Doom de doom de doom.
Nothing to much to report, the government cashed my passport check.. so my guess is it will arrive soon.
Got work tonight and tomorrow.. but in theory lunch with Alli... yay...
Calculus is fun... I know.. I'm insane... But it is.... Chain rule scared me for a brief time.. then I developed a notation to allow me to do it cleanly.. and not have ugly equations... I took a CS approach, thinking in terms of String manipulation, Parsing or Context Free Grammar, depending on how you look at it...
y=(2x^3)^2
y=A^2
y'=2A*A'
A=2x^3
A'=6x^2
y'=2(2x^3)(6x^2)
And simplify from there if it pleases you. It's really a clean way. Just any time I do chain rule replace what I'm taking out with A B C... etc.. (not just keep using X (big x) as the teacher does)
So I can have as long a chain rule....chain... and as long as I have symbols to use... and space on the page.. I'm good.
My equations stay clean and simple until I need to dirty them up, then I act like a recursive function in CS and cascade back up the function calls.. or chain rules in this case... putting things back in place...
So I could have a final answer of
y'=2A*A'+(3B^4)B'+(3C^2)C'
Which if writen not typed... look pretty clean... especially if A B C themselves have chain rules in them... like..
A=2D^3(D') D=Fx D'=F(1)+x(F)F' F=x+3 F'=1 Then something equally long and stuff as A for B...
Then just start putting it all back together when you have done all your deriving.
(note: I made that up as I went so it may have mistakes...)
It's funny. The class almost teaches a notation like this.. but comes just short of it. Especially for Implicit Differentiation. And I've been noticing that a lot of people struggle because they get lost in equations, side stepping to get chain rules done, and trying to keep it all in their head... and when they try to keep track on paper, they get lost in what they put down... I've showed a few people, and they founds it interesting...
Yes, Calculus is conceptual, but all my problems have been just getting lost in equations... so once I made notations for myself.. I started to sail through the class. Maybe they should focus a bit more on how people do calc.. and not just on what is being done... id est... show people ways of writing problems to help them not get lost..
Less then a month now till I leave.... am I excited? You bet ya...
Got work tonight and tomorrow.. but in theory lunch with Alli... yay...
Calculus is fun... I know.. I'm insane... But it is.... Chain rule scared me for a brief time.. then I developed a notation to allow me to do it cleanly.. and not have ugly equations... I took a CS approach, thinking in terms of String manipulation, Parsing or Context Free Grammar, depending on how you look at it...
y=(2x^3)^2
y=A^2
y'=2A*A'
A=2x^3
A'=6x^2
y'=2(2x^3)(6x^2)
And simplify from there if it pleases you. It's really a clean way. Just any time I do chain rule replace what I'm taking out with A B C... etc.. (not just keep using X (big x) as the teacher does)
So I can have as long a chain rule....chain... and as long as I have symbols to use... and space on the page.. I'm good.
My equations stay clean and simple until I need to dirty them up, then I act like a recursive function in CS and cascade back up the function calls.. or chain rules in this case... putting things back in place...
So I could have a final answer of
y'=2A*A'+(3B^4)B'+(3C^2)C'
Which if writen not typed... look pretty clean... especially if A B C themselves have chain rules in them... like..
A=2D^3(D') D=Fx D'=F(1)+x(F)F' F=x+3 F'=1 Then something equally long and stuff as A for B...
Then just start putting it all back together when you have done all your deriving.
(note: I made that up as I went so it may have mistakes...)
It's funny. The class almost teaches a notation like this.. but comes just short of it. Especially for Implicit Differentiation. And I've been noticing that a lot of people struggle because they get lost in equations, side stepping to get chain rules done, and trying to keep it all in their head... and when they try to keep track on paper, they get lost in what they put down... I've showed a few people, and they founds it interesting...
Yes, Calculus is conceptual, but all my problems have been just getting lost in equations... so once I made notations for myself.. I started to sail through the class. Maybe they should focus a bit more on how people do calc.. and not just on what is being done... id est... show people ways of writing problems to help them not get lost..
Less then a month now till I leave.... am I excited? You bet ya...