We go over the trigonometric function, their inverses, and the derivatives of the inverse functions. The surprising fact is that these derivatives are simpler functions than the functions themselves.
Lecture #: 03: "Limits of Functions" with in a course on Applied Calculus offered at Faculty of Engineering, University of Central Punjab
By: Prof. Muhammad Rafiq.
Lecture #: 03: "Limits of Functions" with in a course on Applied Calculus offered at Faculty of Engineering, University of Central Punjab
By: Prof. Muhammad Rafiq.
Factor Theorem and Remainder Theorem. Mathematics10 Project under Mrs. Marissa De Ocampo. Prepared by Danielle Diva, Ronalie Mejos, Rafael Vallejos and Mark Lenon Dacir of 10- Einstein. CNSTHS.
In this video we learn how to solve limits that involve trigonometric functions. It is all based on using the fundamental trigonometric limit, which is proved using the squeeze theorem.
For more lessons: http://www.intuitive-calculus.com/solving-limits.html
Watch video: http://www.youtube.com/watch?v=1RqXMJWcRIA
This is your introduction to domain, range, and functions. You will learn more about domain, range, functions, relations, x-values, and y-values. There are definitions and explanations of each concepts. There are questions to help quiz yourself. Test your abilities. Enjoy.
We cover the inverses to the trigonometric functions sine, cosine, tangent, cotangent, secant, cosecant, and their derivatives. The remarkable fact is that although these functions and their inverses are transcendental (complicated) functions, the derivatives are algebraic functions. Also, we meet my all-time favorite function: arctan.
When a quantity changes in proportion to itself (for instance, bacteria reproduction or radioactive decay), the growth or decay is exponential in nature. There are many many examples of this to be found.
Factor Theorem and Remainder Theorem. Mathematics10 Project under Mrs. Marissa De Ocampo. Prepared by Danielle Diva, Ronalie Mejos, Rafael Vallejos and Mark Lenon Dacir of 10- Einstein. CNSTHS.
In this video we learn how to solve limits that involve trigonometric functions. It is all based on using the fundamental trigonometric limit, which is proved using the squeeze theorem.
For more lessons: http://www.intuitive-calculus.com/solving-limits.html
Watch video: http://www.youtube.com/watch?v=1RqXMJWcRIA
This is your introduction to domain, range, and functions. You will learn more about domain, range, functions, relations, x-values, and y-values. There are definitions and explanations of each concepts. There are questions to help quiz yourself. Test your abilities. Enjoy.
We cover the inverses to the trigonometric functions sine, cosine, tangent, cotangent, secant, cosecant, and their derivatives. The remarkable fact is that although these functions and their inverses are transcendental (complicated) functions, the derivatives are algebraic functions. Also, we meet my all-time favorite function: arctan.
When a quantity changes in proportion to itself (for instance, bacteria reproduction or radioactive decay), the growth or decay is exponential in nature. There are many many examples of this to be found.
The chain rule helps us find a derivative of a composition of functions. It turns out that it's the product of the derivatives of the composed functions.
Continuous function have an important property that small changes in input do not produce large changes in output. The Intermediate Value Theorem shows that a continuous function takes all values between any two values. From this we know that your height and weight were once the same, and right now there are two points on opposite sides of the world with the same temperature!
Lesson 18: Indeterminate Forms and L'Hôpital's RuleMatthew Leingang
L'Hôpital's Rule is not a magic bullet (or a sledgehammer) but it does allow us to find limits of indeterminate forms such as 0/0 and ∞/∞. With some algebra we can use it to resolve other indeterminate forms such as ∞-∞ and 0^0.
Infinity is a tricky thing. It's tempting to treat it as a special number, but that can lead to trouble. In this slideshow we look at the different kinds of infinite limits and limits at infinity.
Lesson 16: Derivatives of Logarithmic and Exponential FunctionsMatthew Leingang
We show the the derivative of the exponential function is itself! And the derivative of the natural logarithm function is the reciprocal function. We also show how logarithms can make complicated differentiation problems easier.
The inverse of a function "undoes" the effect of the function. We look at the implications of that property in the derivative, as well as logarithmic functions, which are inverses of exponential functions.
Lesson 16: Derivatives of Logarithmic and Exponential FunctionsMatthew Leingang
We show the the derivative of the exponential function is itself! And the derivative of the natural logarithm function is the reciprocal function. We also show how logarithms can make complicated differentiation problems easier.
the derivative measure the instantaneous rate of change of a function, or the slope of the line tangent to its graph. It has countless applications.
[Note: We did not do this entire show in class. We will finish it on Thursday]
We go over the trigonometric function, their inverses, and the derivatives of the inverse functions. The surprising fact is that these derivatives are simpler functions than the functions themselves.
