him

>>3048049
>calling them delta epsilon proofs
>probably never used Rudin
>doesn't know true analysis

>>3048145

I clearly and distinctly asked what multiple symbols in relation to each other meant when there were 4 variables in Leibniz notation. You spouted a bunch of basic crap that I was already aware of yet you seem to think I didn't understand it.

Where the fuck did I say I don't understand basic limits? Is your reading comprehension that bad?

Very few people actually understand delta-epsilon proofs the first time around from what I'm told. My case is not necessarily understanding them but remembering what they are considering I haven't reviewed them in over a year.

I have actually written quite a few posts explaining basic limits to people on /sci/. I even posed the <span class="math">\displaystyle \lim_{x\to-\infty} tanh(x)[/spoiler] problem to that CC student yesterday.

If you don't understand limits, there is no way you'll be able to solve that.

My professor isn't shitty because I've only had two classes with him. Not even I can form a clear opinion about him this early on. Trying to lord over me all the information you think you know is quite amusing.

I tutor alongside two engineers and two bio/chem students that are much more knowledgeable than I am. Even they have forgotten most of the crap they came across in calculus. To refresh our memories, we're given worksheets every two weeks with medium-high difficulty problems. And, you guessed it, <span class="math">\displaystyle \delta-\epsilon[/spoiler] proofing is on this week's worksheet.

Barring that, I also mainly tutor stat and not calculus but I am quite capable of helping a student with some calculus-based material if the other tutors are busy. If I do not know something, the other tutors are available to explain it.

>>3048157

It clearly demonstrates my knowledge about dx.

<span class="math">\displaystyle u = 1 + x^2, u' = 2xdx, \frac{1}{2}du = xdx[/spoiler]

You are not going to be able to make the connection and proper substitution if you do not realize the conversion and why you took the derivative in the substitution to begin with.

In fact, many people leave out the middle step and go directly to du but this does not show understanding of what is happening.

>>3048175

Again, speaking from total ignorance about the situation. You have no idea how tutoring works at my institution.

>>3050330 It clearly demonstrates my knowledge about dx.
> u' = 2x dx
I think so too.

You expect tutors to know everything it would seem. I would be most amused if you were to be given worksheets like I was...because I doubt you'd remember half of the material on any of them (ranging from liberal arts algebra/college algebra to calc III and includes trig/precalc and stat).

If you were to call the other tutors ignorant for not remembering this information, I would also laugh. In fact, two of them yesterday had to borrow my calc I worksheet and this was on basic limits without L'Hopital's rule.

>>3047950

Don't give up now, this should be even more incentive to get it done.

Lol, why are you only checking details like that now? You should have known about it a lot earlier on.

You can get cheapish DC stick/arc welders that run on that voltage. Current may be a little high but maybe you can butcher something out of it.

Bleh that dx shouldn't even be in there.

<span class="math">\displaystyle \frac{du}{dx} = 2x[/spoiler]

>>3050338

>>3050338

I like how the fag who was lecturing this guy about not knowing Leibniz notation failed to see this glaringly obvious mistake by the OP.

>>3050456
>I like how the fag who was lecturing this guy about not knowing Leibniz notation failed to see this glaringly obvious mistake by the OP.
Pretty sure he noticed. That's why it shows OPs knowledge about the subject..

>>3048157
>Also, your example doesn't show any hint that you have any idea what the dx means, only that you know how to use it in one instance.

No...he clearly did not catch it.