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How to explain what's wrong with this application of the chain rule?
Students using l'Hôpital's Rule on the terms of a series, instead of the Limit Comparison TestHow does CalcChat work, and how can students who use it be encouraged to do so constructively?How to prove Taylor formulas?How can I explain $lim_x to infty frace^x+e^-xe^x-e^-x$ using L'Hôpital's Rule?How can we neatly explain chain rule of differentiation“Function” vs “Function of …”: how much does it contribute to students difficulties?Tutoring a recalcitrant/awkward/exasperating student---special needs?What's the best way to explain multivariable limit problems to students who are not familiar with $epsilon-delta$ proofs?Justifying the multi-variable chain rule to studentsAre questions on overlapping solids of revolutions without prior definitions and instructions fair given that there are divided interpretations?
$begingroup$
Yesterday a student in my calculus class attempted something like this:
Task: Derive $3^5x+1$ with respect to $x$.
Proposed solution: Let the inner function be $g(x)=3$ and the outer function be $f(z)=z^5x+1$, so that $f(g(x))=3^5x+1$. Then $f'(z)=(5x+1)cdot z^5x$ and $g'(x)=0$, so by the chain rule
$$
fracd (3^5x+1)dx = f'(g(x))g'(x)=0.
$$
I had difficulties to explain what's wrong with this and basically just told the student "the" right way to do it. Although I now have a rough idea of what's wrong, I'd like to hear from others:
- Have you seen similar attempts?
- How would you explain to a beginning calculus student what's wrong with this specific solution?
calculus
$endgroup$
add a comment |
$begingroup$
Yesterday a student in my calculus class attempted something like this:
Task: Derive $3^5x+1$ with respect to $x$.
Proposed solution: Let the inner function be $g(x)=3$ and the outer function be $f(z)=z^5x+1$, so that $f(g(x))=3^5x+1$. Then $f'(z)=(5x+1)cdot z^5x$ and $g'(x)=0$, so by the chain rule
$$
fracd (3^5x+1)dx = f'(g(x))g'(x)=0.
$$
I had difficulties to explain what's wrong with this and basically just told the student "the" right way to do it. Although I now have a rough idea of what's wrong, I'd like to hear from others:
- Have you seen similar attempts?
- How would you explain to a beginning calculus student what's wrong with this specific solution?
calculus
$endgroup$
add a comment |
$begingroup$
Yesterday a student in my calculus class attempted something like this:
Task: Derive $3^5x+1$ with respect to $x$.
Proposed solution: Let the inner function be $g(x)=3$ and the outer function be $f(z)=z^5x+1$, so that $f(g(x))=3^5x+1$. Then $f'(z)=(5x+1)cdot z^5x$ and $g'(x)=0$, so by the chain rule
$$
fracd (3^5x+1)dx = f'(g(x))g'(x)=0.
$$
I had difficulties to explain what's wrong with this and basically just told the student "the" right way to do it. Although I now have a rough idea of what's wrong, I'd like to hear from others:
- Have you seen similar attempts?
- How would you explain to a beginning calculus student what's wrong with this specific solution?
calculus
$endgroup$
Yesterday a student in my calculus class attempted something like this:
Task: Derive $3^5x+1$ with respect to $x$.
Proposed solution: Let the inner function be $g(x)=3$ and the outer function be $f(z)=z^5x+1$, so that $f(g(x))=3^5x+1$. Then $f'(z)=(5x+1)cdot z^5x$ and $g'(x)=0$, so by the chain rule
$$
fracd (3^5x+1)dx = f'(g(x))g'(x)=0.
$$
I had difficulties to explain what's wrong with this and basically just told the student "the" right way to do it. Although I now have a rough idea of what's wrong, I'd like to hear from others:
- Have you seen similar attempts?
- How would you explain to a beginning calculus student what's wrong with this specific solution?
calculus
calculus
asked 5 hours ago
Michael BächtoldMichael Bächtold
566312
566312
add a comment |
add a comment |
3 Answers
3
active
oldest
votes
$begingroup$
f is not a function of (only) z - f here is a function of x as well as z. I think this explanation is intelligible to a calc 1 student, and gets at the heart of the matter.