When a quantity changes in proportion to itself (for instance, bacteria reproduction or radioactive decay), the growth or decay is exponential in nature. There are many many examples of this to be found.
Optimization is a killer feature of the derivative. Not only do we often want to optimize some system, nature does as well. We give a procedure and many examples.
The Mean Value Theorem is the most important theorem in calculus! It allows us to infer information about a function from information about its derivative. Such as: a function whose derivative is zero must be a constant function.
The basic rules of differentiation, including the power rule, the sum rule, the constant multiple rule, and the rule for differentiating sine and cosine.
Streamlining assessment, feedback, and archival with auto-multiple-choiceMatthew Leingang
Auto-multiple-choice (AMC) is an open-source optical mark recognition software package built with Perl, LaTeX, XML, and sqlite. I use it for all my in-class quizzes and exams. Unique papers are created for each student, fixed-response items are scored automatically, and free-response problems, after manual scoring, have marks recorded in the same process. In the first part of the talk I will discuss AMC’s many features and why I feel it’s ideal for a mathematics course. My contributions to the AMC workflow include some scripts designed to automate the process of returning scored papers
back to students electronically. AMC provides an email gateway, but I have written programs to return graded papers via the DAV protocol to student’s dropboxes on our (Sakai) learning management systems. I will also show how graded papers can be archived, with appropriate metadata tags, into an Evernote notebook.
Integration by substitution is the chain rule in reverse.
NOTE: the final location is section specific. Section 1 (morning) is in SILV 703, Section 11 (afternoon) is in CANT 200
Lesson 24: Areas and Distances, The Definite Integral (handout)Matthew Leingang
We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.
Lesson 24: Areas and Distances, The Definite Integral (slides)Matthew Leingang
We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Azure Interview Questions and Answers PDF By ScholarHat
Lesson 16: Inverse Trigonometric Functions
1. Section 3.5
Inverse Trigonometric
Functions
V63.0121.034, Calculus I
October 28, 2009
Announcements
. . . . . .
2. What functions are invertible?
In order for f−1 to be a function, there must be only one a in D
corresponding to each b in E.
Such a function is called one-to-one
The graph of such a function passes the horizontal line test:
any horizontal line intersects the graph in exactly one point
if at all.
If f is continuous, then f−1 is continuous.
. . . . . .
4. arcsin
Arcsin is the inverse of the sine function after restriction to
[−π/2, π/2].
y
.
. . . x
.
π π s
. in
−
. −
.
2 2
. . . . . .
5. arcsin
Arcsin is the inverse of the sine function after restriction to
[−π/2, π/2].
y
.
.
. . . x
.
π π s
. in
−
. . −
.
2 2
. . . . . .
6. arcsin
Arcsin is the inverse of the sine function after restriction to
[−π/2, π/2].
y
.
y
. =x
.
. . . x
.
π π s
. in
−
. . −
.
2 2
. . . . . .
7. arcsin
Arcsin is the inverse of the sine function after restriction to
[−π/2, π/2].
y
.
. . rcsin
a
.
. . . x
.
π π s
. in
−
. . −
.
2 2
.
The domain of arcsin is [−1, 1]
[ π π]
The range of arcsin is − ,
2 2
. . . . . .
8. arccos
Arccos is the inverse of the cosine function after restriction to
[0, π]
y
.
c
. os
. . x
.
0
. .
π
. . . . . .
9. arccos
Arccos is the inverse of the cosine function after restriction to
[0, π]
y
.
.
c
. os
. . x
.
0
. .
π
.
. . . . . .
10. arccos
Arccos is the inverse of the cosine function after restriction to
[0, π]
y
.
y
. =x
.
c
. os
. . x
.
0
. .
π
.
. . . . . .
11. arccos
Arccos is the inverse of the cosine function after restriction to
[0, π]
. . rccos
a
y
.
.
c
. os
. . . x
.
0
. .
π
.
The domain of arccos is [−1, 1]
The range of arccos is [0, π]
. . . . . .
12. arctan
Arctan is the inverse of the tangent function after restriction to
[−π/2, π/2].
y
.
. x
.
3π π π 3π
−
. −
. . .
2 2 2 2
t
.an
. . . . . .
13. arctan
Arctan is the inverse of the tangent function after restriction to
[−π/2, π/2].
y
.
. x
.
3π π π 3π
−
. −
. . .
2 2 2 2
t
.an
. . . . . .
14. arctan
Arctan is the inverse of the tangent function after restriction to
y
. =x
[−π/2, π/2].
y
.
. x
.
