I've forgotten all of these and god bless my mech engineering friend for trying to teach this to me, but my brain would just melt doing these. So i am always looking for refresher courses. These videos are really great for learning/re-learning the ideas
So I just watched this video and haven't found the one where you show the answer. But I tried to do the challenge chain rule! I think I got it correct i.imgur.com/cV82b7O.png
I saw a video of you 5 min ago and i was speechless. You are a king in educating people! Keep up the nice and good work. Never ever saw a teacher even close to your skill in teaching. I hope you will always have that much fun in what you do. Greatings from Germany!
I've also seen this referred to as "function of a function", because one function is nested inside another, or in other words the output from the inner function forms the input to the outer function.
During that chain rule, are we actually cancelling the 'du' in the nominator and denominator? Or are we arranging that in the form of dy/dx*du/du and replacing du/du with 1? Whatever it is, we are left with 1, but I'm not sure if we're supposed to treat them as fractions and cancel them.
I see it as working them with alike terms and then rearrenging them in a way that the similar terms do not affect the rest of the equation. After all, the term "u" is introduced as another way of calling the original X's. You're working the same variables on different names.
@@elyssium_ Yes. They work in similar ways but technically, it's not cancelling out like fractions I guess. I'm also studying Calculus now, so don't have much idea regarding it. Posed this comment as a query rather than a claim.
Your process of rearranging dy/dx and du/du and cancellation of fractions are basically the same process. When I was taught this I did a 3 step process where I did my u substitution, differentiated it, and then isolated dx so I could just substitute dx for my value times du.
Oh, wow that Garry is kinda like me, but I'm younger. I mean I always do everything in my head, because it is so easy. But I had to learn to write stuff down to actually get good grades. The advice Mr. Woo gives his student is almost identical in form to what teachers have always been telling me. 😉
Hi, just something I wanted to know. Why is 75% of -4 = -3 Because logically speaking -3>-4 How can a number be 75% of a smaller number. Is it just convention?. Thanks.