$endgroup$
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
|
show 1 more comment
$begingroup$
This is a VERY VERY typical problem. In fact, it's a problem even for $fracddx3^x$, much less your example.
The way I try to deal with this is one of two ways.
What has to happen first? To evaluate $3^5x+1$, you have to evaluate $5x+1$ first. So that is the inside function in the chain rule, just like in $sin(x^2)$ you have $x^2$ to evaluate first, so it is the inside function.
You could rethink how we notate or talk about exponential functions. In particular, Excel has $e^x$ written as
exp(x)(I think as an option). So one can ask what the "input" is here.
However, on the plus side the student does seem to have the chain rule down; it's just the exponential notation that is causing trouble. So there is definitely hope here. And again, you should not be surprised at encountering this, so it is worth your time to come up with several possible responses for it in the long run. Good luck!
$endgroup$
add a comment |
$begingroup$
The root of the difficulty is that $x$ appears free in $f(z)$, but we are trying to "capture" it with $g(x)$, which is illegal. When we substitute $g(x)$ into $f(g(x))$, we have a variable clash:
$$
f(g(colorred x)) = 3^5colorbluex + 1
$$
The red (first) $x$ is a different variable from the blue (second) $x$. This is clearer if we rename the bound variable:
$$
f(g(colorred y)) = 3^5colorbluex + 1
$$
The original expression had $x$ bound to the $mathrm d x$, so by unbinding it, we have changed the meaning of the expression:
$$
fracmathrm dmathrm d colorblue x f(g(colorredy)) ne fracmathrm dmathrm d colorredy f(g(colorredy))
$$
(Incidentally, this is one reason I dislike the notation $f'(x)$, because it hides the variable of differentiation. Students must still be taught it, unfortunately, because Leibniz's notation is verbose in some contexts, but it should only be used as shorthand. Students should understand that it is a shorthand, and that there is still a variable of differentiation, even if it is not shown.)
$endgroup$
add a comment |
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3 Answers
3
active
oldest
votes
3 Answers
3
active
oldest
votes
active
oldest
votes
active
oldest
votes
$begingroup$
f is not a function of (only) z - f here is a function of x as well as z. I think this explanation is intelligible to a calc 1 student, and gets at the heart of the matter.
$endgroup$
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
|
show 1 more comment
$begingroup$
f is not a function of (only) z - f here is a function of x as well as z. I think this explanation is intelligible to a calc 1 student, and gets at the heart of the matter.
$endgroup$
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
|
show 1 more comment
$begingroup$
f is not a function of (only) z - f here is a function of x as well as z. I think this explanation is intelligible to a calc 1 student, and gets at the heart of the matter.
$endgroup$
f is not a function of (only) z - f here is a function of x as well as z. I think this explanation is intelligible to a calc 1 student, and gets at the heart of the matter.
answered 5 hours ago
Henry TowsnerHenry Towsner
6,9752349
6,9752349
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
|
show 1 more comment
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
1
1
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
Hmm, so the student should reply: as soon as $f(x)$ contains parameters other than $x$ I am not allowed to apply the chain rule?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
By the way: to my mind $f$ ist not a function of $z$ at all. Maybe you meant $f(z)$?
$endgroup$
– Michael Bächtold
5 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
$begingroup$
@MichaelBächtold: The student should know that if f(x) contains variables other than x then the chain rule doesn't apply. (This might be an opportunity to mention that there is a variant of the chain rule to be learned later for covering such situations.) I decline to get into a pedantic discussion of the distinction between f and f(z).
$endgroup$
– Henry Towsner
3 hours ago
1
1
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
$begingroup$
I'm quite sure you use the chain rule to derive things that contain more than just $x$ in your calculus class, like $sqrtx^2+k$. You might say: that's ok if we treat $k$ as a constant and not as a variable. But then student might then ask: why am I not allowed to treat $x$ as a constant in the definition of $f$? (And a mathematician might add: what's the difference between a variable and a constant?). Apologies if my pedantry offends you.