3π π π 3π
−
. −
. . .
2 2 2 2
t
.an
. . . . . .
15. arctan
Arctan is the inverse of the tangent function after restriction to
[−π/2, π/2].
y
.
π
. a
. rctan
2
. x
.
π
−
.
2
The domain of arctan is (−∞, ∞)
( π π)
The range of arctan is − ,
2 2
π π
lim arctan x = , lim arctan x = −
x→∞ 2 x→−∞ 2
. . . . . .
16. arcsec
Arcsecant is the inverse of secant after restriction to
[0, π/2) ∪ (π, 3π/2].
y
.
. x
.
3π π π 3π
−
. −
. . .
2 2 2 2
s
. ec
. . . . . .
17. arcsec
Arcsecant is the inverse of secant after restriction to
[0, π/2) ∪ (π, 3π/2].
y
.
.
. x
.
3π π π 3π
−
. −
. . . .
2 2 2 2
s
. ec
. . . . . .
18. arcsec
Arcsecant is the inverse of secant after restriction to
y
. =x
[0, π/2) ∪ (π, 3π/2].
y
.
.
. x
.
3π π π 3π
−
. −
. . . .
2 2 2 2
s
. ec
. . . . . .
19. arcsec 3π
.
Arcsecant is the inverse of secant after restriction to
2
[0, π/2) ∪ (π, 3π/2].
. . y
π
.
2 .
. . x
.
.
The domain of arcsec is (−∞, −1] ∪ [1, ∞)
[ π ) (π ]
The range of arcsec is 0, ∪ ,π
2 2
π 3π
lim arcsec x = , lim arcsec x =
x→∞ 2 x→−∞ 2
. . . . . .
20. Values of Trigonometric Functions
π π π π
x 0
6 √4 √3 2
1 2 3
sin x 0 1
√2 √2 2
3 2 1
cos x 1 0
2 2 √2
1
tan x 0 √ 1 3 undef
3
√ 1
cot x undef 3 1 √ 0
3
2 2
sec x 1 √ √ 2 undef
3 2
2 2
csc x undef 2 √ √ 1
2 3
. . . . . .
25. Caution: Notational ambiguity
. in2 x =.(sin x)2
s . in−1 x = (sin x)−1
s
sinn x means the nth power of sin x, except when n = −1!
The book uses sin−1 x for the inverse of sin x.
1
I use csc x for and arcsin x for the inverse of sin x.
sin x
. . . . . .
28. Theorem (The Inverse Function Theorem)
Let f be differentiable at a, and f′ (a) ̸= 0. Then f−1 is defined in an
open interval containing b = f(a), and
1
(f−1 )′ (b) = ′ −1
f (f (b))
“Proof”.
If y = f−1 (x), then
f (y ) = x ,
So by implicit differentiation
dy dy 1 1
f′ (y) = 1 =⇒ = ′ = ′ −1
dx dx f (y) f (f (x))
. . . . . .
29. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
. . . . . .
30. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
.
. . . . . .
31. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
1
.
x
.
.
. . . . . .
32. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
1
.
x
.
y
. = arcsin x
.
. . . . . .
33. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
1
.
x
.
y
. = arcsin x
. √
. 1 − x2
. . . . . .
34. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
√
cos(arcsin x) = 1 − x2 1
.
x
.
y
. = arcsin x
. √
. 1 − x2
. . . . . .
35. The derivative of arcsin
Let y = arcsin x, so x = sin y. Then
dy dy 1 1
cos y = 1 =⇒ = =
dx dx cos y cos(arcsin x)
To simplify, look at a right
triangle:
√
cos(arcsin x) = 1 − x2 1
.
x
.
So
d 1 y
. = arcsin x
arcsin(x) = √
dx 1 − x2 . √
. 1 − x2
. . . . . .
37. The derivative of arccos
Let y = arccos x, so x = cos y. Then
dy dy 1 1
− sin y = 1 =⇒ = =
dx dx − sin y − sin(arccos x)
. . . . . .
38. The derivative of arccos
Let y = arccos x, so x = cos y. Then
dy dy 1 1
− sin y = 1 =⇒ = =
dx dx − sin y − sin(arccos x)
To simplify, look at a right
triangle:
√
sin(arccos x) = 1 − x2 1
. √
. 1 − x2
So
d 1 y
. = arccos x
arccos(x) = − √ .
dx 1 − x2 x
.
. . . . . .
40. Graphing arcsin and arccos
a
. rccos
Note
(π )
cos θ = sin −θ
a
. rcsin 2
π
=⇒ arccos x = − arcsin x
2
.
| . .
| So it’s not a surprise that their
−
. 1 1
. derivatives are opposites.