$endgroup$
– Michael Bächtold
3 hours ago
3
3
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
$begingroup$
@MichaelBächtold: In general, the difference between a variable and a constant is contextual and tricky to make precise, but for purposes of the chain rule in this case, x is a variable because we're taking the derivative with respect to it. I find that students don't usually have difficulty with this point (for instance, one could imagine students getting confused about the difference between the derivative of f(x)=c and f(x)=x, but that's not a particularly common issue), because it's a clean syntactic rule and it's backed up by the notion (x and z are conventionally variables, k isn't).
$endgroup$
– Henry Towsner
2 hours ago
|
show 1 more comment
$begingroup$
This is a VERY VERY typical problem. In fact, it's a problem even for $fracddx3^x$, much less your example.
The way I try to deal with this is one of two ways.
What has to happen first? To evaluate $3^5x+1$, you have to evaluate $5x+1$ first. So that is the inside function in the chain rule, just like in $sin(x^2)$ you have $x^2$ to evaluate first, so it is the inside function.
You could rethink how we notate or talk about exponential functions. In particular, Excel has $e^x$ written as
exp(x)(I think as an option). So one can ask what the "input" is here.
However, on the plus side the student does seem to have the chain rule down; it's just the exponential notation that is causing trouble. So there is definitely hope here. And again, you should not be surprised at encountering this, so it is worth your time to come up with several possible responses for it in the long run. Good luck!
$endgroup$
add a comment |
$begingroup$
This is a VERY VERY typical problem. In fact, it's a problem even for $fracddx3^x$, much less your example.
The way I try to deal with this is one of two ways.
What has to happen first? To evaluate $3^5x+1$, you have to evaluate $5x+1$ first. So that is the inside function in the chain rule, just like in $sin(x^2)$ you have $x^2$ to evaluate first, so it is the inside function.
You could rethink how we notate or talk about exponential functions. In particular, Excel has $e^x$ written as
exp(x)(I think as an option). So one can ask what the "input" is here.
However, on the plus side the student does seem to have the chain rule down; it's just the exponential notation that is causing trouble. So there is definitely hope here. And again, you should not be surprised at encountering this, so it is worth your time to come up with several possible responses for it in the long run. Good luck!
$endgroup$
add a comment |
$begingroup$
This is a VERY VERY typical problem. In fact, it's a problem even for $fracddx3^x$, much less your example.
The way I try to deal with this is one of two ways.
What has to happen first? To evaluate $3^5x+1$, you have to evaluate $5x+1$ first. So that is the inside function in the chain rule, just like in $sin(x^2)$ you have $x^2$ to evaluate first, so it is the inside function.
You could rethink how we notate or talk about exponential functions. In particular, Excel has $e^x$ written as
exp(x)(I think as an option). So one can ask what the "input" is here.
However, on the plus side the student does seem to have the chain rule down; it's just the exponential notation that is causing trouble. So there is definitely hope here. And again, you should not be surprised at encountering this, so it is worth your time to come up with several possible responses for it in the long run. Good luck!
$endgroup$
This is a VERY VERY typical problem. In fact, it's a problem even for $fracddx3^x$, much less your example.
The way I try to deal with this is one of two ways.
What has to happen first? To evaluate $3^5x+1$, you have to evaluate $5x+1$ first. So that is the inside function in the chain rule, just like in $sin(x^2)$ you have $x^2$ to evaluate first, so it is the inside function.
You could rethink how we notate or talk about exponential functions. In particular, Excel has $e^x$ written as
exp(x)(I think as an option). So one can ask what the "input" is here.
However, on the plus side the student does seem to have the chain rule down; it's just the exponential notation that is causing trouble. So there is definitely hope here. And again, you should not be surprised at encountering this, so it is worth your time to come up with several possible responses for it in the long run. Good luck!