. . . . . .
41. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
. . . . . .
42. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
.
. . . . . .
43. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
x
.
.
1
.
. . . . . .
44. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
x
.
y
. = arctan x
.
1
.
. . . . . .
45. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
√
. 1 + x2 x
.
y
. = arctan x
.
1
.
. . . . . .
46. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
1
cos(arctan x) = √
1 + x2 √
. 1 + x2 x
.
y
. = arctan x
.
1
.
. . . . . .
47. The derivative of arctan
Let y = arctan x, so x = tan y. Then
dy dy 1
sec2 y = 1 =⇒ = = cos2 (arctan x)
dx dx sec2 y
To simplify, look at a right
triangle:
1
cos(arctan x) = √
1 + x2 √
. 1 + x2 x
.
So
d 1 y
. = arctan x
arctan(x) = .
dx 1 + x2
1
.
. . . . . .
49. Example
√
Let f(x) = arctan x. Find f′ (x).
. . . . . .
50. Example
√
Let f(x) = arctan x. Find f′ (x).
Solution
d √ 1 d√ 1 1
arctan x = (√ )2 x= · √
dx 1+ x dx 1+x 2 x
1
= √ √
2 x + 2x x
. . . . . .
51. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
. . . . . .
52. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
.
. . . . . .
53. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
.
. . . . . .
54. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
x
.
.
1
.
. . . . . .
55. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
x
.
y
. = arcsec x
.
1
.
. . . . . .
56. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
√
x2 − 1
tan(arcsec x) = √
1 x
. . x2 − 1
y
. = arcsec x
.
1
.
. . . . . .
57. The derivative of arcsec
Let y = arcsec x, so x = sec y. Then
dy dy 1 1
sec y tan y = 1 =⇒ = =
dx dx sec y tan y x tan(arcsec(x))
To simplify, look at a right
triangle:
√
x2 − 1
tan(arcsec x) = √
1 x
. . x2 − 1
So
d 1 y
. = arcsec x
arcsec(x) = √ .
dx x x2 − 1
1
.
. . . . . .
61. Application
Example
One of the guiding principles
of most sports is to “keep
your eye on the ball.” In
baseball, a batter stands 2 ft
away from home plate as a
pitch is thrown with a
velocity of 130 ft/sec (about
90 mph). At what rate does
the batter’s angle of gaze
need to change to follow the
ball as it crosses home plate?
. . . . . .
62. Let y(t) be the distance from the ball to home plate, and θ the
angle the batter’s eyes make with home plate while following the
ball. We know y′ = −130 and we want θ′ at the moment that
y = 0.
y
.
1
. 30 ft/sec
.
θ
.
. 2
. ft
. . . . . .
63. Let y(t) be the distance from the ball to home plate, and θ the
angle the batter’s eyes make with home plate while following the
ball. We know y′ = −130 and we want θ′ at the moment that
y = 0.
We have θ = arctan(y/2).
Thus
dθ 1 1 dy
= ·
2 2 dt
dt 1 + ( y /2 )
y
.
1
. 30 ft/sec
.
θ
.
. 2
. ft
. . . . . .
64. Let y(t) be the distance from the ball to home plate, and θ the
angle the batter’s eyes make with home plate while following the
ball. We know y′ = −130 and we want θ′ at the moment that
y = 0.
We have θ = arctan(y/2).
Thus
dθ 1 1 dy
= ·
2 2 dt
dt 1 + ( y /2 )
When y = 0 and y′ = −130, y
.
then
dθ 1 1
= · (−130) = −65 rad/sec 1
. 30 ft/sec
dt y =0 1+0 2
.
θ
.
. 2
. ft
. . . . . .
65. Let y(t) be the distance from the ball to home plate, and θ the
angle the batter’s eyes make with home plate while following the
ball. We know y′ = −130 and we want θ′ at the moment that
y = 0.
We have θ = arctan(y/2).
Thus
dθ 1 1 dy
= ·
2 2 dt
dt 1 + ( y /2 )
When y = 0 and y′ = −130, y
.
then
dθ 1 1
= · (−130) = −65 rad/sec 1
. 30 ft/sec
dt y =0 1+0 2
.
θ
The human eye can only .
track at 3 rad/sec! . 2
. ft
. . . . . .
66. Recap
y y′
1
arcsin x √
1 − x2
1 Remarkable that the
arccos x − √
1 − x2 derivatives of these
1
arctan x transcendental functions
1 + x2 are algebraic (or even
1
arccot x − rational!)
1 + x2
1
arcsec x √
x x2 − 1
1
arccsc x − √
x x2 − 1
. . . . . .