answered 2 hours ago
kcrismankcrisman
3,480730
3,480730
add a comment |
add a comment |
$begingroup$
The root of the difficulty is that $x$ appears free in $f(z)$, but we are trying to "capture" it with $g(x)$, which is illegal. When we substitute $g(x)$ into $f(g(x))$, we have a variable clash:
$$
f(g(colorred x)) = 3^5colorbluex + 1
$$
The red (first) $x$ is a different variable from the blue (second) $x$. This is clearer if we rename the bound variable:
$$
f(g(colorred y)) = 3^5colorbluex + 1
$$
The original expression had $x$ bound to the $mathrm d x$, so by unbinding it, we have changed the meaning of the expression:
$$
fracmathrm dmathrm d colorblue x f(g(colorredy)) ne fracmathrm dmathrm d colorredy f(g(colorredy))
$$
(Incidentally, this is one reason I dislike the notation $f'(x)$, because it hides the variable of differentiation. Students must still be taught it, unfortunately, because Leibniz's notation is verbose in some contexts, but it should only be used as shorthand. Students should understand that it is a shorthand, and that there is still a variable of differentiation, even if it is not shown.)
$endgroup$
add a comment |
$begingroup$
The root of the difficulty is that $x$ appears free in $f(z)$, but we are trying to "capture" it with $g(x)$, which is illegal. When we substitute $g(x)$ into $f(g(x))$, we have a variable clash:
$$
f(g(colorred x)) = 3^5colorbluex + 1
$$
The red (first) $x$ is a different variable from the blue (second) $x$. This is clearer if we rename the bound variable:
$$
f(g(colorred y)) = 3^5colorbluex + 1
$$
The original expression had $x$ bound to the $mathrm d x$, so by unbinding it, we have changed the meaning of the expression:
$$
fracmathrm dmathrm d colorblue x f(g(colorredy)) ne fracmathrm dmathrm d colorredy f(g(colorredy))
$$
(Incidentally, this is one reason I dislike the notation $f'(x)$, because it hides the variable of differentiation. Students must still be taught it, unfortunately, because Leibniz's notation is verbose in some contexts, but it should only be used as shorthand. Students should understand that it is a shorthand, and that there is still a variable of differentiation, even if it is not shown.)
$endgroup$
add a comment |
$begingroup$
The root of the difficulty is that $x$ appears free in $f(z)$, but we are trying to "capture" it with $g(x)$, which is illegal. When we substitute $g(x)$ into $f(g(x))$, we have a variable clash:
$$
f(g(colorred x)) = 3^5colorbluex + 1
$$
The red (first) $x$ is a different variable from the blue (second) $x$. This is clearer if we rename the bound variable:
$$
f(g(colorred y)) = 3^5colorbluex + 1
$$
The original expression had $x$ bound to the $mathrm d x$, so by unbinding it, we have changed the meaning of the expression:
$$
fracmathrm dmathrm d colorblue x f(g(colorredy)) ne fracmathrm dmathrm d colorredy f(g(colorredy))
$$
(Incidentally, this is one reason I dislike the notation $f'(x)$, because it hides the variable of differentiation. Students must still be taught it, unfortunately, because Leibniz's notation is verbose in some contexts, but it should only be used as shorthand. Students should understand that it is a shorthand, and that there is still a variable of differentiation, even if it is not shown.)
$endgroup$
The root of the difficulty is that $x$ appears free in $f(z)$, but we are trying to "capture" it with $g(x)$, which is illegal. When we substitute $g(x)$ into $f(g(x))$, we have a variable clash:
$$
f(g(colorred x)) = 3^5colorbluex + 1
$$
The red (first) $x$ is a different variable from the blue (second) $x$. This is clearer if we rename the bound variable:
$$
f(g(colorred y)) = 3^5colorbluex + 1
$$
The original expression had $x$ bound to the $mathrm d x$, so by unbinding it, we have changed the meaning of the expression:
$$
fracmathrm dmathrm d colorblue x f(g(colorredy)) ne fracmathrm dmathrm d colorredy f(g(colorredy))
$$
(Incidentally, this is one reason I dislike the notation $f'(x)$, because it hides the variable of differentiation. Students must still be taught it, unfortunately, because Leibniz's notation is verbose in some contexts, but it should only be used as shorthand. Students should understand that it is a shorthand, and that there is still a variable of differentiation, even if it is not shown.)
edited 39 mins ago
answered 44 mins ago
KevinKevin
1565
1565
add a comment |
add a comment |
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